FSI-Chinese-text/Numerisés-new/FSI-StandardChinese-Module02BIO-StudentText.txt

FSI - Standard Chinese - Module 02 BIO - Student Text
Foreign Service Institute

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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requests for copies, should be addressed to:

Defense Language Institute

Foreign Language Center

NonresidentTraining Division

Presidio of Monterey, CA 93944-5006

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

The Project Board set up the Chinese Core Curriculum Project in 197¹* in
space provided at the Foreign Service Institute. Each of the six U.S.
and Canadian government agencies provided funds and other assistance.

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

Writers for the first half of the materials were John H. T. Harvey,
Lucille A. Barale, and Roberta S. Barry, who worked in close cooperation
with the planning council and with the Chinese staff of the Foreign
Service Institute. Mr. Harvey developed the instructional formats of the
comprehension and production self-study materials, and also designed the
communication-based classroom activities and wrote the teacher’s guides.
Lucille A. Barale and Roberta S. Barry wrote the tape scripts and the
student text. By 1978 Thomas E. Madden and Susan C. Pola had Joined the
staff. Led by Ms. Barale, they have worked as a team to produce the
materials subsequent to Module 6.

All Chinese language material was prepared or selected by Chuan 0. Chao,
Ying-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. Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang,
Thomas E. Madden, Susan C. Pola, and Kathleen Strype.

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

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

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

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

James R. Frith, Chairman

Chinese Core Curriculum Project Board

CONTENTS

Preface

Introduction Section I:  About the Course

Section II:  Background Notes

MODULE 1: ORIENTATION Objectives ....................... .....

List of Tapes

Target Lists

UNIT 1 Introduction

Reference List

Vocabulary

Reference Notes ......... . ......... ..... 28

Full names and surnames Titles and terms of address Drills

UNIT 2 Introduction *

Reference List

Vocabulary

Reference Notes

Given names

Yes/no questions

Negative statements

Greetings Drills

UNIT 3 Introduction . .

Reference List ....

Vocabulary

Unit Map

Reference Notes

Nationality

Home state, province, and city Drills

UNIT U Introduction

Reference List

Vocabulary

Unit Map

Reference Notes

Location of people and places Where people’s families are from

Drills

Criterion Test Sample

Appendices

-   I. Map of China

-   II. Map of Taiwan

-   III. Countries and Regions

-   IV. American States

-   V. Canadian Provinces

-   VI. Common Chinese Names

-   VII. Chinese Provinces

-   VIII.  Chinese Cities

MODULE 2: BIOGRAPHIC INFORMATION Objectives

List of Tapes

Target Lists

UNIT 1 Introduction

Reference List

Vocabulary

Reference Notes

Where people are staying (hotels) Short answers The question word něige
"which?" Drills...............  105

UNIT 2 Introduction ...

Reference List

Vocabulary

Reference Notes .

Where people are staying (houses) Where people are working Addresses The
marker de The marker ba The prepositional verb zài
Drills..........................120

UNIT 3 Introduction

Reference List

Vocabulary

Reference Notes

Members of a family The plural ending -men The question word jl- "how
many"

The adverb dōu ’’all"

Several ways to express "and" Drills . . .

UNIT U Introduction

Reference List.....'

Vocabulary

Reference Notes

Arrival and departure times

The marker le

The shi... de construction Drills

UNIT 5 Introduction

Reference List............

Vocabulary

Reference Notes

Date and place of birth

Days of the week

Ages

The marker le for new situations Drills

UNIT 6 Introduction .....

Reference List .... .......... ..........

Vocabulary

Reference Notes ................ .......

Duration phrases

The marker le for completion

The "double le" construction

The marker guo

Action verbs

State verbs Drills

UNIT 7 Introduction..

Reference List

Vocabulary

Reference Notes

Where someone works

Where and what someone has studied What languages someone can speak
Auxiliary verbs General objects

Drills

UNIT 8 Introduction

Reference List

Vocabulary

Reference Notes

More on duration phrases The marker le for new 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 between
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 new approach to the teaching of foreign
languages. In many ways it redefines the roles of teacher and student,
of classwork 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 will 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 always be
purposefully exchanging information in Chinese.

This focus on conimunicating means that the teacher is first of all your
conversational partner. Anything that forces him¹ back into the
traditional roles of lecturer and drillmaster limits your opportunity to
interact with a speaker of the Chinese language and to experience the
language in its full spontaneity, flexibility, and responsiveness.

Using class time for communicating, you will complete other course
activities out of class whenever possible. This is what the tapes are
for. They introduce the new material of each unit and give you as much
additional practice as possible without a conversational partner.

The texts summarize and supplement the tapes, which take you through new
material step by step and then give you intensive practice on what you
have covered. In this course you will spend almost all your time
listening to Chinese and saying things in Chinese, either with the tapes
or in class.

How the Course Is Organized

The subtitle of this course, "A Modular Approach,” refers to overall
organization of the materials into MODULES which focus on particular
situations or language topics and which allow a certain amount of choice
as to what 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," "A Taped-Input Approach," or "A Communicative
Approach."

Ten situational modules form the

ORIENTATION (ORN)

BIOGRAPHIC INFORMATION (BIO)

MONEY (MON)

DIRECTIONS (DIR)

TRANSPORTATION (TRN)

ARRANGING A MEETING (MTG)

SOCIETY (SOC)

TRAVELING IN CHINA (TRL)

LIFE IN CHINA (LIC)

TALKING ABOUT THE NEWS (TAN)

Each core module consists of tapes,

core of the course:

Talking about who you are and where you are from.

Talking about your background, family, studies, and occupation and about
your visit to China.

Making purchases and changing money.

Asking directions in a city or in a building.

Taking buses, taxis, trains, and planes, including finding out schedule
information, buying tickets, and making reservations.

Arranging a business meeting or a social get-together, changing the time
of an appointment, and declining an invitation.

Talking about families, relationships between people, cultural roles in
traditional society, and cultural trends in modern society.

Making travel arrangements and visiting a kindergarten, the Great Wall,
the Ming Tombs, a commune, and a factory.

Talking about daily life in Beijing street committees, leisure
activities, traffic and transportation, buying and rationing, housing.

Talking about government and party policy changes described in
newspapers: the educational system,-agricultural policy, international
policy, ideological policy, and policy in the arts.

student textbook, and a workbook.

In addition to the ten CORE modules, there 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 will occasionally take time out to study
part of a resource module. (You will 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 bǎ, auxiliary verbs, complex sentences,
adverbial expressions.

Each module consists of tapes and a student textbook.

The eight optional modules focus on particular situations:

RESTAURANT (RST)

HOTEL (HTL)

PERSONAL WELFARE (WLF)

POST OFFICE AND TELEPHONE (PST/TEL)

CAR (CAR)

CUSTOMS SURROUNDING MARRIAGE, BIRTH, AND DEATH (MBD)

NEW YEAR’S CELEBRATION (NYR)

INSTITUTIONS AND ORGANIZATIONS (l&O)

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 shows how the core modules, optional modules, and
resource modules fit together in the course. Resource modules are shown
where study should begin. Optional modules are shown where they may be
introduced.

STANDARD CHINESE : A MODULAR APPROACH

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[]

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KEY

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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 will
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 will be doing in each unit. First, you will work
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 understand all the Target List
    sentences for the unit.

-   2. Production Tape 1 (P-1): 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-1 tape is to
    be able to produce any of the Target List sentences in Chine^(e)?
    when given the English equivalent.

The C-l and P-1 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-1 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-1 tapes
concerning grammar, vocabulary, pronunciation, and culture.

After you have worked with the C-l and P-1 tapes, you go on to two class
activities:

-   3. Target List Review: In this first class activity of the unit, you
    find out how well you learned the C-l and P-1 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, which were not on the
    C-l and P-1 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
working 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 will 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 "interviews”) are used.

    Materials and Activities for a Unit

    TAPED MATERIALS

    C-l, P-1 Tapes

    WRITTEN MATERIALS

    Target List Reference List Reference Notes

    D-l Tapes

    C-2, P-2 Tapes

    Drills

    Reference Notes C-2, P-2 Workbooks

    CLASS ACTIVITIES

    Target List Review

    Structural Buildup Drills

    Exercise Review

    Communication Activities

    []

    Wen wǔ Temple in central Taiwan (courtesy of Thomas Madden)

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 what 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 Putonghua, or
"Standard Chinese" (literally "the common speech"). The more traditional
term, still used in Taiwan, is Guoyǔ, 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 fewest final consonants.

The remaining six Chinese languages, spoken by approximately a quarter
of the population of China, are tightly grouped in the southeast, below
the Yangtze River. The six are: the Wu group (Wu), which includes the
"Shanghai dialect"; Hunanese (Xiāng); the "Kiangsi dialect" (Gan);
Cantonese (Yuè), the language of Guangdong, widely spoken in Chinese
communities in the United States; Fukienese (Min), a variant of which is
spoken by a majority on Taiwan and hence called Taiwanese; and Hakka
(Kèjiā). 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 most striking feature of spoken Chinese is the use of
variation in tone ("tones") to distinguish the different meanings of
syllables which would otherwise sound alike. All languages, and Chinese
is no exception, make 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," m&i, and the verb "to sell," mài,
is the Low tone (^(w)) and the Falling tone (-). And yet these words are
just as distinguishable as our words "buy" and "guy," 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 fewer forms than English verbs, and nowhere near as
many irregularities. Chinese grammar 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 word in ordinary conversation is a single-syllable word.
Moreover, although most words in the dictionary have two syllables, and
some have more, these words can almost always be broken down into
singlesyllable units of meaning, many of which can stand alone as words.

Written Chinese

Most languages with which we 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 vowel sound,
more or less. Chinese, however, is written with "characters" which stand
for whole syllables—in fact, for whole syllables with particular
meanings. Although there are only about thirteen hundred phonetically
distitìct 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," X, and tiān, "to add," "to increase,"

Chinese characters are often referred to as "ideographs," 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
People’s 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, Hànyǔ Pinyin (literally "Chinese Language
Spelling," generally called "Pinyin" 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 throughout the country. This
is not possible, of course, until speakers across the nation have
uniform pronunciations of Standard Chinese. For the time being,
characters, which represent meaning, not pronunciation, are still the
most widely accepted way of communicating in writing.

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 will
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:

Rising:   ma                     Neutral:

Low:

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 words, which are fading in the spoken
language. On the other hand, a Cantonese could 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 own prescribed
direction, length, and contour. The dynamics of these strokes as written
with a brush, the classical writing instrument, show up clearly even in
printed characters. You can tell from the varying thickness of the
stroke how the brush met the paper, how it swooped, and how it lifted;
these effects are largely lost in characters written with a ball-point
pen.

The sequence of strokes is of particular importance. Let’s take the
character for "mouth," pronounced kou. Here it is as normally written,
with the order and directions of the strokes indicated.

[]

If the character is written rapidly, in "running-style writing," 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.

The earliest surviving Chinese characters, inscribed on the Shang
Dynasty "oracle bones" of about 1500 B.C., already included characters
that went beyond simple pictorial representation. There are some
characters in use today which 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.
Let’s take the following character as an example.

[]

This character means "ocean" and is pronounced yang. The left side of
the character, the three short strokes, is an abbreviation of a
character which means "water" and is pronounced shul. This is the
"radical." It has been borrowed only for its meaning, "water." The right
side of the character above is a character which means "sheep" and is
pronounced yang. 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 "water" is
the word yang meaning "ocean." We, as speakers of English, 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?6
radicals; in the other system, there are 21U. There are over a thousand
phonetics.

Chinese has traditionally been written 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 we 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.

BACKGROUND NOTES: ABOUT CHINESE PERSONAL NAMES AND TITLES

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-syllable surname
followed by a two-syllable given name:²

Mao Zedong (Mao Tse-tung)

Zhōu Ēnlái (Chou En-lai)

Jiang Jièshí (Chiang Kai-shek)

Song Qìnglíng (Soong Ch’ing-ling—Mme Sun Yat-sen)

Song Měilíng (Soong Mei-ling—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 Qīng (Chiang Ch’ing—Mme Mao Tse-tung)

There are a few two-syllable surnames. These are usually followed by
single-syllable given names:

Sīmǎ Guāng (Ssu-ma Kuang) Ōuyáng Xiū (Ou-yang Hsiu) Zhūgě Liang (Chu-ke
Liang)

But two-syllable surnames may also be followed by two-syllable given
names:

Sīmǎ Xiāngrú (Ssu-ma Hsiang-Ju)

An exhaustive list of Chinese surnames includes several hundred written
with a single character and several dozen written with two characters.
Some single-syllable surnames sound exactly alike although written with
different characters, and to distinguish them, the Chinese may
occasionally have to describe the character or "write" it with a finger
on the palm of a hand. But the surnames that you are likely to encounter
are fewer than a hundred, and a handful of these are so common that they
account for a good majority of China’s population.

Given names, as opposed to surnames, are not restricted to a limited
list of characters. Men's names are often but not always distinguishable
from women’s; 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 People’s 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

JIS Mínglī Xiānsheng

The title "Mrs." is Tàitai. It follows the husband’s full name or
surname alone.

MS Tàitai

MS Mínglī Tàitai

The title "Miss" is Xiǎojiě. The MS family’s grown daughter, Défēn,
would be

Mǎ Xiǎojiě

MS Défēn XiSojiě

Even traditionally, outside the People’s Republic, a married woman does
not take her husband’s name in the same sense as in our culture. If Miss
Fang BSolán marries Mr. MS Mínglī, she becomes Mrs. MS Mínglī, but at
the same time she remains Fāng BSolán. She does not become MS BSolán;
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 Mǎ Fāng
BSolán. At work she is quite likely to continue as Miss Fāng.

These customs regarding names are still observed by many Chinese today
in various parts of the world. The titles carry certain connotations,
however, when used in the PRC today: Tàitai should not be used because
it designates that woman as a member of the leisure class. Xiǎojiě
should not be used because it carries the connotation of being from a
rich family.

In the People’s Republic, the title "Comrade," Tongzhì, is used in place
of the titles Xiānsheng, Tàitai, and Xiǎojiě. Mǎ Mínglī would be

MS Tongzhì

Mǎ Mínglī Tongzhì

The title ’’Comrade" is applied to all, regardless of sex or marital
status. A married'-woman does not take her husband’s name in any sense.
MS Mínglí’s wife would be

Fang Tóngzhì

Fang Bǎolán Tóngzhì

Children may be given either the mother’s or the father’s surname at
birth. In some families one child has the father's surname, and another
child has the mother’s surname. MS MÍnglī’s and Fang BSolán's grown
daughter could be

MS Tóngzhì

MS Défēn Tóngzhì

Their grown son could be

Fang Tóngzhì

Fang Zìqiáng Tóngzhì

Both in the PRC and elsewhere, of course, there are official titles and
titles of respect in addition to the common titles we have discussed
here. Several of these will be introduced later in the course.

The question of adapting foreign names to Chinese calls for special
consideration. In the People’s 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 part, the resulting names do not at
all resemble Chinese names. For example, the official version of "David
Anderson" is Dàiwéi Andésēn.

An older approach, still in use outside the PRC, is to construct a valid
Chinese name that suggests the foreign name phonetically. For example,
"David Anderson" might be An Dàwèi.

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 Dànián.

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 1-1») 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, with
    proper pauses and intonation, that is, without obscuring the tones
    with English intonation.

-   3. Use polite formulas in asking and answering questions about
    identity (name), health, age, and other basic information.

-   h. Reply to questions with the Chinese equivalents of "yes” and
    "no.”

-   5. Ask and answer questions about families, including who the
    members are, how 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
    occupation, the location, and the duration.

-   8. Give the English equivalent for any Chinese sentence in the BIO
    Target Lists.

-   9. Be able to say any Chinese sentence in the BIO Target Lists when
    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)

Unit 1:

Unit 2:

1 C-l

1 p-1

1&2 D-l

1 C-2

1 P-2

2 P-2

2

C-2

2

C-l

2

P-1

Unit

3:

3

C-l

3

P-1

3&U

D-l

3

C-2

3

P-2

Unit

U:

U

C-l

1»

P-1

U

C-2

U

P-2

Unit

5:

5

C-l

5

P-1

5&6

D-l

5

C-2

5

P-2

Unit

6:

6

C-l

6

P-1

6

C-2

6

P-2

Unit

7:

7

C-l

7

P-1

7&8

D-l

7

C-2

7

P-2

Unit

8:

8

C-l

8

P-1

8

C-2

8

P-2

Units 1-1» R-l

Units 5-8 R-l

Classroom Expressions (CE)

CE 2

Time and Dates (T&P)

T&D 1 T&D 2

UNIT 1 TARGET LIST

-   1. Qingwèn, nl zhù zai nǎr?

Wo zhù zai Beijing Fàndiàn.

-   2. Ni zhù zai něige fàndiàn?

W3 zhù zai nèige fàndiàn.

-   3. Nl zhù zai zhèige fàndiàn ma?

Bù, wó bú zhù zai zhèige fàndiàn.

U. Nī zhù zai Mínzú Fàndiàn ma?

Bù, w3 bú zhù zai Mínzú Fàndiàn.

-   5. Něiwèi shi Gāo Tóngzhì?

Neiwèi shi Gāo Tóngzhì.

-   6. Z&o. Nuòwākè Nushì! Nín hǎo.

W5 hen hāo.

-   7. Ni shi Měiguo nǎrde rén?

Wó shi Jiāzhōu Jiùjlnshān rén.

May I ask, where are you staying? I'm staying at the BSijlng Hotel.

Which hotel are you staying at?

I'm staying at that hotel.

Are you staying at this hotel?

No, I'm not staying at this hotel.

Are you staying at the Nationalities Hotel?

No, I'm not staying at the Nationalities Hotel.

Which one is Comrade Gāo?

That one is Comrade Gāo.

Good morning. Miss Novak.' How are you.

I'm very well.

Where are you from in America?

I’m from San Francisco, California.

UNIT 2 TARGET LIST

1. Nì péngyou jiā zài náli?

Tā jiā zài Dàli Jiē.

2. Ni péngyoude dìzhl shi...?

Tāde dìzhí shi Dàlǐ Jiē Sìshièr-hào.

Where is your friend's house?

His house is on Dàll Street.

What is your friend’s address?

His address is No. U2 Dàll Street

3. NX shi Wèi Shàoxiào ba?

Shide.

U. Nà shi Guóbīn Dà fan di an ba?

Shide, nà shi Guobīn Dàfàndiàn.

NX zhù zai nàli ma?

Bù, wō zhù zai zhèli.

5. NX péngyou zài TaibSi gōngzuò ma?

Tā bú zài TáibSi gōngzuò; tā zài Taizhōng gōngzuò.

6. NX zài náli gōngzuò?

NX zài Wǔguānchù gōngzuò.

OR

Wō zài yínháng gōngzuò.

You are Major Weiss, aren’t you?

Yes.

That is the Ambassador Hotel, isn't it?

Yes, that's the Ambassador Hotel.

Are you staying there?

No, I'm staying here.

Does your friend work in Taipei?

He doesn't work in Taipei; he works in Taichung.

Where do you work?

I work at the defense attache's office.

I work at a bank.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

7. lù                                   road

UNIT 3 TARGET LIST

-   1. NXmen yōu háizi ma?

Yōu, wōmen yōu.

-   2. Liu Xiānsheng méiyou Méiguo péngyou.

-   3. Nimen yōu jXge nánháizi, jlge nǔháizi?

Wōmen yōu liǎngge nánháizi, yíge niiháizi.

Do you have any children?

Yes, we have.

Mr. Liu doesn't have any American friends.

How many boys and how many girls do you have?

We have two boys and one girl.

U. Hu Xiānsheng Hu Tàitai you Jīge háizi?⁻

Tāmen y$u liǎngge háizi.

Shi nánháizi, shi nūháizi?

Dōu shi nūháizi.

-   5. Nīmen háizi dōu zài zhèli ma?

Bù, liangge zài zhèli, yíge hái zài Měiguō.

-   6. Nl Jiāli y5u shénme rén?

YSu wo tàitai gēn sānge háizi.

-   7. Ní Jiāli you shénme rén?

Jiù you w3 fùqin, mǔqin

How many children do Mr. and Mrs. Hú have?

They have two 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.

What people are in your family?

There’s my wife and three children.

What people are in your family?

Just my father and mother.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

  ----- ---------------- ----------------------
  8.    zhí              only
  9.    dìdi             younger brother
  10.   gēge             older brother
  11.   JièJie           older sister
  12.   mèimei           younger sister
  13.   xiōngdì          brothers
  1U.   JiSmèi           sisters
  15.   xiōngdì JiSmèi   brothers and sisters
  16.   fùmǔ             parents
  17.   zūfù             paternal grandfather
  18.   zǔmǔ             paternal grandmother
  19.   wàizǔfù          maternal grandfather
  20.   wàizǔmǔu         maternal grandmother
  21.   bàba             papa, dad, father
  22.   mama             momma, mom, mother
  ----- ---------------- ----------------------

UNIT 4

-   1. Tā míngtiān lai ma?

Tā yījīng lai le.

-   2. Nī péngyou lai le ma?

Tā hāi méi(you) lai.

-   3. Tā shi shénme shíhou dàode? Tā shi zuotiān dàode.

-   U. NX shi yíge rén láide ma? Bú shi, wǒ bú shi yíge rén JLàide.

5. Nī néitiān zǒu?

Wǒ jīntiān zǒu.

TARGET LIST

Is he coming tomorrow? He has already come.

Has your friend come?

She hasn't come yet.

When did he arrive?

He arrived yesterday.

Did you come alone?

No, I didn't come alone.

What day are you leaving?

I'm leaving today.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

  ----- ---------- --------------------------
  6.    hòutiān    the day after tomorrow
  7.    qiàntiān   the day before yesterday
  8.    tiāntiān   every day
  9.    érzi       son
  10.   nuer       daughter
  ----- ---------- --------------------------

UNIT 5 TARGET LIST

1. Nī shi zài nǎr shēngde?

Wǒ shi zài Dézhōu shēngde.

2. Nīmen xīngqījī zǒu?

Women Xīngqītiān zǒu.

Where were you born?

I was born in Texas.

What day of the week are you leaving?

We are leaving on Sunday.

3. Nī shi nēinián shēngde?

Wǒ shi Yījiǔsānjifinián shēngde.

U. Nī shi jīyǔè jīhào shēngde?

Wǒ shi QÍyǔe sìhào shēngde.

5. Nī duō dà le?

Wǒ sānshiwǔ le.

6. Nīmen nanháizi dōu jīsuì le?

YÍge jiǔsuì le, yíge liùsuì le.

What year were you born?

I was born in 1939.

What is your month and day of birth?

I was born on July U.

How old are you?

I’m 35.

How old are your boys?

One is nine, and one is six.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

-   7. hòunián

-   8. jīnián

-   9. míngnián

-   10. qiánnián

-   11. qunian

-   12. niánnián

the year after next this year next year

the year before last last year every year

UNIT 6 TARGET LIST

-   1. Nī zhù duo jiǔ?

Wǒ zhù yìnián.

-   2. Nī tàitai zài Xiānggāng zhù duo jiǔ?

Wǒ xiāng tā zhù liāngtiān.

-   3. Nī xiāng zài Taiwan zhù duǒ jiǔ?

Wǒ xiāng zhù liùge yǔè.

-   U. Nī láile duo jiǔ le?

Wǒ láile liāngge xīngqī le.

How long are you staying?

I’m staying one year.

How long is your wife staying in Hong Kong?

I think she is staying two days.

How long are you thinking of staying in Taiwan?

I'm thinking of staying six months.

How long have you been here?

I have been here two weeks.

-   5. NX tàitai zài Xianggang zhùle duo Jiǔ?

Tā zhùle liǎngtiān.

-   6. Lī Tàitai méi lai.

-   7. NX cōngqián láiguo ma?

Wō cóngqián méi laiguo. Wō tàitai láiguo.

How long did your wife stay in Hong Kong?

She stayed two days.

Mrs. Li didn’t come.

Have you ever been here before?

I have never been here before. My wife has been here.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

-   8. qfi                                       to go

-   9. Niù Yūē                             New York

UNIT 7 TARGET LIST

-   1. Nín zài náli gōngzuò?

Wō zài MSiguo Guōwùyuàn gōngzuò.

-   2. NX zài náli gōngzuò?

Wō shi xùésheng.

-   3. NX lái zuò shénme?

Wō lái niàn shū.

h. NX niàn shénme?

Wō xtté Zhōngwén.

5. NX zài dàxùé niànguo lìshX ma? Niànguo.

6. Nīmen huì shuō Zhōngwén ma?

Wō tàitai bú huì shuō, wō huì shuō yìdiǎn.

Where do you work?

I work with the State Department.

Where do you work?

I’m a student.

What did you come here to do?

I came here to study.

What are you studying?

I’m studying Chinese.

Did you study history in college?

Yes.

Can you speak Chinese?

My wife can’t speak it; I can speak a little.

7. Nīde Zhōngguo huà hSn hǎo.

Nall, náli. W3 jlù huì shuō yìdiān.

8. Nī shi zài náli xuéde Zhōngwén?

W6 shi zài Huáshèngdùn xiiéde.

Your Chinese is very good.

Not at all, not at all. I can speak only a little.

Where did you study Chinese?

I studied it in Washington.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

  ----- ---------------- --------------------------
  9.    JīngJixUé        economics
  10.   Rìwén            Japanese language
  11.   wenxue           literature
  12.   zhèngzhixiié     political science
  13.   nan              to be difficult
  Ih.   rōngyi           to be easy
  15.   xiiéxí (xuéxi)   to study, to learn (PRC)
  ----- ---------------- --------------------------

UNIT 8 TARGET LIST

-   1. Nī jīntiān hái you kè ma?

Meiyou kè le.

-   2. Nī cóngqián niàn Yīngwén niànle duō jiǔ?

W5 niàn Yīngwén niànle liùnián.

-   3. Nī niàn Fàwén niànle duo jiǔ le?

W3 niànle yinian le.

h. Qunián wō hái bú huì xiě Zhōngguo zì.

Xiànzài w3 huì xiě yìdiān le.

5. Nī fùqin shi jùnrén ma?

Shi, tā shi hāijǔn Junguān.

Do you have any more classes today? I don't have any more classes.

How long did you study English?

I studied English for six years.

How long have you been studying French?

I've been studying it for one .year.

Last year I couldn’t write Chinese characters.

Now I can write a little.

Is your father a military man?

Yes, he's a naval officer.

+-----------------------------------+-----------------------------------+
| -   6. W3 jintiān bù lai le.      | I’m not coming today. I'm sick.   |
|                                   |                                   |
| W3 bìng le.                       | Are you better today' Today I'm   |
|                                   | better.                           |
| -   7. Jintiān hǎo le méiyou?     |                                   |
|                                   | air force                         |
| Jintiān hao le.                   |                                   |
|                                   | army enlisted man to work German  |
| ADDITIONAL REQUIRED VOCABULARY    | language                          |
| (not presented on C-l and P-1     |                                   |
| tapes)                            |                                   |
|                                   |                                   |
| -   8. kōngjun                    |                                   |
|                                   |                                   |
| -   9. lùjun                      |                                   |
|                                   |                                   |
| -   10. shìblng                   |                                   |
|                                   |                                   |
| -   11. zu8 shi                   |                                   |
|                                   |                                   |
| -   12. Déwén                     |                                   |
+-----------------------------------+-----------------------------------+

UNIT 1

INTRODUCTION

Topics Covered in This Unit

-   1. Where people are staying (hotels).

-   2. Short answers.

-   3. The question word néige, "which."

Materials You Will Need

-   1. The C-l and P-1 tapes, the Reference List and Reference Notes.

-   2. The C-2 and P-2 tapes, the Workbook.

-   3. The drill tape (1D-1).

REFERENCE LIST

(in Béijīng)

+-----------------+-----------------+-----------------+-----------------+
| 1.              | A:              | Qīngwèn, nī zhù | May I ask,      |
|                 |                 | zai nǎr?        | where are you   |
|                 | B:              |                 | staying? I’m    |
|                 |                 | W6 zhù zai      | staying at the  |
|                 |                 | Bāijīng         | Béijīng Hotel.  |
|                 |                 | Fàndiàn.        |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2.              | B:              | Nī zhù zai      | Are you staying |
|                 |                 | Mínzú Fàndiàn   | at the          |
|                 |                 |                 | Nationalities   |
+-----------------+-----------------+-----------------+-----------------+
|                 |                 | ma?             | Hotel?          |
+-----------------+-----------------+-----------------+-----------------+
|                 | A:              | Shi, wS zhù zai | Yes, I’m        |
|                 |                 | Mínzú           | staying at the  |
|                 |                 |                 | Nationalities   |
+-----------------+-----------------+-----------------+-----------------+
|                 |                 | Fàndiàn.        | Hotel.          |
+-----------------+-----------------+-----------------+-----------------+
| 3.              | A:              | Nī zhù zai      | Which hotel are |
|                 |                 | něige fàndiàn?  | you staying at? |
+-----------------+-----------------+-----------------+-----------------+
|                 | B:              | W5 zhù zai      | I’m staying at  |
|                 |                 | Běijīng         | the Běijīng     |
|                 |                 | Fàndiàn.        | Hotel.          |
+-----------------+-----------------+-----------------+-----------------+
| 1*.             | B:              | Nèiwèi shi      | Which one is    |
|                 |                 | Zhāng Tongzhì?  | Comrade Zhāng?  |
+-----------------+-----------------+-----------------+-----------------+
|                 | A:              | Tā shi Zhāng    | She is Comrade  |
|                 |                 | Tongzhì.        | Zhāng.          |
+-----------------+-----------------+-----------------+-----------------+
| 5-*             | B:              | Něige rén shi   | Which person is |
|                 |                 | Méi Tongzhì?    | Comrade Mei?    |
+-----------------+-----------------+-----------------+-----------------+
|                 | A:              | Nèige rén shi   | That person is  |
|                 |                 | Méi Tongzhì.    | Comrade Méi.    |
+-----------------+-----------------+-----------------+-----------------+

-   6. B: Něiwèi shi Gāo Tóngzhì?

-   A: Nèiwèi shi Gāo Tǒngzhì.

-   7.³ A: Hi zhù zai zhèige fàndiàn ma?

-   B: Bù, wǒ bú zhù zai zhèige fàndiàn.

-   8. B: Jiang Tongzhì! Nín zāo.

-   A: Zāo. Nuowǎkè Nushì! Nín hāo.

-   B: Wǒ hen hāo.

-   9. A: QXngwèn, ni shi Měiguo nārde rén?

-   B: Wǒ shi Jiāzhōu Jiùjlnshān rén.

Which one is Comrade Gāo?

That one is Comrade Gāo.

Are you staying at this hotel?

No, I’m not staying at this hotel.

Comrade Jiāng! Good morning.

Good morning. Miss Novak! How are you.

I’m very well.

May I ask, where are you from in America?

I’m from San Francisco, California.

VOCABULARY

+-----------------------------------+-----------------------------------+
| fàndiàn                           | hotel                             |
+-----------------------------------+-----------------------------------+
| -ge hěn                           | (general counter) very            |
+-----------------------------------+-----------------------------------+
| JiùjInshān                        | San Francisco                     |
|                                   |                                   |
| Mínzú Fàndiàn                     | Nationalities Hotel               |
+-----------------------------------+-----------------------------------+
| něi-něige? nèige něiwèi? nèiwèi   | which which? that                 |
| nushì                             |                                   |
|                                   | which one (person)?               |
|                                   |                                   |
|                                   | that one (person)                 |
|                                   |                                   |
|                                   | (polite title for a married or    |
|                                   | unmarried woman) Ms.; lady        |
+-----------------------------------+-----------------------------------+
| Shi.                              | Yes, that’s so.                   |
+-----------------------------------+-----------------------------------+
| -wèi                              | (polite counter for people)       |
+-----------------------------------+-----------------------------------+
| Zāo. zhèi-zhèige zhèiwèi zhù      | Good morning.                     |
|                                   |                                   |
|                                   | this                              |
|                                   |                                   |
|                                   | this                              |
|                                   |                                   |
|                                   | this one (person) to stay, to     |
|                                   | live                              |
+-----------------------------------+-----------------------------------+

REFERENCE NOTES

-   1. A: Qlngwèn, ni zhù zai nār?       May I ask, where are you
    staying?

-   B: WS zhù zai BSiJing Fàndiàn.    I'm staying at the BéiJIng Hotel.

Notes on No. 1

The verb zhù, "to live," or "to reside," may be used to mean "to stay
at" (temporary residence) or "to live in" (permanent residence).

Zhù zai nār literally means "live at where." The verb zài, "to be in/
at/on,” is used here as a preposition, "at." It loses its tone in this
position in a sentence. (The use of zài as a preposition is treated more
fully in Unit 2.)

Fàndiàn has two meanings—"restaurant" and "hotel" (a relatively large
hotel with modern facilities).* Literally, fàndiàn means "rice shop."

-   2. B: Ni zhù zai Mínzú Fàndiàn ma? Are you staying at the
    Nationalities Hotel?

-   A: Shi, wS zhù zai Mínzú Fàndiàn. Yes, I'm staying at the
    Nationalities Hotel.

Note on No. 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 answers. Zhù is one such verb. Others not to be used are xìng, "to
be surnamed," and jiào, "to be given-named." Many speakers do not repeat
the verb zài as a short answer. To give a short "yes" answer to
questions containing these verbs, you use shi.

-   3. A: Ni zhù zai něige fàndiàn?

-   B: WS zhù zai Beijing Fàndiàn.

U. B: Něiwèi shi Zhang Tóngzhì?

A: Tā shi Zhang Tóngzhì.

Which hotel are you staying at? I'm staying at the Běijīng Hotel.

Which one is Comrade Zhāng? She is Comrade Zhāng.

-   5. B: Nèige rén shi Méi Tongzhì?

-   A: Nèige rén shi Méi Tongzhì.

-   6. B: Neiwèi shi Gāo Tongzhì?

-   A: Nèiwèi shi Gāo Tongzhì.

-   7. A: Nī zhù zai zhèige fàndiàn ma?

B: Bù, w3 hú zhù zai zhèige fàndiàn.

Which person is Comrade Mei?

That person is Comrade Méi.

Which one is Comrade Gāo? That one is Comrade Gāo.

Are you staying at this hotel?

No, I’m not staying at this hotel

Notes on Nos. 3-7

Nèige is the question word "which." In the compound nèiguó, you found
the hound word nèi-, which was attached to the noun guó. In the phrase
nèige rén, "which person," the hound word něi- is attached to the
general counter -ge. (You will learn more about counters in Unit 3. For
now, you may think of -ge as an ending which turns the hound word nèi-
into the full word nèige.)

Nèige rén/Nèiwèi: To he polite when referring to an adult, you say
nèiwèi or nèiwèi, using the polite counter for people -wèi rather than
the general counter -ge. though -ge is used in many informal situations.

Notice that the noun rén is not used directly after -wèi:

  -------- ------------ ------------------------
  Nèiwèi   Mèiguo rén   shi shéi?
  Nèiwèi                zhù zai Mínzú Fàndiàn?
  -------- ------------ ------------------------

Compare the specifying words "which?" "that," and "this" with the
location words you learned in Unit U of ORN:

specifying words

  -------- --------- ----------
  nèige?   (nāge?)   (which?)
  nèige    (nàge)    (that)
  zhèige   (zhège)   (this)
  -------- --------- ----------

location words

nǎr?

(where?)

nàr

(nèr)

(there)

zhèr

(zhàr)

(here)

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," and "here": nǎge? nàge, and zhège.

Bù: A short negative answer is usually formed by bù plus a repetition of
the verb used in the question. When a verb, like zhví (zai), cannot be
repeated, bù is used as a short answer and is followed by a complete
answer. Notice that when used by itself bù is in the Falling tone, but
when followed by a Falling-tone syllable bù is ih the Rising tone.

Bù, tā xiànzai bú zài zher. No, he's not here now.

-   8. B: Jiang Tóngzhì! Nín zāo.

-   A: Zāo. Nuòwākè Nushì! Nín hāo.

-   B: Wǒ hen hāo.

Comrade Jiāng! Good morning.

Good morning. Miss Novak! How are you.

I'm very well.

Notes on No. 8

Name as greeting: A greeting may consist simply of a person's name: Wang
Tóngzhì! "Comrade Wáng!" The name may also be used with a greeting
phrase: Wáng Tóngzhì! Nín zāo. "Comrade Wáng! Good morning."--or, in
reverse order, Nín zāo. Wang Tóngzhì! "Good morning. Comrade Wáng!" The
name is pronounced as an independent exclamation acknowledging that
person's presence and status. It is not de-emphasized like "Comrade
Wáng" in the English sentence "Good morning, Comrade Wáng."

Nín zāo means "good morning"—literally, "you are early." You may also
say either nì zāo or simply zāo.

Nushì, "Ms.," is a formal, respectful title for a married or unmarried
woman. It is used after a woman's own surname, not her husband's.
Traditionally, this title was used for older, educated, and accomplished
women. In the PRC, where people use Tóngzhì, "Comrade," in general only
foreign women are referred to and addressed as (so-and-so) Nushì. On
Taiwan, however, any woman may be called (so-and-so) Nushì in a formal
context, such as a speech or an invitation.

Nín hāo: This greeting may be said either with or without a question
marker, just as in English we say "How are you?" as a question or "How
are you" as a simple greeting.

Nǐ hāo ma?                      How are you?

Nì hāo.                          How are you.

Also Just as in English, you may respond to the greeting by repeating it
rather than giving an answer.

Lì Tóngzhì! Nín hāo.            Comrade Lì! How are you.

Nín hāo. Gāo Tóngzhì!           How are you. Comrade Gāo!

Literally, hSn means ’’very." The word often accompanies adjectival
verbs (like h&o, "to be good"), adding little to their meaning. (See
also Module 3, Unit 3.)

How 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 Chinese—for instance, Mǎ Mínglì. Here are some other ways:

W8 shi MS Mínglì.               I am MS Mínglì.

Wǒ xìng MS.                      My surname is MS.

Wǒ xìng MS, Jiào MS Mínglì. My surname is MS; I am called MS Mínglì.

WSde Zhōngguo míngzi Jiao My Chinese name is MS MÍnglì. MS MÍnglì.

9. A: Qlngwèn, nī shi Měiguo nSrde rén?

B: Wō shi Jiāzhōu Jiùjīnshān rén.

May I ask, where are you from in America?

I’m from San Francisco, California.

Notes on No. 9

Order of place names: Notice that Jiāzhōu Jiùjīnshān is literally
"California, San Francisco." In Chinese, the larger unit comes before
the smaller. Similarly, in the question Nī shi Meiguo nǎrde rén? the
name of the country comes before the question word nǎr, which is asking
for a .mere detailed location. The larger -unit is usually repeated in
the answer:

+-----------+-----------+-----------+-----------+-----------+-----------+
| Nī shi    | Shandong  | nār       | 1         | i éi.?    | 1 1       |
|           | I         |           |           |           |           |
|           |           |           | S' 1      |           |           |
|           |           |           |           |           |           |
|           |           |           | ____1     |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| Wǒ shi    | Shandong  | Cīngdǎo   |           | ! 'í GA   |           |
|           | |         |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

Literally, Jiùjīnshān means "Old Gold Mountain." name to San Francisco
during the Gold Bush days.

The Chinese gave this

DRILLS

A. Response Drill

Respond according to the cues.

-   1. Speaker: Tā zhù zai nǎr?

(cue) Běijīng Fàndiàn

(Where is he/she

staying?)

-   2. Nī àiren zhù zai nǎr?

Mínzú Fàndiàn

(Where is your spouse staying?)

-   3. Li Tongzhì zhù zai nǎr?

zhèige fàndiàn

(Where is Comrade LĪ staying?)

U. Fāng Tongzhì zhù zai nār?

nèige fàndiàn

(Where is Comrade Fāng staying?)

-   5. Chen Tongzhì zhù zai nǎr?

Běijīng Fàndiàn

(Where is Comrade Chen staying?)

-   6. LÍn Tongzhì zhù zai nǎr?

Mínzú Fàndiàn

(Where is Comrade LÍn staying?)

-   7. Huang Tongzhì zhù zai nǎr?

zhèige fàndiàn

(Where is Comrade Huǎng staying?)

You: Tā zhù zai Běijīng Fàndiàn. (He/she is staying at the

Beijing Hotel.)

Tā zhù zai Mínzú Fàndiàn.

(He/she is staying at the Nationalities Hotel.)

Tā zhù zai zhèige fàndiàn.

(He/she is staying at this hotel.)

Tā zhù zai nèige fàndiàn.

(He/she is staying at that hotel.)

Tā zhù zai Běijīng Fàndiàn.

(He/she is staying at the Beijing

Hotel.)

Tā zhù zai Mínzú Fàndiàn.

(He/she is staying at the Nationalities Hotel.)

Tā zhù zai zhèige fàndiàn.

(He/she is staying at this hotel.)

-   B. Response Drill

Give affirmative responses to all questions.

-   1. Speaker: Gāo Nushì zhù zai         You: Shi, tā zhù zai Mínzú
    Fàndiàn.

Mínzú Fàndiàn ma?            (Yes, she is staying at the

(Is Miss Gáo staying             Nationalities Hotel.)

at the Nationalities Hotel?)

-   2. Zhāng Nushì zhù zai Běijīng        Shi, tā zhù zai Běijīng
    Fàndiàn.

Fàndiàn ma?

-   3. Jiāng Nushì zhù zai zhèige fàndiàn ma?

’i. Huang Nushì zhù zai nèige fàndiàn ma?

-   5. Wang Nushì zhù zai BSijlng Fàndiàn ma?

-   6. LÍn Nushì zhù zai MÍnzú Fàndiàn ma?

-   7. Mao Nushì zhù zai zhèige fàndiàn ma?

Shi, tā zhù zai zhèige fàndiàn.

Shi, tā zhù zai nèige fàndiàn.

Shi, tā zhù zai Bèijìng Fàndiàn

Shi, tā zhù zai MÍnzú Fàndiàn.

Shi, tā zhù zai zhèige fàndiàn.

-   C. Response Drill

Give negative responses to all

-   1. Speaker: Jiāng Xiānsheng zhù zai zhège fàndiàn ma?

(Is Mr. Jiāng staying at this hotel?)

-   2. MS Xiānsheng zhù zai nàge fàndiàn ma?

-   3. Lì Xiānsheng zhù zai Guobīn Dàfàndiàn ma?

U. Zhào Xiānsheng zhù zai Yuánshān Dàfàndiàn ma?

-   5. Liú Xiānsheng zhù zai Yuánshān Dàfàndiàn ma?

-   6. Tang Xiānsheng zhù zai nàge fàndiàn ma?

-   7. Song Xiānsheng zhù zai zhège fàndiàn ma?

    questions.

    You: Bu shi, tā bú zhù zai zhège fàndiàn.

    (No, he isn’t staying at this hotel.)

    Bú shi, tā bú zhù zai nàge fàndiàn.

Bú shi, tā bú zhù zai Guóbīn Dàfàndiàn.

Bú shi, tā bú zhù zai Yuánshān Dàfàndiàn.

Bú shi, tā bú zhù zai Yuánshān Dàfàndiàn.

Bú shi, tā bú zhù zai nàge fàndiàn.

Bú shi, tā bú zhù zai zhège fàndiàn

D. Response Drill

the

Give either a negative or an affirmative response, according to cues.

-   1. Speaker: Tang Tongzhì zhù zai zhèige fàndiàn ma? (cue) zhèige
    fàndiàn

(Is Comrade Tang staying at this hotel?)

OR Ma Tongzhì zhù zai nèige fàndiàn ma? (cue) zhèige fàndiàn (Is Comrade
MS staying at this hotel?)

-   2. Mǎ Tongzhì zhù zai nèige fàndiàn ma? zhèige fàndiàn

-   3. LĪ Tongzhì zhù zai Bǎijīng Fàndiàn ma?    Bǎijīng Fàndiàn

U. Zhào Tongzhì zhù zai Mínzú Fàndiàn ma?    Bǎijīng Fàndiàn

-   5. Liu Tongzhì zhù zai zhèige fàndiàn ma?    nèige fàndiàn

-   6. Jiang Tongzhì zhù zai nèige fàndiàn ma?    nèige fàndiàn

-   7. Zhāng Tongzhì zhù zai Bǎijīng Fàndiàn ma? Mínzú Fàndiàn

You: Shi, tā zhù zai zhèige fàndiàn (Yes, he is staying at this hotel.)

Bú shi, tā hú zhù zai nèige fàndiàn.

(No, he isn't staying at that hotel.)

Bú shi, tā hú zhù zai nèige fàndiàn

Shi tā zhù zai Bǎijīng Fàndiàn.

Bú shi, tā bú zhù zai Mínzú Fàndiàn

Bú shi, tā bú zhù zai zhèige fàndiàn.

Shi, tā zhù zai nèige fàndiàn.

Bú shi, tā bú zhù zai Bǎijīng Fàndiàn.

E. Transformation Drill

Change the less polite forms nèige forms nèiwèi and zhèiwèi.

-   1. Speaker: Nèige rén shi LÍ

Tongzhì.

(That person is Comrade LI.)

-   2. Zhèige rén shi Fāng Tongzhì.

-   3. Nèige rén shi Jiāng Tongzhì.

rén and zhèige rén to the more polite

You: Nèiwèi shi Li Tongzhì.

(That one is Comrade LĪ.)

Zhèiwèi shi Fāng Tongzhì.

Nèiwèi shi Jiāng Tongzhì.

2.

Zhāng Tóngzhì zhù zai nèige

Tā zhù zai Bèijīng Fàndiàn.

fàndiàn? Bèijīng Fàndiàn

3.

Jiāng Tóngzhì zhù zai nèige fàndiàn? nèige fàndiàn

Tā zhù zai nèige fàndiàn.

U.

Wang Tóngzhì zhù zai nèige fàndiàn? zhèige fàndiàn

Tā zhù zai zhèige fàndiàn.

5.

Huáng Tóngzhì zhù. zai nèige fàndiàn? Mínzú Fàndiàn

Tā zhù zai Mínzú Fàndiàn.

6.

Lin Tóngzhì zhù zai nèige fàndiàn? Bèijīng Fàndiàn

Tā zhù zai Bèijīng Fàndiàn.

7.

Liú Tóngzhì zhù zai nèige fàndiàn?    zhèige fàndiàn

Tā zhù zai zhèige fàndiàn.

U. Zhèige rén shi Zhōu Tongzhì.

-   5. Nèige rén shi Zhāng Tongzhì.

-   6. Zhèige rén shi Chén Tóngzhì.

-   7. Nèige rén shi Hú Tóngzhì.

Zhèiwèi shi Zhōu Tóngzhì.

Nèiwèi shi Zhāng Tóngzhì.

Zhèiwèi shi Chén Tóngzhì.

Nèiwèi shi Hu Tóngzhì.

F. Response Drill

Respond to nèige fàndiàn? "which hotel?" according to the cues.

1. Speaker: Tā zhù zai nèige fàndiàn?

(cue) Mínzú Fàndiàn

(Which hotel is he/she staying at?)

You: Tā zhù zai Mínzú Fàndiàn. (He/she is staying at the Nationalities
Hotel.)

-   G. Response Drill

Respond to nèige rén? "which person?" with nèige rén, "that person."

-   1. Speaker: Qlngwèn, nèige rén shi You: Nèige rén shi Wang Déxián.

Wang Déxián?                   (That person is Wang Déxián.)

(May I ask, which person

is Wang Déxián?)

2. Qíngwèn, nèige rén Shimin?

3. Qíngwèn, nèige rén Bǎolán?

1*. Qíngwèn, nèige rén Tíngfēng?

-   5. Qingwèn, nèige rén Wǎnrú?

-   6. Qíngwèn, nèige rén Mèilíng?

-   7. Qíngwèn, nèige rén Zhīyuǎn?

shi Zhao        Nèige

shi Lin         Nèige

shi Gāo         Nèige

shi Zhang       Nèige

shi Hu          Nèige

shi Sòng        Nèige

rén shi Zhao Shinin, rén shi Lin Bǎolán.

rén shi Gāo Tíngfēng rén shi Zhāng Wǎnrú.

rén shi Hú Mèilíng.

rén shi Song Zhīyuǎn

-   H. Transformation Drill

Ask the appropriate "which” or ’’where” question according to
statements.

1. Speaker: Tā lǎojiā zài Qingdao. (His/her family is from Qingdao.)

OR Tā xiànzài zài Jiānádà. (He/she is in Canada now.)

OR Tā zhù zai Bèijīng Fàndiàn.

(He/she is staying at the Bèijing Hotel.)

2. Tā xiànzài zài Shāndōng.

(He/she is in Shāndōng now.)

3* Tā zhù zai MÍnzú Fàndiàn. (He/she is staying at the Nationalities
Hotel.)

U. Tā lǎojiā zài Húbèi. (His/her family is from Hubei.)

5. Tā xiànzài zài Mèiguō.

(He/she is in America now.)

You? Tā lǎojiā zài nǎr?

(Where is his/her family from?)

Tā xiànzài zài nǎr? (Where is he/she now?)

Tā zhù zai nèige fàndiàn?

(in which hotel is he/she staying?)

Tā xiànzài zài nǎr?

(Where is he/she now?)

Tā zhù zai nèige fàndiàn?

(In which hotel is he/she staying?)

Tā lǎojiā zài nǎr?

(Where is his/her family from?)

Tā xiànzài zài nǎr?

(Where is he/she now?)

ó. Tā zhù zai zhèige fàndiàn. (He/she is staying at this hotel.)

7. Tā lāojiā zài Guangdong. (His/her family is from Guangdong.)

Tā zhù zai neige fàndiàn?

(In which hotel is he/she staying?)

Tā lāojiā zài nǎr?

(Where is his/her family from?)

[]

Pagoda in central Taiwan (courtesy of Thomas Madden)

UNIT 2

INTRODUCTION

Topics Covered in Tills 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 verb zài.

Materials You Will Need

-   1. The C-l and P-1 tapes, 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:

B:

Nì zhù zai náli?

Where are you staying?

I’m staying at the Ambassador Hotel

Wǒ zhù zai Guōbīn Dàfàndiàn.

2.

A:

Nī zhù zai náli?

Where are you staying?

B:

Wǒ zhù zai zhèli.

I’m staying here.

A:

Tā ne?

How about him?

B:

Tā zhù zai nàli.

He is staying there.

3.

A:

Nī zhù zai náli?

Where are you staying?

B:

Wǒ zhù zai péngyou jiā.

I’m staying at a friend’s house.

U.

A:

Nī péngyou jiā zài náli?

Where is your friend’s house?

B:

Tā jiā zài Dàlī Jiē.

His house is on Dàlī Street.

5.

A:

Nī péngyoude dìzhī shi...?

What is your friend’s address?

B:

Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

His address is No. 1*2 Dàlī Street.

6.

* A:

Nī shi Wèi Shàoxiào ba?

You are Major Weiss, aren’t you?

B:

Shide.

Yes.

7.

**A:

Nà shi Guobīn Dàfàndiàn ba?

That is the Ambassador Hotel, isn’t it?

B:

Shìde.

Yes.

8.

A:

Nī péngyou xiànzài zài náli gōngzuò ?

Where does your friend work now?

B:

Tā zài Táinán gōngzuò.

He works in Tainan.

9.

* A:

Nī zài náli gōngzuò?

Where do you work?

B:

Wǒ zài Wǔguānchù gōngzuò.

I work at the defense attache’s office.

10.

**A:

Nī zài náli gōngzuò?

Where do you work?

B:

Wǒ zài yínháng gōngzuò.

I work at a bank.

11.⁴ ⁵ A: Ni péngyou zài Táiběi gōngzuò ma?

B: Tā bú zài Táiběi gōngzuò; tā zài Táizhōng gōngzuò_(K)

Does your friend work in Taipei?

He doesn’t work in Taipei; he works in Taichung.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 12.
lù

road

VOCABULARY

+-----------------------------------+-----------------------------------+
| ba                                | (question marker expressing       |
|                                   | supposition of what answer will   |
|                                   | be)                               |
+-----------------------------------+-----------------------------------+
| dàfàndiàn                         | hotel                             |
|                                   |                                   |
| -de dìzhl                         | (possessive marker) address       |
+-----------------------------------+-----------------------------------+
| gōngzud                           | to work Ambassador Hotel          |
|                                   |                                   |
| Guóbln Dàfàndiàn                  |                                   |
+-----------------------------------+-----------------------------------+
| -hào                              | number (in addresses)             |
+-----------------------------------+-----------------------------------+
| Jiā Jiē                           | home, house street                |
+-----------------------------------+-----------------------------------+
| lù                                | road                              |
+-----------------------------------+-----------------------------------+
| nà-nàge náli nàli                 | that                              |
|                                   |                                   |
|                                   | that (one) where there            |
+-----------------------------------+-----------------------------------+
| péngyou                           | friend                            |
+-----------------------------------+-----------------------------------+
| shàoxiào Shìde.                   | major (military title) Yes,       |
|                                   | that's so.                        |
+-----------------------------------+-----------------------------------+
| Wǔguānchù                         | defense attache's office          |
+-----------------------------------+-----------------------------------+
| yínháng                           | bank                              |
+-----------------------------------+-----------------------------------+
| zài zhè-zhège zhèli               | to be in/at/on (prepositional     |
|                                   | verb) this this (one) here        |
+-----------------------------------+-----------------------------------+

(introduced on C-2, P -2, and, drill tapes)

Dìyī Dàfàndiàn

Máiguo Guójì Jiāoliú

Zòngshǔ

Meiguo Yínháng

Taiwan Yínháng youzhèngju

First Hotel

U.S. International

Communications Agency

Bank of America Bank of Taiwan post office

11U

REFERENCE NOTES

+-----------------+-----------------+-----------------+-----------------+
| 1.              | A:              | Nī zhù zai      | Where are you   |
|                 |                 | náli?           | staying?        |
|                 | B:              |                 |                 |
|                 |                 | W3 zhù zai      | I'm staying at  |
|                 |                 | Guébīn          | the Ambassador  |
|                 |                 | Dàfàndiàn.      | Hotel.          |
+-----------------+-----------------+-----------------+-----------------+
| 2.              | A.              | Nī zhù zai      | Where are you   |
|                 |                 | náli?           | staying?        |
+-----------------+-----------------+-----------------+-----------------+
|                 | B:              | Wo zhù zai      | I'm staying     |
|                 |                 | zhèli.          | here.           |
+-----------------+-----------------+-----------------+-----------------+
|                 | A:              | Tā ne?          | How about him?  |
+-----------------+-----------------+-----------------+-----------------+
|                 | B:              | Tā zhù zai      | He is staying   |
|                 |                 | nàli.           | there.          |
+-----------------+-----------------+-----------------+-----------------+

Notes on Nos. 1-2

The word guébīn actually refers to any official state guest, not just an
ambassador.(The word for ’’ambassador” is dàshī.) The translation
"Ambassador Hotel" has been used for years by that hotel and, although
inaccurate, has been retained in this text.

Dàfàndiàn means "great hotel" or "grand hotel." It is commonly used in
the names of Taiwan and Hong Kong hotels.

Náli, nàli, and zhèli are common variants of nār, nàr, and zhèr in
non-Peking dialects of Standard Chinese. The forms with r sire Peking
dialect forms. Compare:

Peking Other

  ------ ------- ----------
  nār?   náli?   (where?)
  nàr    nàli    (there)
  zhèr   zhèli   (here)
  ------ ------- ----------

Notice the difference in tone between nǎr and náli. This is because -li
has a basic Low tone, and the first of two adjoining Low-tone syllables
changes to a Rising tone: nǎ + -11 = náli

3. A: . Nī zhù zai náli?

B: W3 zhù zai péngyou jiā.

U. A: Nī péngyou jiā zài náli?

B: Tā jiā zài Dàlī Jiē.

Where are you staying?

I’m staying at a friend’s house.

Where is your friend’s house?

His house is on Dàll Street.

Note on Nos. 3-U

The possessive relationships in péngyou jiā, ’’friend’s house,” nì
péngyou jiā, ’’your friend’s house," and tā jiā, "his house," are
unmarked, while the English must include -’s. 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 when
the relationship between the two is particularly close, like the
relationship between a person and his home, family, or friends.

5. A: Nì péngyoude dìzhī shi...? B: Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

What’s.your friend’s address? His address is No. U2 Dàlī Street.

Notes on No. 5

Péngyoude dìzhī: The marker -de in this phrase is Just like the English
possessive ending -*£. With the exception of close relationships, this
is the usual way to form the possessive in Chinese.

  ------- --------- ----- ----------
  nī      péngyou   -de   dìzhī
  (your   friend    ’s    address)
  ------- --------- ----- ----------

Unlike the English -*£ ending, -de is also added to pronouns.

  ------ -----------
  wǒde   (my)
  nīde   (your)
  tāde   (his/her)
  ------ -----------

You are learning possessive phrases in which the marker -de is used
(tāde dìzhī) and some possessive phrases which do not contain -de (nī
péngyou jiā). 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 Lī Xiānsheng péngyoude tàitai, the marker -de is used to
separate the possessor from the possessed.

short or simple

long or complex

nī          jiā

wǒ      péngyou

Hú Meilíng           -de l&ojiā

nī péngyou           -de dìzhī

Lī Xiānsheng péngyou -de tàitai

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 big part in the decision.

While some common nouns are usually used without -de before them, most
nouns are more likely to be preceded by -de, and many even require it.
Dìzhl, "address,” is the only noun you have learned which REQUIRES the
possessive marker -de added to the possessor. But other nouns such as
Jiá are not always preceded by -de. This is also the case with nouns
indicating personal relationships, like fùmǔ, ’’father," and tàitai,
"wife." Pěngyou, "friend," xuésheng, "student," and l&oshl, "student."
are commonly used without -de, but may also be used with the marker.

You might expect the question Nī péngyoude dìzhl shi...? to be completed
with a word such as shénme. "what.¹¹However, 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 number.

-hào: A street number is always given with the bound word -hào,
"number," after it.⁶

6. A: Nī shi Wei Shàoxiào ba?

B: Shìde.

7. A: Nèi shi Guóbln Dàfàndiàn ba?

B: Shìde.

You are Major Weiss, aren’t you?

Yes.

That is the Ambassador Hotel, isn’t it?

Yes.

Notes on Nos. 6-7

Ba is a marker for a question which expresses the speaker's supposition
as to what the answer 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 7
into English:

NI shi Wèi Shàoxiào ba?

Aren’t you Major Weiss?

You are Major Weiss, aren’t you? You must be Major Weiss.

Nèi shi Guóbīn Dàfàndiàn?           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 probably find that the ’’isn't it”/”aren't you”
translation fits most situations.

The short answer shide is an expanded form of the short answer shi, with
the same meaning": ”Yes, that's so.” Shìde is also the word used for the
"yes” in the military "Yes, sir.”

Nà (nèi); In the subject position, nà (nèi), "that," and zhè (zhèi).
"this," may be used either as free words or as bound words, with -ge
following. Compare:

  ------- ----- ---------------------------
  Nà            shi Guóbīn Dàfàndiàn.
  (That         is the Ambassador Hotel.)
  Nà      -ge   shi Guóbīn Dàfàndiàn.
  (That   one   is the Ambassador Hotel.)
  ------- ----- ---------------------------

+-----------------------------------+-----------------------------------+
| However, the question form nS-    | is a bound word.                  |
| (nèi-)                            |                                   |
|                                   | Which one (hotel) is the          |
| Nàge (fàndiàn) shi Guóbīn         | Ambassador Hotel?                 |
| Dàfàndiàn?                        |                                   |
|                                   | Where does your friend work now?  |
| -   8. A: Nī péngyou xiànzài zài  |                                   |
|     náli gōngzuò?                 | He works in Tainan.               |
|                                   |                                   |
| -   B: Tā zài Táinán gōngzuò.     | Where do you work?                |
|                                   |                                   |
| -   9. A:  Nī zài náli gōngzuò?   | I work at the defense attache’s   |
|                                   | office.                           |
| -   B: WŌ zài Wǔguānchù gōngzuò.  |                                   |
|                                   | Where do you work?                |
| -   10. A:  Nī zài náli gōngzuò?  |                                   |
|                                   | I work at a bank.                 |
| -   B: Wō zài yínháng gōngzuò.    |                                   |
|                                   | Does your friend work in Taipei?  |
| -   11. A:  Nī péngyou zài Táiběi |                                   |
|                                   | He doesn't work in Taipei; he     |
| gōngzuò ma?                       | works in Taichung.                |
|                                   |                                   |
| -   B: Tā bú zài Táiběi gōngzuò;  |                                   |
|     tā zài Táizhōng gōngzuò.      |                                   |
+-----------------------------------+-----------------------------------+

Notes on Nos. 8-11

Wǔguānchù, ’’defense attache’s office," literally means "military
attache's office."

Zài...gōngzuò: Compare these two sentences:

Tā

zài

Táinán.

(He

is in

Tainan.)

Tā

zài

Táinán

gōngzuò.

(He

in

Tainan

works.)

The sentence Tā zài Táinán gōngzuò seems to have two verbs: zài, "to be
in/at/on," and gōngzuò, "to work." But there is only one verb in the
translation: "He works in Tainan." The translation reflects the fact
that zài loses its full verb status in this sentence and plays a role
like that of the English preposition "in." The zài phrase in Chinese,
like the "in" phrase in English, gives more information about the main
verb gōngzuò; that is, it tells where the action takes place. "He
works," and the work takes place "in Tainan." In sentences like this,
the word zài is a prepositional verb. Most relationships expressed by
prepositions in English are expressed by prepositional verbs in Chinese.

You have also seen zài used as a prepositional verb in the sentence Ni
zhù zài náli? "Where do you live?"—literally, "You live at where?"
Notice that in this sentence the prepositional verb phrase zài náli
comes after the main verb zhù. In the sentence Ni zài náli gōngzuò? the
prepo-sitional verb phrase"zeti náli comes before the main verb gōngzuò.
Many things, such as stress, contrast, and other objects in the
sentence, can influence the order of the prepositional verb phrase and
the main verb. In some cases, either order may be used, as in Ni zài
náli zhù? or Ni zhù zài náli? In other cases, the word order is fixed,
as in NI zài náli gōngzuò?" For text examples, it will be pointed out
whether or not the word order may be changed, and the reasons will be
given.

Tā bú zài Táiběi gōngzuò, "He doesn't work in Taipei": In this sentence,
the negative adverb bù comes before the prepositional verb zài (which
starts the complete predicate zài Táiběi gōngzuò). not before the main
verb gōngzuò. This makes sense, for you are not saying "He does NOT
WORK," but you are saying "He does NOT work IN TAIPEI."

  ---- ---- ------------ ----------
  Tā                     gōngzuò.
  Tā   bù                gōngzuò.
  Tā        zài Táiběi   gōngzuò.
  Tā   bú   zài Táiběi   gōngzuò.
  ---- ---- ------------ ----------

DRILLS

A. Response Drill

-   1. Speaker; Li Xiānsheng zhù zai nali?

(cue) Guobīn Dàfàndiàn (Where is Mr. Li staying?)

-   2. Gāo Xiānsheng zhù zai nāli? Yuánshān Dàfàndiàn

-   3. Yang Xiānsheng zhù zai náli? Dìyī Dàfàndiàn

-   U. Tang Xiānsheng zhù zai náli? zhèli

-   5. Sīmá Xiānsheng zhù zai náli? péngyou jiā

-   6. Liú Xiānsheng zhù zai náli? nàli

-   7. Wang Xiānsheng zhù zai náli? Dìyī Dàfàndiàn

    You; Tā zhù zai Guobīn Dàfàndiàn (He is staying at the Ambassador
    Hotel. )■

    Tā zhù zai Yuánshān Dàfàndiàn.

    Tā zhù zai Dìyī Dàfàndiàn.

    Tā zhù zai zhèli.

    Tā zhù zai péngyou jiā.

    Tā zhù zai nàli.

    Tā zhù zai Dìyī Dàfàndiàn.

    B. Response Drill

    1. Speaker: Tā péngyou jiā zài náli? (cue) Boài Lù

    (Where is his/her friend’s house?)

    2. Lī Xiānsheng jiā zài náli?

Dūnhuà Lu

3. Wang Xiānsheng jiā zài náli? Nóngān Jiē

U. Hé Xiānsheng jiā zài náli? Dàlī Jiē

-   5. Bāo Xiānsheng jiā zài náli? Nánjīng Lù

-   6. MS Xiānsheng jiā zài náli? Zhōngshān LÙ

You; Tā jiā zài Boài Lù.

(His/her house is on Boài Road.)

Tā jiā zài Dūnhuà Lù.

Tā jiā zài Nóngān Jiē.

Tā jiā zài Dàlī Jiē.

Tā jiā zài Nánjīng Lù.

Tā jiā zài Zhōngshān Lù.

-   7. LÍn Xiānsheng Jiā zài náli? ZhèJiāng Jiē •

    Tā Jiā zài Zhèjiāng Jiā.

-   C. Response Drill

    According to each cue, respond with the appropriate street number on

Dall Jiē.

-   1. Speaker: Nī péngyoude dìzhī shi...?

(cue) h2hào

(What is your friend’s address?)

-   2. Nī péngyoude dìzhī shi...? UOhào

-   3. Nī péngyoude dìzhī shi...? 95hào

h. Nī péngyoude dìzhī shi...? 26hào

-   5. NĪ péngyoude dìzhī shi...? TThào

-   6. Nī péngyoude dìzhī shi...? 68hào

-   7. Nī péngyoude dìzhī shi...? UUhào

You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

(His/her address is No. h2 Dall Street.)

Tāde dìzhī shi Dàlī Jiē Sìshihào.

Tāde dìzhī shi Dàlī Jiē Jiǔshiwǔ-hào.

Tāde dìzhī shi Dàlī Jiē Èrshiliù-hào.

Tāde dìzhī shi Dàlī Jiē Qīshiqíhào

Tāde dìzhī shi Dàlī Jiē Liùshibá-hào.

Tāde dìzhī shi Dàlī Jiē Sìshisìhào

-   D. Response Drill

Give the appropriate Taiwan street addresses according to the cues.

-   1. Speaker: Nī péngyoude dìzhī shi...?

(cue) Dàlī Jiē U2hào (What is your friend’s

address?)

-   2. Nī péngyoude dìzhī shi...?

Boài Lù 9Hhào

You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

(His/her address is No. U2 Dàlī Street.)

Tāde dìzhī shi Boài Lù Jiǔshisìhào

-   3. Nī péngyoude dìzhī shi...? Dūnhuà Lù 55hào

U. Nī péngyoude dìzhī shi...? Nóngān Jiē 75hào

-   5. Nī péngyoude dìzhī shi...? Dàlī Jiē U2hào

-   6. Nī péngyoude dìzhī shi...? Dūnhuà Lù 55hào

-   7. Nī péngyoude dìzhī shi...? Bóài Lù 9Uhào

Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào.

Tāde dìzhī shi Nóngān Jiē Qíshiwǔ-hào.

Tāde dìzhī shi Dàlī Jiē Sìshièrhào

Tāde dìzhī shi Dūnhuà Lù Wǔshiwfi-hào.

Tāde dìzhī shi Bóài Lù Jiǔshisìhào

E. Transformation Drill

-   1. Speaker: MS Tàitai jiā zài Dàlī Jiē Sìshièrhào.

(Mrs. M&'s house is at No. 1*2 Dàlī Street.)

-   2. Zhào Tàitai jiā zài Bóài Lù Jiǔshisìhào.

-   3. Lī Tàitai jiā zài Dūnhuà Lù Wǔshiwǔhào.

U. Hé Tàitai jiā zài Nóngān Jiē Qīshiwǔhào.

-   5. Bāo Tàitai Jiā zài Dàlī Jiē Sìshièrhào.

-   6. Wang Tàitai jiā zài Bóài Lù Jiǔshisìhào.

-   7. Lin Tàitai Jiā zài Dūnhuà Lù Wǔshiwǔhào.

You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

(His/her address is No. h2 Dàlī Street.)

Tāde dìzhī shi Bóài Lù Jiǔshisìhào.

Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào.

Tāde dìzhī shi Nóngān Jiē Qīshiwǔhào.

Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

Tāde dìzhī shi Bóài Lù Jiǔshisìhào.

Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào.

F. Transformation Drill

Change each ma question to a ba question.

+-----------------------------------+-----------------------------------+
| -   1. Speaker; Nín shi Wèi       | You.: Nín shi Wèi Shàoxiào ba?    |
|     Shàoxiào ma? (Are you Major   |                                   |
|     Weiss?)                       | (You are Major Weiss, aren’t      |
|                                   | you?)                             |
| -   2. Tā shi Zhāng Shàoxiào ma?  |                                   |
|                                   | Tā shi Zhāng Shàoxiào ba?         |
| -   3. Nín shi Huang Xiaojie ma?  |                                   |
|                                   | Nín shi Huáng Xiaojie ba?         |
| A. Nà shi Guobīn Dàfàndiàn ma?    |                                   |
|                                   | Nà shi Guobīn Dàfàndiàn ba?       |
| -   5. Zhè shi Dìyī Dàfàndiàn ma? |                                   |
|                                   | Zhè shi Dìyī Dàfàndiàn ba?        |
| -   6. Nàwèi shi Wang Tàitai ma?  |                                   |
|                                   | Nàwèi shi Wáng Tàitai ba?         |
| -   7. Nà shi Yuánshān Dàfàndiàn  |                                   |
|     ma?                           | Nà shi Yuánshān Dàfàndiàn ba?     |
|                                   |                                   |
| G. Response Drill                 | You: Tā zài TáibSi gōngzuò.       |
|                                   |                                   |
| -   1. Speaker: Tā zài náli       | (He/she works in Taipei.)         |
|     gōngzuò? (cue) Táibéi         |                                   |
|                                   | Tā zài Táinán gōngzuò.            |
| (Where does he/she work?)         |                                   |
|                                   | Tā zài Táizhōng gōngzuò.          |
| -   2. Tā zài náli gōngzuò?       |                                   |
|        Tainan                     | Tā zài Gāoxiōng gōngzud.          |
|                                   |                                   |
| -   3. Tā zài náli gōngzuò?       | Tā zài Jīlōng gōngzuò.            |
|        Táizhōng                   |                                   |
|                                   | Tā zài TáibSi gōngzud.            |
| U.  Tā zài náli gōngzuò?          |                                   |
|    Gāoxiōng                       | Tā zài Táizhōng gōngzud           |
|                                   |                                   |
| -   5. Tā zài náli gōngzuò?       |                                   |
|        Jīlōng                     |                                   |
|                                   |                                   |
| -   6. Tā zài náli gōngzuò?       |                                   |
|        TáibSi                     |                                   |
|                                   |                                   |
| -   7. Tā zài náli gōngzuò?       |                                   |
|        Táizhōng                   |                                   |
+-----------------------------------+-----------------------------------+

-   H. Response Drill

-   1. Speaker: Tā zài yōuzhèngju gōngzuò ma?

(Does he/she work at the post office?)

-   2. Tā zài Wǔguānchù gōngzuò ma?

-   3. Tā zài yínháng gōngzuò ma?

U. Tā zài Měiguo Yínháng gōngzuò ma?

-   5. Tā zài Taiwan Yínháng gōngzuò ma?

-   6. Tā zài Wǔguānchù gōngzuò ma?

-   7. Tā zài yōuzhèngju gōngzuò ma?

You: Duì le, tā zài yōuzhèngju gōngzuò.

(Yes, he/she works at the post office.)

Duì le, tā zài Wǔguānchù gōngzuò.

Duì le, tā zài yínháng gōngzuò.

Duì le, tā zài Měiguo Yínháng gōngzuò.

Duì le, tā zài Táiwān Yínháng gōngzuò.

Duì le, tā zài Wǔguānchù gōngzuò.

Duì le, tā zài yōuzhèngju gōngzuò.

I. Transformation Drill

Add xiànzài, ’’now,” to each statement.

-   1. Speaker: Zhōu Xiānsheng zài Táiběi gōngzuò.

(Mr. Zhōu works in Taipei.)

-   2. Zhāng Xiānsheng zài Táizhōng gōngzuò.

-   3. Hú XiSojiě zài Táinán gōngzuò.

U. MS XiSojiě zài Gāoxiōng gōngzuò.

-   5. Zhāo Xiānsheng zài Jīlōng gōngzuò.

-   6. Chen Xiānsheng zài Táiběi gōngzuò.

-   7. Jiāng XiSojiě zài Gāoxiōng gōngzuò.

You: Zhōu Xiānsheng xiànzài zài Táiběi gōngzuò.

(Mr. Zhōu is working in Taipei now.)

Zhāng Xiānsheng xiànzài zài Táizhōng gōngzuò.

Hú XiSojiě xiànzài zài Táinán gōngzuò.

MS XiSojiě xiànzài zài Gāoxiōng gōngzuò.

Zhào Xiānsheng xiànzài zài Jilōng gōngzuò.

Chen Xiānsheng xiànzài zài Táiběi gōngzuò.

Jiāng XiSojiě xiànzài zài Gāoxiōng gōngzuò.

12U

J. Transformation Drill

Make each statement negative by changing zài to bú zài.

-   1. Speaker: Hu Tóngzhì zài Bèijing gōngzuò.

(Comrade Hu works in Bèijing.)

-   2. Li Tóngzhì zài Nanjing gōngzuò.

-   3. Tā zài QīngdSo gōngzuò.

U. Lin Tóngzhì zài GuSngzhōu gōngzuò.

-   5. Zhào Tóngzhì zài Shanghai gōngzuò.

-   6. Chen Tóngzhì zài QīngdSo gōngzuò.

-   7. Huang Tóngzhì zài Bèijing gōngzuò.

You: Hú Tóngzhì bú zài Bèijing gōngzuò.

(Comrade Hu doesn't work in Beijing.)

Li Tóngzhì bú zài Nánjīng gōngzuò

Tā bú zài Qingdao gōngzuò.

Lin Tóngzhì bú zài GuSngzhōu gōngzuò.

Zhào Tóngzhì bú zài ShànghSi gōngzuò.

Chen Tóngzhì bú zài QingdSo gōngzuò.

Huáng Tóngzhì bú zài Bèijing gōngzuò.

K. Response Drill

Give negative responses to the questions, adding correct information
according to the cues.

-   1. Speaker: Hú XiSoJiè zài Tāibèi gōngzuò ma?

(cue) Táinán

(Does Miss Hú work in Taipei?)

-   2. Li Tàitai zài Táizhōng gōngzuò ma?    Jīlóng

-   3. MS Xiānsheng zài zhèli gōngzuò ma?    Gāoxióng

U. Tā zài Wuguānchù gōngzuò ma? Mèiguo YÍnháng

-   5. Tā zài yóuzhèngjú gōngzuò ma? Táiwān YÍnháng

You: Tā bú zài Táiběi gōngzuò; tā zài Táinán gōngzuò. (She doesn't work
in Taipei; she works in Tainan.)

Tā bú zài Táizhōng gōngzuò; tā zài Jīlóng gōngzuò.

Tā bú zài zhèli gōngzuò; tā zài Gāoxióng gōngzuò.

Tā bú zài Wǔguānchù gōngzuò; tā zài Měiguo YÍnháng gōngzuò.

Tā bú zài yóuzhèngju gōngzuò; tá zài Táiwān YÍnháng gōngzuò.

-   6. Lin Xiānsheng zài nàli gōngzuò ma?    zhèli

-   7. Liú XiSoJiS zài TáibSi gōngzuò ma?    Táizhōng

Tā bú zài nàli gōngzuò; tā zài zhèli gōngzuò.

Tā bú zài TáibSi gōngzuò; tā zài Táizhōng gōngzud.

L. Response Drill

Give an affirmative or negative

-   1. Speaker: Tā zài TáibSi gōngzuò ma?

(cue) TáibSi

(Does he/she work in Taipei?)

OR Tā zài TáibSi gōngzuò ma?

(cue) Tainán

(Does he/she work in Taipei?)

-   2. Tā zài Táizhōng gōngzuò ma? Jīlōng

-   3. Tā zài zhèli gōngzuò ma? zhèli

U. Tā zài yóuzhèngju gōngzuò ma? Táiwān Yínháng

5. Tā zài Wǔguānchù gōngzuò ma? zhèli

6. Tā zài MSiguo Yínháng gōngzuò ma? MSiguo Yínháng

response according to each cue.

You: Duì le, tā zài TáibSi gōngzuò. (Yes, he/she works in Taipei.)

Tā bú zài TáibSi gōngzuò; tā zài Táinán gōngzuò.

(He/she doesn't work in Taipei; he/she works in Tainan.)

Tā bú zài Táizhōng gōngzuò; tā zài Jīlōng gōngzuò.

Duì le, tā zài zhèli gōngzuò.

Tā bú zài yōuzhèngjǔ gōngzuò; tā zài Táiwān Yínháng gōngzuò.

Tā bú zài Wǔguānchù gōngzuò; tā zài zhèli gōngzuò.

Duì le, tā zài MSiguo Yínháng gōngzuò.

UNIT 3

INTRODUCTION

Topics Covered in This Unit

-   1. Members of a family.

-   2. The plural ending -men.

-   3. The question word jī- "how many."

U. The adverb dōu "all."

5. Several ways to express "and."

Materials You Will Weed

-   1. The C-l and P-1 tapes, the Reference List and Reference Notes.

-   2. The C-2 and P-2 tapes, the Workbook.

-   3. The 3D-1 tape.

    REFERENCE LIST

(in Taipei)

-   1. A: Nīmen you háizi ma?

B: You, women you.

-   2. B: Liu Xiānsheng you Měiguo péngyou ma?

-   A: Tā méiyou Měiguo péngyou.

A:  Tā you Yīngguo péngyou.

-   3. A:~  Nīmen you jīge háizi?

-   B: Women you sānge háizi.

h.  A:  Nīmen you jīge nánháizi,

jīge nuháizi?

-   B: Wōmen you liǎngge nánháizi, yíge nuháizi.

-   5. B: Shi nánháizi, shi nuháizi?

-   A: Tāmen dōu shi nuhaizi.

-   6. B: Hú Xiānsheng, Hu Tàitai ne? Tāmen you jīge háizi?

-   A: Tāmen you liǎngge háizi.

-   B: Shi nánháizi, shi nuháizi?

A: Dōu shi nuháizi.

-   7. A: Nīmen háizi dōu zài zhèli ma?

B: Bù, liǎngge zài zhèli, yíge hái zài Měiguo.

-   8. A: Nī jiāli yōu shénme rén?

-   B: Yōu wō tàitai gēn sānge háizi.

-   9. B: Nī Jiāli yōu shénme rén?

-   A: Jiù yōu wō fùqin, mǔqin.

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 has an English friend.

How many children do you have?

We have three children.

How many hoys and how 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? How many children do they have?

They have two 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.

What 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.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

10.

zhí

only-

11.

dìdi

younger brother

12.

gēge

older brother

13.

JiSjie

older sister

1U.

mèimei

younger sister

15.

xiōngdì

brothers

16.

JiSmèi

sisters

17.

xiōngdì JiSmèi

brothers and sisters

18.

fùmú

parents

19.

zǔfù

paternal grandfather

20.

zǔmǔ

paternal grandmother

21.

wèizǔfù

maternal grandfather

22.

wèizǔmǔ

maternal grandmother

23.

■baba

papa, dad, father

2k.

momma, mom, mother

VOCABULARY

  ---------------- ---------------------------
  baba             papa, dad, father
  dìdi             younger brother
  dōu              all, both
  fùmǔ             parents
  fùqin            father
  gēge             older brother
  gēn              and
  hái              still, yet
  háizi            children, child
  Jì-              how many
  jiāli            family
  jiějie           older sister
  Jiěmèi           sisters
  Jíge             how many
  Jiù              only, just
  liǎng-           two
  māma             momma, room, mother
  méi              not, not to have
  mèimei           younger sister
  méiyou           not to have, there is not
  -men             (plurel suffix)
  mǔqin            mother
  nán-             male
  nánháizi         boy
  nlmen            you (plural)
  X nu-            female
  nuháizi          girl
  tāmen            they, them
  wàizǔfù          maternal grandfather
  wàizǔmǔ          maternal grandmother
  women            we, us
  xiōngdì          brothers
  xiōngdì jiěmèi   brothers and sisters
  you              to hove, there is
  zhl              onl;
  zǔfù             paternal grandfather
  zǔmǔ             paternal grandmother
  ---------------- ---------------------------

(introduced in Communication Game)

yíng le

(I’ve) won

REFERENCE NOTES

1. A: Nimen y6u háizi ma?

B: Y5u, w3men you.

Do you have any children? Yes, we have.

Notes on No. 1

The plural pronouns are formed by adding -men to the singular pronouns

singular

  ---- ----------
  w6   (I)
  ni   (you)
  tā   (he/she)
  ---- ----------

plural

  ------- --------
  women   (we)
  nimen   (you)
  tāmen   (they)
  ------- --------

(You have already seen these pronoun forms used as possessives: "my,"
"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. Háizi
may be either "child" or "children."⁷ Usually the context will make
clear whether a noun should be translated as singular or as plural, but
not always. Chinese does not require that the matter be pinned down to
the same extent that English does. W3men y3u háizi is a perfectly good
sentence, even though the only accurate translation is the clumsy "We
have one or more children." We would prefer to have enough information
to translate it either as "We have a child" or as "We have children." At
times this ambiguity is an advantage. When you ask Nimen ySu háizi ma?
you do not, after all, know whether you are referring to one child or to
more than one child. To cover both bets in the same way in English, we
have to say "Do you have any children?"

2. B: Liu Xiānsheng you Měiguo péngyou ma?

A: Tā méiyou Měiguo péngyou.

A: . Tā you YIngguo péngyou.

Does Mr. Liú have any American friends?

He doesn’t have any American friends.

He has English friends. OR He has an English friend.

Note on No. 2

Méiyou: All the verbs discussed so far form the negative with bù, with
the single exception of y5u, ”to have,” which has the irregular negative
form méiyou.

3. A: Nīmen y5u jīge háizi?

B: WSmen y3u sānge háizi.

U. A: Nīmen you jīge nánháizi, jīge nuháizi?

B: W3men you liángge nánháizi, yíge nuháizi.

How many children do you have?

We have three children.

How many boys and how many girls do you have?

We have two boys and one girl.

Notes on Nos. 3-H

In Peking speech, jī~, ”how many,” is usually used only when the number
expected in an answer'is about 10 or less. In many other parts of China,
speakers use jī- no matter how large a number is expected in the answer.

Counters: In Chinese, a noun cannot be counted or specified (i.e., used
with něi-, "which," nèi-, "that," zhèi-, "this") without the addition of
a bound word, a counter, to indicate the sort of thing being specified
or counted. English has a few such counters, as "head" in "how many head
of cattle" and "loaves" in "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, -wèi. 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 establishments.

The general counter -ge is used with nouns that do not have special
counters. For example, there is no special counter for the word pùbù,
"waterfall," so you would say yíge pubù, "one waterfall." You have
already found the general counter -ge in specifying expressions such as
neige háizi, "which child," and zhèige fàndiàn, "this hotel."

You may find that, in colloquial speech, nouns that have special
counters are sometimes used with -ge anyway, but this tendency is looked
down upon by many speakers.

Here are the numbers 1 through 10 with the counter -ge:

yíge, liǎngge, sānge, sìge, wǔge, liùge, qíge, báge, jiǔge, shíge

The number 2 has a special form before a counter: liǎng-. Notice that
the words for 1, 7, 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.)

Nan-, nu~: The bound words nán-, "male," and nu~, "female^" are often
used in compounds; for example, nánpéngyou, "boyfriend," and nutǒngzhì,
"(woman) Comrade."

"And": In Chinese, a word for "and" is not needed between parallel
phrases like liāngge nánháizi, yíge nuháizi, "two boys, (and) one girl."
A pause is usual between the two phrases, but even the pause is
sometimes omitted.

-   5. B: Shi nánháizi, shi nuháizi?

-   A: Tāmen dōu shi nuháizi.

-   6. B: Hú Xiānsheng, Hú Tàitai ne? Tāmen yōu Jíge háizi?

-   A: Tāmen yōu liāngge háizi.

-   B: Shi nánháizi, shi nùháizi?

A: Dōu shi nuháizi.

-   7. A: Nlmen háizi dōu zài zhèli ma?

B: Bù, liāngge zài zhèli, yíge hái zài Māiguō.

Are they boys or girls?

All of them are girls.

How about Mr. and Hrs. Hú? How many children do they have?

They have two 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.

Notes on Nos. 5-7

Shi nánháizi, shi nuháizi? In Chinese, an "or" question (i.e., a
question asking which of two alternatives is true) may be asked simply
by stating the two alternatives with a pause between. In this kind of
"or" question, the verb must appear in each alternative. (You will learn
other ways of making "or" questions in later modules.)

Dōu may usually be translated in a sentence as "all (of)," or, if it
refers to only two things, as "both (of)." Literally, dōu means "in all
cases," "uniformly," "entirely," "completely." Since it is an adverb, it
must be placed after the subject of a sentence and before the verb (like
the adverb yě, "also").

8. A: Ni jiāli yōu shénme rén?

B: You wǒ tàitai gēn sānge háizi.

9. B: Nǐ Jiāli yōu shénme rén?

A: Jiù yōu wǒ fùqin, mǔqin.

What 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.

Notes on Nos. 8-9

Literally, the phrase ni jiāli means "in your home" (jiā, "home"; -11,
"in"). In this sentence it is extended to mean "the people in your
home," that is, "your family."

Nī jiāli - you - shénme rén? Phrase by phrase, this question is: "In
your family - there are - what people?" The word "family" 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 two ways: 1) as "have," with a personal subject: Women ^ǒu
sānge háizi. "We have three children." 2) as "there is/are," in the
so-called impersonal construction: Nī Jiāli yǒu,shénme rén? "What people
are (there) in your family?"

In exchange 8, the verb yǒu in the answer is translated as "there’s."
Some English speakers may find this translation too colloquial. The
answer can also be translated Just by listing the family members, with
no verb in the English, as was done in exchange 9- Chinese almost always
keeps the verb in the answer to a question, while English tends to leave
it out.

How to say "and": Chinese has several words for "and." Gēn is the word
for "and" when joining nouns or noun phrases. Yě is the word for "and"
when joining verbs, verb phrases, or whole sentences:

Wǒ bú xìng Lī, yě bú xìng Lǔ. Wǒ xìng Lu.

(I'm not surnamed Līj and I'm not surnamed Lǔ. I'm surnamed Lu.)

Chinese tends to use a word for "and" when the noun phrases being Joined
are not parallel and not to use one when the phrases are parallel:

NOT PARALLEL

Yǒu

  ------------- --------
  wǒ            tàitai
  (possessor)   (noun)
  ------------- --------

  ----- ------------------------------ ---------------------------------------
  gēn   sānge háizi. (number) (noun)   (There's my wife and three children.)
  ----- ------------------------------ ---------------------------------------

PARALLEL

Yǒu

  ---------- ----------
  li&ngge    nánháizi
  (number)   (noun)
  ---------- ----------

yíge nuháizi. (There are two (number) (noun) boys and one
______________________ girl.)

While "and" is often omitted in Chinese, it may be added for emphasis
between nouns and between noun phrases—Just as in English.

Jiù, "only," "Just," is an adverb (like yě and dōu). The, use of to mean
"only is probably mostly confined to the Peking dialect.⁸ Speakers from
other parts of the country will not necessarily use Jiù to mean "only"
or understand it as such. A more widely used and understood word for
"only" is zhī. Thus the answer in exchange 9 could also be Zhī you wǒ
fùqin, mǔqin.

Notes on Additional Required Vocabulary

Chinese is much more precise than English in its terms for family
members. There is not Just one word for "brother" or "sister" but words
for "older brother," "younger brother," "older sister," and "younger
sister."

older younger

  ----------- -------- --------
  (brother)   gēge     dìdi
  (sister)    JiěJie   mèimei
  ----------- -------- --------

  ------------ ---------
  (brothers)   xiōngdì
  (sisters)    Jiěmèi
  ------------ ---------

When referring to both older and younger sisters, the term Jiěmèi is
used. When referring to both older and younger brothers, the term
xiōngdì is used. When referring to sisters and brothers, the phrase
xiōngdì Jiěmèi is used.

Chinese also distinguishes between grandparents on the father's side of
the family and grandparents on the mother's side:

father's side        mother's side

  ---------------- ------ ---------
  (grandfather)|   zǔfù   wàizufù
  (grandmother)!   zǔmǔ   wàizǔmǔ
  ---------------- ------ ---------

The syllable wài- in wàizúfù and wàizǔmǔ literally means "outer" or
"outside."

DRILLS

A. Response Drill

Give affirmative answers, using y5u.

-   1. Speaker: Tā y3u Měiguo péngyou ma?

(Does he/she have any American friends?)

-   2. Ta y3u Zhōngguo péngyou ma? (Does he/she have Chinese friends?)

-   3. Tā y3u Déguo péngyou ma? (Does he/she have German friends?)

-   U. Tā y3u Rìběn péngyou ma? (Does he/she have Japanese friends?)

-   5. Tā y3u Jiānádà péngyou ma? (Does he/she have Canadian friends?)

-   6. Tā y8u èguo péngyou ma?

(Does he/she have Russian friends?)

-   7. Tā y3u Yīngguo péngyou ma? (Does he/she have English friends?)

You: Y3u, tā y3u Měiguo péngyou. (Yes, he/she has some American
friends.)

Y3u, tā you Zhōngguo péngyou. (Yes, he/she has Chinese friends.)

Y3u, tā you Déguo péngyou.

(Yes, he/she has German friends.)

You, tā y3u Rìběn péngyou.

(Yes, he/she has Japanese friends.)

Y3u, tā y3u Jiānádà péngyou.

(Yes, he/she has Canadian friends.)

You, tā y3u èguo péngyou.

(Yes, he/she has Russian friends.)

Y3u, tā y3u Yīngguo péngyou.

(Yes, he/she has English friends.)

B. Response Drill

+-----------------------+-----------------------+-----------------------+
|                       | Give affirmative      |                       |
|                       | answers, using y5u.   |                       |
+-----------------------+-----------------------+-----------------------+
| 1.                    | Speaker: Tā y3u gēge  | You: Y3u, tā you      |
|                       | ma?                   | gēge.                 |
|                       |                       |                       |
|                       | (Does he/she have an  | (Yes, he/she has an   |
|                       | older brother?)       | older brother.)       |
+-----------------------+-----------------------+-----------------------+
| 2.                    | Tā y3u jiějie ma?     | You, tā y3u jiějie.   |
+-----------------------+-----------------------+-----------------------+
| 3.                    | Tā you dìdi ma?       | You, tā y3u dìdi.     |
+-----------------------+-----------------------+-----------------------+

U. Tā you mèimei ma?

-   5. Tāmen y3u háizi ma?

-   6. Tāmen ySu nánháizi ma?

-   7. Tāmen you nuháizi ma?

Y3u, tā y3u mèimei.

YSu, tāmen you háizi.

YSu, tāmen ySu nánháizi

YSu, tāmen you nuháizi.

C. Response Drill

Give negative answers, using méiyou.

-   1. Speaker; Zhāng Xiānsheng ySu jiSjie ma?

(Does Mr. Zhāng have an older sister?)

-   2. Wáng Xiānsheng ySu nūháizi ma?

-   3. Lin Xiānsheng ySu mèimei ma?

U. Tā tàitai ySu gēge ma?

-   5. Huang XiSojiè ySu dìdi ma?

-   6. MS Xiānsheng MS Tàitai ySu háizi ma?

-   7. Yáng Tàitai ySu nánháizi ma?

You: Méiyou, Zhāng Xiānsheng méiyou JiSjie.

(No, Mr. Zhāng doesn't have an older sister.)

Méiyou, Wáng Xiānsheng méiyou nuháizi.

Méiyou, Lin Xiānsheng méiyou mèimei

Méiyou, tā tàitai méiyou gēge.

Méiyou, Huáng Xiǎojiě méiyou dìdi.

Méiyou, MS Xiānsheng MS Tàitai méiyou háizi.

Méiyou, Yáng Tàitai méiyou nánháizi

D. Response Drill

Give a negative or affirmative response to each question according to
the cue.

-   1. Speaker: Nī y3u dìdi ma?

(cue) y3u

(Do you have a younger brother?)

OR Nī you dìdi ma?

(cue) méiyou

(Do you have a younger brother?)

You: Y3u, w3 y3u dìdi.

(Yes, I have a younger brother.)

Méiyou, w3 méiyou dìdi.

(No, I don't have a younger brother.)

-   2. Tā yǒu mèimei ma? méiyou

-   3. Wáng Tongzhì yǒu gēge ma? méiyou

-   h. Tāmen yǒu háizi ma? you

5. Guō Tóngzhì you Yīngguo péngyou ma? méiyou

6. Chén Xiānsheng yǒu Fàguo péngyou ma? you

Méiyou, tā méiyou mèimei.

Méiyou, Wáng Tóngzhì méiyou gēge.

Yǒu, tāmen you háizi.

Méiyou, Guō Tóngzhì méiyou Yìngguo péngyou.

You, Chén Xiānsheng you Fàguo péngyou.

Ē. Transformation Drill

Change each ma question to a jī question.

-   1. Speaker: Tāmen yǒu háizi ma?

(Do they have children?)

-   2. Wáng Xiānsheng yǒu jiējie ma?

-   3. Tāmen yǒu nánháizi ma?

U. Nīmen you nuháizi ma?

-   5. Fāng Xiāojiě yǒu gēge ma?

-   6. Zhào Tàitai yǒu dìdi ma?

-   7. Tā yǒu Zhōngguo péngyou ma?

F. Response Drill

Respond to the questions according

-   1. Speaker: Zhāng Tóngzhì yǒu jīge háizi?

(cue) 2

(How many children does Comrade Zhāng have?)

-   2. Zhào Tóngzhì yǒu jīge nuháizi?

    You: Tāmen yǒu jīge háizi?

    (How many children do they have?)

    Wáng Xiānsheng yǒu jīge jiējie?

    Tāmen yǒu Jige nánháizi?

    Nīmen yǒu jīge nuháizi?

    Fāng Xiaojiě yǒu jīge gēge?

    Zhào Tàitai yǒu jīge dìdi?

    Tā you jīge Zhōngguo péngyou?

    to the cues.

    You: Zhāng Tóngzhì yǒu liǎngge háizi.

    (Comrade Zhāng has two children.)

    Zhào Tóngzhì yǒu yíge nūháizi.

-   3. Chen Tongzhì you Jīge nanháizi? 3

-   U. Jiāng Tongzhì you jīge Měiguo. péngyou? 5

-   5. Fāng Tongzhì yōu jīge mèimei? 1

-   6. Wang Xiānsheng you jīge Zhongguo péngyou? 2

-   7. Tā yōu jīge gēge? 3

Chén Tongzhì you sānge nánháizi.

Jiāng Tongzhì you wǔge Měiguo péngyou.

Fāng Tongzhì you yíge mèimei.

Wang Xiānsheng yōu liSngge Zhōngguo péngyou.

Tā you sānge gēge.

-   G. Expansion Drill

Add the cues to the questions.

-   1. Speaker: Tā you jīge nánháizi? (cue) nuháizi

(How many sons does he/ she have?)

-   2. Huang Xiānsheng you jīge Měiguo péngyou? Fàguo péngyou

-   3. Lī Tàitai you Jīge gēge? dìdi

U. Sun XiSojiě you jīge jiějie? mèimei

-   5. Tāmen yōu jīge Yīngguo péngyou? Déguo péngyou

-   6. Song Xiānsheng yōu jīge nánháizi? nuháizi

-   7. Tā yōu jīge gēge? jiějie

You: Tā you jīge nánháizi, Jīge nuháizi?

(How many sons and how many daughters does he/she have?)

Huang Xiānsheng you jīge Měiguo péngyou, jīge Fàguo péngyou?

Lī Tàitai you jīge gēge, Jīge dìdi?

Sun Xiǎojiě yōu Jīge-jiějie, jīge mèimei?

Tāmen yōu jīge Yīngguo péngyou, jīge Déguo péngyou?

Song Xiānsheng yōu Jīge nánháizi, jīge nuháizi?

Tā yōu jīge gēge, jīge Jiějie?

-   H. Response Drill

Use 1) Jiù + the number and 2) méiyou to answer each question.

-   1. Speaker: Tā you jige nanháizi, Jīge nuháizi? (cue) 2

(How many sons and how many daughters does he/she have?)

-   2. Li Xiānsheng you Jige gēge, Jige JiěJie?    1

-   3. Zhāng Xiǎojiě you Jige JiěJie, Jige mèimei?    2

-   U. Zhōu Tàitai you Jige gēge, Jige dìdi? 1

-   5. Hú Xiānsheng you Jige dìdi, Jige mèimei? 2

-   6. Tā yōu Jige Fàguo péngyou, Jige Déguo péngyou? 2

-   7. Tāmen yōu Jīge nánháizi, Jīge nùháizi? 1

You: Tā Jiù yōu liangge nánháizi, méiyou nuháizi.

(He/she has only two sons, no daughters.)

Tā Jiù yōu yíge gēge, méiyou JiěJie.

Tā Jiù yōu liāngge JiěJie, méiyou mèimei.

Tā Jiù yōu yíge gēge, méiyou dìdi

Tā Jiù yōu liāngge dìdi, méiyou mèimei.

Tā Jiù yōu liāngge Fàguo péngyou, méiyou Déguo péngyou.

Tāmen Jiù gōu yíge nánháizi, méiyou nuháizi.

I. Response Drill

-   1. Speaker: Tā yōu Jīge nánháizi, Jige nuháizi?

(cue) 2, 3

(How many sons and how many daughters does he/she have?)

-   2. Zhōu Tongzhì yōu Jīge gēge,

Jīge dìdi? 1, 2

-   3. Zhāng Tongzhì yōu Jīge JiěJie, Jīge mèimei? 3, 1

U. Tāmen yōu Jīge Zhōngguo péngyou, Jīge Rìběn péngyou? 5, 1

You: Tā yōu liāngge nánháizi, sānge nuháizi.

(He/she has two sons and three daughters.)

Zhōu Tongzhì yōu yíge gēge, liāngge dìdi.

Zhāng Tongzhì yōu sānge JiěJie, yíge mèimei.

Tāmen yōu wǔge Zhōngguo péngyou, yíge Rìběn péngyou.

-   5. Chén Tongzhì yǒu Jige Yīngguo péngyou, Jige Déguo péngyou? 3, 2

-   6. Liu Tóngzhì y3u Jige nánháizi,* Jige nuháizi? 2, 2

-   7. Tā y3u Jige JiěJie, Jige gēge? 1, 3

Chén Tóngzhì y3u sānge Yīngguo péngyou, liǎngge Déguo péngyou.

Liú Tóngzhì_(w)y3u liǎngge nánháizi, liǎngge nuháizi.

Tā y3u yíge JiǎJie, sānge gēge.

-   J. Response Drill

The speaker will ask you two questions for each exchange. Use the number
cue to answer the first question. Answer the second question with dōu
and the first alternative.

-   1. Speaker•• Qíngwèn, tāmen y3u Jige You: Tāmen y3u liǎngge háizi.
    háizi?                        (They have two children.)

(cue) 2

(May I ask, how many children do they have?)

Shi nánháizi, shi nuháizi? Dōu shi nánháizi.

(Are they boys or girls?

-   2. Qingwèn, tā y3u Jīge xiōngdì?

3

Shi gēge, shi dìdi?

-   3. Qingwèn, tā yǒu Jige Jiēmèi?

2

Shi JiǎJie, shi mèimei?

U. Qingwèn, tā yǒu Jīge Zhōngguo péngyou? U

Shi nánpéngyou, shi nupéngyou?

-   5. Qingwèn, tā y3u Jige Měiguo péngyou? 2

Shi nánpéngyou, shi nupéngyou?

-   6. Qingwèn, tā yǒu Jīge háizi? 3

Shi nánháizi, shi nuháizi?

-   7- Qingwèn, tāmen y3u Jīge háizi?

5

Shi nánháizi, shi nuháizi?

(Both of them are boys.)

Tā y3u sānge xiōngdì.

Dōu shi gēge.

Tā yǒu liǎngge Jiěmèi.

Dōu shi jiějie.

Tā y3u sìge Zhōngguo péngyou.

Dōu shi nánpéngyou.

Tā y3u liǎngge Měiguo péngyou.

Dōu shi nánpéngyou.

Tā yǒu sānge háizi.

Dōu shi nánháizi.

Tāmen you wuge háizi.

Dōu shi nánháizi.

-   K. Substitution Drill

-   1. Speaker: Qīngwèn, nīmen jiāli you shénme rén? (cue) tāmen

-   2. Qīngwèn, tāmen jiāli y3u shénme rén? Fāng Xiānsheng

-   3- Qīngwèn, Fāng Xiānsheng jiāli y3u shénme rén?

Zhāng Xiǎojiě

U. Qīngwèn, Zhāng XiǎoJiě jiāli y3u shénme rén?Lī Mínglī

-   5- Qīngwèn, Lī Mínglī jiāli y3u shénme ren? nī gēge

-   6. Qīngwèn, nī gēge jiāli you shénme rén? nī péngyou

-   7. Qīngwèn, nī péngyou jiāli y3u shénme rén?

You: Qīngwèn, tāmen jiāli you shénme rén?

Qīngwèn, Fāng Xiānsheng jiāli you shénme rén?

Qīngwèn, Zhāng Xiǎojiě jiāli y5u shénme ren?

Qīngwèn, Lī Mínglī jiāli y3u shénme rén?

Qīngwèn, nī gēge jiāli you shénme rén?

Qīngwèn, nī péngyou jiāli y3u shénme rén?

-   L. Expansion Drill

Add the cue and gēn to each sentence.

+-----------------+-----------------+-----------------+-----------------+
| 1.              | Speaker: Tā y3u | You:            | You tā tàitai   |
|                 | yíge háizi.     |                 | gēn yíge háizi. |
|                 |                 |                 | (There’s his    |
|                 | (cue) tàitai    |                 | wife and one    |
|                 |                 |                 | child.)         |
|                 | (He/she has one |                 |                 |
|                 | child.)         |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2.              | Hu Xiānsheng    | You             | tā mǔqin gēn    |
|                 | y3u yíge        |                 | yíge mèimei.    |
|                 | mèimei. mǔqin   |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 3.              | Lī Xi&ojiě y3u  | You             | tā jiějie gēn   |
|                 | liāngge dìdi.   |                 | liāngge dìdi.   |
|                 | jiějie          |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
|                 | Liu Xiānsheng   | Y3u             | tā mǔqin gēn    |
|                 | y3u yíge        |                 | yíge nuháizi.   |
|                 | nuháizi. mǔqin  |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 5.              | LÍn Tàitai y3u  | You             | tā xiānsheng    |
|                 | sānge nánháizi. |                 | gēn sānge       |
|                 | xiānsheng       |                 | nánháizi        |
+-----------------+-----------------+-----------------+-----------------+
| 6.              | Tā you yíge     | You             | tā fùqin gēn    |
|                 | jiějie.         |                 | yíge Jiějie.    |
|                 |    fùqin        |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 7.              | Wáng Xiānsheng  | Y3u             | tā tàitai gēn   |
|                 | you sìge háizi. |                 | sìge háizi.     |
+-----------------+-----------------+-----------------+-----------------+

tàitai

-   M. Response Drill

-   1. Speaker: Tāmen háizi dōu zài zhèli ma?

(cue) MSiguo •

(Are all of their children here?)

-   2. Tā gēge, JiěJie dōu zài zhèli ma? Jiāzhōu

You: Bù, yíge zài zhèli, yíge hái zài MSiguo.

(No. One is here, and one is still in America.)

Bù, yíge zài zhèli, yíge hái zài Jiāzhōu.

-   3. Tā Měiguo péngyou dōu zài zhèli ma?    Táizhōng

U. Tā didi, mèimei dōu zài Zhōngguo ma?    Dezhōu

-   5. Wang Xiānshengde háizi dōu zài Dezhōu ma? Jiāzhōu

-   6. Nèi liángwèi Xiānsheng dōu zài Shanghai ma? Qingdao

-   7. Tāmen háizi dōu zài Xiānggáng ma? MSiguō

Bù, yíge zài zhèli, yíge hái zài Táizhōng.

Bù, yíge zài Zhōngguo, yíge hái zài Dezhōu.

Bù, yíge zài Dezhōu, yíge hái zài Jiāzhōu.

Bù, yíge zài ShànghSi, yíge hái zài Qingdao.

Bù, yíge zài XiānggSng, yíge hái zài Měiguo.

UNIT 4

INTRODUCTION

Topics Covered in This Unit

-   1. Arrival and departure times.

-   2. The marker le.

-   3. The shi... de construction.

Materials You Will Need

-   1. The C-l and P-1 tapes, the Reference List and Reference Notes.

-   2. The C-2 and P-2 tapes, the Workbook.

-   3. The UD-1 tape.

    REFERENCE LIST

(in Beijīng)

-   1. A: Nī àiren lai ma?

-   B: Tā lai.

-   2. A: Nī àiren lai le ma?

-   B: Lái le, tā lai le.

-   3. A: Nī àiren yě lái le ma?

-   B: Tā hái méi lái.

U. A: Tā shénme shíhou lái?

-   B: Tā míngtiān lái.

-   5. A: Nī péngyou shénme shíhou dào?

-   B: Tā yījīng dào le.

-   6. A: Tā shi shénme shíhou dàode?

-   B: Tā shi zuótiān dàode.

-   7. A: Nī shi yíge rén láide ma?

B: Bú shi, wS bú shi yíge rén láide.

-   8. A:  Nī shénme shíhou z3u?

-   B: W3 jīntiān z3u.

-   9. A:  Nī néitiān zSu?

-   B:  W3 jīntiān z3u.

Is your wife coming?

She is coming.

Has your wife come?

Yes, she has come.

Has your wife come too?

She hasn't come yet.

When is she coming? She is coming tomorrow.

When is your friend arriving?

He has already arrived.

When did she arrive?

She arrived yesterday.

Did you come alone? No, I didn't come alone.

When are you leaving?

I'm leaving today.

What day are you leaving?

I'm leaving today.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

  ----- ---------- --------------------------
  10.   hdutiān    the day after tomorrow
  11.   qiántiān   the day before yesterday
  12.   tiāntiān   every day
  ----- ---------- --------------------------

13. érzi

son

11». nuér                                   daughter

VOCABULARY

+-----------------------------------+-----------------------------------+
| dào                               | to arrive                         |
+-----------------------------------+-----------------------------------+
| érzi                              | son                               |
|                                   |                                   |
| hòutiān (hòutian) jīntiān         | the day after tomorrow            |
| (jīntian) lài le                  |                                   |
|                                   | today                             |
|                                   |                                   |
|                                   | to come                           |
|                                   |                                   |
|                                   | (combined le; new-situation and   |
|                                   | completion marker)                |
+-----------------------------------+-----------------------------------+
| míngtiān (míngtian) něitiān nuér  | tomorrow                          |
|                                   |                                   |
| qiántiān (qiántian) shénme shíhou | what day daughter                 |
| shi... de                         |                                   |
|                                   | the day before yesterday          |
|                                   |                                   |
|                                   | when                              |
|                                   |                                   |
|                                   | (focus construction)              |
+-----------------------------------+-----------------------------------+
| -tiān tiāntiān                    | day every day                     |
+-----------------------------------+-----------------------------------+
| yíge rén                          | singly, alone already             |
|                                   |                                   |
| yijīng (yījing)                   | to leave yesterday                |
|                                   |                                   |
| zSu                               |                                   |
|                                   |                                   |
| zuotiān (zuótian)                 |                                   |
+-----------------------------------+-----------------------------------+

(introduced on C-2 and P-2 tapes)

jiéhūn méi jiéhūn

to get married, to be married not to be married

(introduced in Communication Game)

késhi                         but

xiǎng                         to think, to think that

REFERENCE NOTES

1. A: Nī àiren lai ma?

Is your wife coming? She is coming.

B: Tā lái.

Notes on No. 1

These sentences refer to future time, but lái is not a future-tense
form. Strictly speaking, Chinese verbs do not have tenses. The same form
of the verb can be used in present, past, and future contexts.

We translated the sentence Tā zài Táinán gōngzuò as ”He works in
Tainan," assuming a present context. But in a past context we could
translate it as "He worked in Tainan"; and in a future context we could
translate it as "He will work in Tainan." The verb form gōngzuò does not
tell you what time is being talked about. You have to look elsewhere for
that information, perhaps to a time expression like "last year" or "now"
or "tomorrow," or to the conversational setting.

2. A: Nī àiren lái le ma?            Has your wife come?

B: Lái le, tā lái le.              Yes, she has come.

Notes on No. 2

Aspect: Le is an aspect marker. Through the use of le and other
one-syllable markers (de, zhe, ne, guo), the Chinese language indicates
whether the occurrence being talked about is completed, ongoing, about
to occur, or experienced for the first time. Aspect markers may also be
used to indicate whether the whole situation in the sentence is a new,
changed situation.

"Completion" and "new situation" are not tenses but aspects. Aspect is a
way 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 will be completed as of a future time, for
example, or of a situation that was new as of a past time. English
communicates 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 words. The
verbs themselves do not change form.

Le is used in exchange 2 to indicate two aspects—completion and new
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 le refers to both these aspects, we call it "combined le."
Combined le can be thought of as a telescoping of the completion le
followed by a new-situation le: le le becomes le. In the next two units,
you will see the marker le used to indicate each of these aspects
separately.

3. A: Nī àiren yS lái le ma? B: Tā hái méi lái.

Has your wife come too? She hasn't come yet.

Notes on No. 3

Negative of combined le: Compare these affirmative and negative forms:

affirmative

negative

affirmative

negative

  -- ---- ----- -- ----------------
          lái      (is coming)
     bù   lái      (isn't coming)
  -- ---- ----- -- ----------------

  ----- ---------- ----- ---- ---------------------
                   lái   le   (has come Cnowl)
  hái   méi(you)   lái        (hasn't come tyetl)
  ----- ---------- ----- ---- ---------------------

Notice that the marker le does not appear in the negative answer in the
exchange.

Hái: The negative of a sentence containing combined le will include the
adverb hái, "yet," as well as the negative méi(you). In English, the
"yet" is frequently left out.

Like other adverbs such as yě, hái always precedes the verb, although
not always directly. Elements such as the negatives bù and méi may come
between an adverb and a verb.

Méiyou, "not have," is used to negate the aspect of completion; that is,
to say that a certain event did not take place. Méiyou may be shortened
to méi. Here are three possible negative answers to the question Tā lái
le ma? "Has he come?"

  ---- ----- --------- ------ -----------------------
  Tā   hái   ‘méiyou   lái.   (He hasn't come yet.)
  Tā   hái   méi       lái.   (He hasn't come-yet.)
       Hái   méiyou.          | (Not yet.)
  ---- ----- --------- ------ -----------------------

The aspect marker le or its negative méi(you) is used when the center of
interest is whether or not an action took place. For example, if you do
not know whether Mr. Sun came or not, you would ask

Tā láile méiyou?                Did he come?

and you would he answered either

Tā láile.                        He came.

or

Tā méi lái.                      He didn't come.

In this question and answer, you use le or its negative méi(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 whether 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 answers about his
coming. For example:

Tā shi shénme shíhou láide? When did he come?

Tā shi zuótiān láide.            He came yesterday.

Tā shi yíge rén láide ma? Did he come alone? Tā shi yíge rén láide.
         He came alone.

These questions and answers use the (shi)... de construction because you
already know that Mr. Sun came and now 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
shénme shíhou láide? the additional information is the time when
something happens. In Tā shi yíge rén láide 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 verb shi, coming before the phrase which is the center
of interest, serves as a signal that what follows is emphasized. The
verb ”to be" is often used in a similar way in English to mark the
center of interest:

Tā shi zuótiān láide ma?        Was it yesterday that he came?

Another way 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 lái le ma?                    Has he come?

Lái le.                            Yes, he has.

Tā shi zuótiān láide ma?        Did he come YESTERDAY?

Shi, tā shi zuótiān láide. 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 lái.                   She is coming (later) today.

Tā shi Jintiān láide.                 She came (earlier) today.

For the time being, you will not use shi without de.

The negative form of the (shi)... de construction is bú shi...de.
Compare this with the negatives you have already learned:

  ---- ---- ----- --------- -- ----- ------ ---------------------------------------
  Tā        shi   zuótiān      lái   -de.   (It was YESTERDAY .that he came.)
  Tā   bú   shi   zuótiān      lái   -de.   (It wasn’t YESTERDAY | that he came.)
  ---- ---- ----- --------- -- ----- ------ ---------------------------------------

  ---- -- -- ----- ----- ------ ----- -------------------
  Tā                     lái    le.   (He has come.)
  Tā         hái   méi   lái.         (He hasn’t come.)
  ---- -- -- ----- ----- ------ ----- -------------------

  ---- -- -- ------------ ---- ------ -- ---------------------------------
  Tā         (míngtiān)        lái.      (He is coming [tomorrow!.)
  Tā         (míngtiān)   bù   lái.      (He isn’t coming [tomorrow!.) '
  ---- -- -- ------------ ---- ------ -- ---------------------------------

Notice that in a shi...de construction the negative bù precedes the verb
shi rather than the main verb. Short answers are also formed with shi
rather than with the main verb:

Ni shi yíge rén láide ma?            Did you come alone?

Shi, wǒ shi yíge rén láide.           Yes, I came alone.

Bú shi, wS bú shi yíge rén láide.    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 whether 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 zuótiān méi lái ma?           Didn’t he COME yesterday?

-   B: Tā zuótiān lái le.                He DID COME yesterday.

Literally, yíge rén means ’’one person.” When the expression is used to
describe how someone does something, translate it as "alone."

+-----------------+-----------------+-----------------+-----------------+
| 8.              | A:              | NI shénme       | When are you    |
|                 |                 | shíhou z3u?     | leaving? I’m    |
|                 | B:              |                 | leaving today.  |
|                 |                 | W3 jīntiān z3u. |                 |
+-----------------+-----------------+-----------------+-----------------+
| 9.              | A:              | Nī néitiān z3u? | What day are    |
|                 |                 |                 | you leaving?    |
+-----------------+-----------------+-----------------+-----------------+
|                 | B:              | W3 jīntiān z3u. | I’m leaving     |
|                 |                 |                 | today.          |
+-----------------+-----------------+-----------------+-----------------+

Note on Nos. 8-9

The word for "day" is the bound word -tiān. To ask "what day" (literally
"which day"), the bound word nSi-, "which," is combined with the bound
word -tiān, "day": nāitiān (like nÉiguo, "which country").

  ---------- ------------------------
  nSitiān?   (what day?/which day?)
  qiántian   (day before yesterday)
  zuotiān    (yesterday)
  jīntiān    (today)
  míngtian   (tomorrow)
  hòutian    (day after tomorrow)
  ---------- ------------------------

Some speakers say the -tiān in these words in the Neutral tone:
qiántian, zuótian, jintian, míngtian, hòutian.

U.  A:  Tā shénme shíhou lái?

B:  Tā míngtian lái.

5.  A:  Ní péngyou shénme shíhou

dào?

B:  Tā yljīng dào le.

When is she coming? She is coming tomorrow.

When is your friend arriving?

He has already arrived.

Note on Nos. U-5

Position of time words: Time phrases occupy the same position in a
sentence as adverbs such as yé and hái—between the subject and the verb.

  ---- --------------- ------ ----- ---------------------------
  Tā   shénme shíhou   lái?         (When is she coming?)
  Tā   míngtian        lái.         (She is coming tomorrow.)
  Tā   yS              lái    le.   (She has come too.)
  ---- --------------- ------ ----- ---------------------------

6. A: Tā shi shénme shíhou dàode? B: Tā shi zuotiān dàode.

When did she arrive?

She arrived yesterday.

7. A: Nt shi yíge rén láide ma?

B: Bú. shi, wǒ bú shi yíge rén láide.

Did you come alone?

No, I didn't come alone.

Notes on Nos. 6~T

(Shi)...de:* This is another way to indicate the aspect of completion.
The aspect marker le and the pattern (shi)... de perform different
functions and convey different meanings. This is how they are different:

*0n occasion, a speaker may omit the shi (which is why it is written in
parentheses in these notes).

DRILLS

A. Transformation Drill

-   1. Speaker: Nī àiren lái ma? (Is your spouse coming?)

-   2. Nī fùmǔ zǒu ma?

-   3. Nī péngyou zǒu ma?

-   U. Nī gēge zǒu ma?

-   5. Nī jièjie lái ma?

-   6. Nī mèimei lái ma?

-   7. Nī dìdi zǒu ma?

    You: Nī àiren lái le ma?

    (Has your spouse come?)

    Nī fùmǔ zǒu le ma?

    Nī pengyou zǒu le ma?

    Nī gēge zǒu le ma?

    Nī jiējie lái le ma?

    Nī mèimei lái le ma?

    Nī dìdi zǒu le ma?

-   B. Transformation Drill

-   1. Speaker: Tā lái le ma? (Has he/she come?)

-   2. Mao Tongzhì dào le ma?

-   3. Lī Tóngzhì zǒu le ma?

-   U. MS Tóngzhì zǒu le ma?

-   5. Zhāng Tǒngzhì lái le ma?

-   6. Huang Tóngzhì dào le ma?

-   7. Sun Tóngzhì zǒu le ma?

You: Tā yījīng lái le ma?

(Has he/she already come?)

Máo Tóngzhì yījīng dào le ma?

Lī Tóngzhì yījīng zǒu le ma?

MS Tóngzhì yījīng zǒu le ma?

Zhāng Tóngzhì yījīng lái le ma? Huáng Tóngzhì yījīng dào le ma? Sun
Tóngzhì yījīng zǒu le ma?

-   C. Response Drill

-   1. Speaker: Tā lái le ma? (Has he/she come?)

-   2. Wang Tongzhì z3u le ma?

-   3. Lí Tongzhì dào le ma?

U. Hé Tongzhì lái le ma?

-   5. Zhào Tongzhì lái le ma?

-   6. Liu Tongzhì zǒu le ma?

-   7. Sun Tongzhì lái le ma?

You: Tā hái méi lái.

(He/she hasn’t come yet.)

  ------------ -----
  Tā hái méi   zǒu
  Tā hái méi   dào
  Tā hái méi   lái
  Tā hái méi   lái
  Tā hái méi   zǒu
  Tā hái méi   lái
  ------------ -----

-   D. Response Drill

-   1. Speaker: Tā zǒu le ma? (Has he/she left?)

Tā àiren ne? (And his/her spouse?)

-   2. Tā lái le ma?

Tā àiren ne?

-   3. Tā dào le ma?

Tā àiren ne?

U. Li Tongzhì zǒu le ma?

Tā gēge ne?

-   5. Wáng Tóngzhì lái le ma?

Tā àiren ne?

You: Z3u le, tā yìjíng zǒu le.

(Yes, he/she has already left.)

Tā àiren yS yljìng zǒu le. (His/her spouse has already left too.)

Lái le, tā yījìng lái le.

Tā àiren yē yijìng lái le.

Dào le, tā yljīng dào le.

Tā àiren y? yljīng dào le.

Zǒu le, tā yíjìng z3u le.

Tā gēge yě yíjìng z3u le.

Lái le, tā yljīng lái le.

Tā àiren yē yījīng lái le.

-   6. Zhào Xiānsheng dào le ma? Tā dìdi ne?

-   7. Zhāng Tóngzhì z3u le ma? Chén Tóngzhì ne?

Dào le, tā yījīng dào le.

Tā dìdi yē yījīng dào íe.

Zǒu le, tā yījīng z3u le.

Chén Tóngzhì yě yījīng zǒu le.

E. Response Drill

-   1. Speaker: Tā lái lè ma? (Has he/she come?)

Tā àiren ne? (And his/her spouse?)

-   2. Tā z3u le ma?

Tā àiren ne?

-   3. Tā dào le ma?

Tā àiren ne?

U. Fang Nushì lái le ma?

Tā dìdi ne?

-   5. LX Xiānsheng dào le ma?

Tā fìtaǔ ne?

-   6. Chén Tóngzhì zóu le ma?

Jiāng Tóngzhì ne?

-   7. ,Tā muqin dào le ma?

Tā JiáJie ne?

You: Tā hái méi lái.

(He/she hasn’t come yet.)

Tā àiren yā hái méi lái.

(His/her spouse hasn’t come yet either.)

Tā hái méi zóu.

Tā àiren yó hái méi zóu.

Tā hái méi dào.

Tā àiren yó hái méi dào.

Fāng Nushì hái méi lái.

Tā dìdi yé hái méi lái.

LX Xiānsheng hái méi dào.

Tā fùmǔ yě hái méi dào.

Chén Tóngzhì hái méi zóu.

Jiāng Tóngzhì yé hái méi zóu.

Tā mǔqin hái méi dào.

Tā jiéjie yé hái méi dào.

-   F. Response Drill

Give an affirmative response to the first question in each exchange, and
include hái and méi in your response to second question.

-   1. Speaker: Tā zóu le ma?               You: Tā yljíng zóu le.

(Has he/she left?)              (He/she has already left.)

Tā àiren ne?                    Tā àiren hái méi zóu.

(And his/her spouse?)           (His/her spouse hasn’t left

yet.)

-   2. Tā lái le ma?                        Tā yljīng lái le.

Tā àiren ne?                        Tā àiren hái méi lái.

-   3. Tā dào le ma?                        Tā yljīng dào le.

Tā àiren ne?                        Tā àiren hái méi dào.

U. Wáng Xiānsheng zǒu le ma? Tā muqin ne?

-   5. Qian Tongzhì lái le ma? Jiāng Tongzhì ne?

-   6. Mao NUshì dào le ma?

Tā mèimei ne?

-   7. Zēng Fūren zǒu le ma?

Tā mǔqin ne?

Wáng Xiānsheng yījīng zǒu le Tā mǔqin hái méi zǒu.

Qián Tongzhì yijīng lái le. Jiāng Tóngzhì hái méi lái.

Máo Nushì yījīng dào le.

Tā mèimei hái méi dào.

Zēng Fūren yījīng zǒu le.

Tā mǔqin hái méi zǒu.

-   G. Response Drill

-   1. Speaker: Tā lái le ma? (Has he/she come?)

Tā àiren ne? (And his/her spouse?)

-   2. Tā zǒu le ma?

Tā àiren ne?

-   3. Tā dào le ma?

Tā àiren ne?

U. Cáo Tóngzhì lái le ma?

Sun Tóngzhì ne?

-   5. Zhāng Xiānsheng lái le ma?

Tā dìdi ne?

-   6. Tā mǔqin dào le ma?

Tā mèimei ne?

-   7. Wang Nushì zǒu le ma?

Zhāng Nǔshì ne?

You: Tā hái méi lái.

(He/she hasn’t come yet.)

Tā àiren yījīng lái le.

(His/her spouse has already come.)

Tā hái méi zǒu.

Tā àiren yījīng zǒu le.

Tā hái méi dào.

Tā àiren yījīng dào le.

Cáo Tóngzhì hái méi lái.

Sun Tóngzhì yījīng lái le.

Zhāng Xiānsheng hái méi lái.

Tā dìdi yījīng lái le.

Tā mǔqin hái méi dào.

Tā mèimei yījīng dào le.

Wáng Nushì hái méi zǒu.

Zhāng Nushì yījīng zǒu le.

H. Response Drill .

Respond to each question with a completed-action answer or a
yet-to-be-completed answer, depending on the cue.

1. Speaker: Tā z3u le ma? (cue) zuótiān (Has he/she left?)

Tā àiren ne? (cue) zuótiān (And his/her spouse?)

+-----------------------+-----------------------+-----------------------+
| 2.                    | Tā lái le ma?         | míngtiān míngtiān     |
|                       |                       |                       |
|                       | Tā àiren ne?          |                       |
+-----------------------+-----------------------+-----------------------+
| 3.                    | Tā dào le ma?         | zuótiān               |
+-----------------------+-----------------------+-----------------------+
|                       | Tā àiren ne?          | míngtiān              |
+-----------------------+-----------------------+-----------------------+
| U.                    | Tā zǒu le ma?         | míngtiān              |
+-----------------------+-----------------------+-----------------------+
|                       | Tā gēge ne?           | zuótiān               |
+-----------------------+-----------------------+-----------------------+
| 5.                    | Zhào Tóngzhì zuótiān  | dào le ma?            |
+-----------------------+-----------------------+-----------------------+
|                       | Wáng Tóngzhì          | ne? zuótiān           |
+-----------------------+-----------------------+-----------------------+

6. Tā fùmǔ zǒu le ma? míngtian Tāmen háizi ne?    zuotiān

7. Tā àiren lái le ma? zuótiān Tāmen háizi ne?    míngtiān

You: Tā yljīng z3u le. (His/her spouse has already left.)

Tā àiren yS yījīng z5u le. (His/her spouse has already left too.)

Tā hái mái lái.

Tā àiren yě hái méi lái.

Tā yījīng dào le.

Tā àiren hái méi dào.

Tā hái méi z3u.

Tā gēge yījīng z5u le.

Zhào Tongzhì yījīng dào le.

Wáng Tongzhì yē yījīng dao le.

Tā fùnni hái méi z3u.

Tāmen háizi yījīng z3u le,

Tā àiren yījīng lái le.

Tāmen háizi hái méi lái.

I. Response Drill

-   1. Speaker: Tā shénme shíhou lái? (cue) míngtiān

(When is he/she coming?)

-   2. Lī Xiānsheng shénme shíhou z3u? jīntiān

-   3. Hú Xiaojiě shénme shíhou dào? hòutian

U. Huang Tàitai shénme shíhou z6u? míngtiān

You: Tā míngtiān lái.

(He/she is coming tomorrow

Tā jīntiān z3u.

Tā hòutian dào.

Tā míngtiān zǒu.

+-----------------------------------+-----------------------------------+
| -   5. Zeng Xiānsheng shénme      | Tā hdutiān lái.                   |
|     shíhou lái? hdutiān           |                                   |
|                                   | Tā jīntiān dào.                   |
| -   6. Wang Xiàojiě shénme shíhou |                                   |
|     dào? jīntiān                  | Tā hdutiān z3u.                   |
|                                   |                                   |
| -   7. Tā shénme shíhou z3u?      | You: Tā nǒitiān lái?              |
|     hdutiān                       |                                   |
|                                   | (Which day is he/she coming?)     |
| J. Transformation Drill           |                                   |
|                                   | Wáng Xiānsheng nǒitiān zǒu?       |
| For each item, ask ’’which        |                                   |
| day....”                          | Lī Tàitai nǒitiān dào?            |
|                                   |                                   |
| -   1. Speaker: Tā lái.           | Hú Tàitai nǒitiān zǒu?            |
|                                   |                                   |
| (He/she is coming.)               | Zhāng Xiānsheng nǒitiān dào?      |
|                                   |                                   |
| -   2. Wang Xiānsheng zSu.        | Huáng Tàitai nǒitiān lái?         |
|                                   |                                   |
| -   3. Lī Tàitai dào.             | Tǎ nǒitiān zǒu?                   |
|                                   |                                   |
| U. Hú Tàitai zǒu.                 | You: Tā shi shénme shíhou láide?  |
|                                   | (When did he/she come?)           |
| -   5. Zhāng Xiānsheng dào.       |                                   |
|                                   | Wáng Xiānsheng shi shénme shíhou  |
| -   6. Huang Tàitai lái.          | dàode?                            |
|                                   |                                   |
| -   7. Tā zǒu.                    | Lī Tàitai shi shénme shíhou       |
|                                   | zSude?                            |
| K. Transformation Drill           |                                   |
|                                   | Hú Xiānsheng shi shénme shíhou    |
| -   1. Speaker: Tā shénme shíhou  | láide?                            |
|     lái? (When is he/she coming?) |                                   |
|                                   | Huáng Tàitai shi shénme shíhou    |
| -   2. Wang Xiānsheng shénme      | dàode?                            |
|     shíhou dào?                   |                                   |
|                                   |                                   |
| -   3. Lī Tàitai shénme shíhou    |                                   |
|     zǒu?                          |                                   |
|                                   |                                   |
| h. Hú Xiānsheng shénme shíhou     |                                   |
| lái?                              |                                   |
|                                   |                                   |
| 5. Huáng Tàitai shénme shíhou     |                                   |
| dào?                              |                                   |
+-----------------------------------+-----------------------------------+

6. Lin Tàitai shénme shíhou zǒu?

LÍn Tàitai shi shénme shíhou zōude?

7. Tā shénme shíhou lái?

Tā shi shénme shíhou láide?

+-----------------------+-----------------------+-----------------------+
| L.                    | Transformation Drill  |                       |
+-----------------------+-----------------------+-----------------------+
|                       | Respond with a shi... | when the cue makes it |
|                       | de sentence           | appropriate.          |
+-----------------------+-----------------------+-----------------------+
| 1.                    | Speaker: Tā lái.      | You: Tā míngtiān lái. |
|                       |                       |                       |
|                       | (cue) míngtiān        | (He/she is coming     |
|                       | (He/she is coming.)   | tomorrow.)            |
+-----------------------+-----------------------+-----------------------+
|                       | OR     Tā lái le.     | Tā shi zuótiān.       |
|                       |                       | láide. (He/she came   |
|                       | (cue) zuotiān (He/she | yesterday.}           |
|                       | came.)                |                       |
+-----------------------+-----------------------+-----------------------+
| '2.                   | Wáng Tàitai zǒu.      | Wáng Tàitai Jintiān   |
|                       |    Jintiān            | zǑu.                  |
+-----------------------+-----------------------+-----------------------+
| 37                    | Huáng Tàitai zǒu le.  | Huang Tàitai shi      |
|                       |    qiántiān           | qiántiān zǒude.       |
+-----------------------+-----------------------+-----------------------+
| ù.                    | Lī Xiānsheng lái.     | Li Xiānsheng hòutiān  |
|                       | hòutiān               | lái.                  |
+-----------------------+-----------------------+-----------------------+
| 5-                    | LÍn Xiānsheng lái le. | LÍn Xiānsheng shi     |
|                       |    zuotiān            | zuótiān láide.        |
+-----------------------+-----------------------+-----------------------+
| 6,                    | Mǎ Xiǎojle dào le.    | Ma XiǎoJié shi        |
|                       |    qiántiān           | olántiān dàode.       |
+-----------------------+-----------------------+-----------------------+

M.

Response Drill

Dive affirmative responses to the

questions,

1.

Speaker: Tā shi zuótiān láide ra? (Did he/"he come yesterday?)

You: ihìde.      shi zuótiān lá’.le.

(Yes.     she came yesterday.

wáng Xiānsheng shi Jintiān dàode mt-?

Sb id' .

dàode

Wáng Xiānsheng shi Jintiān

3.

Lī Tóngzhì shi qiántiān zǒude ma?

Shìde.

zǒude

Lī Tóngzhì shi qiántiān

U.

Máo Fūren míngtiān lái ma?

Shìde.

Máo Fūren míngtiān lái.

5.

Tāmen háizi hòutiān dào ma?

Shìde.

Tāmen háizi hòutiān dào.

6.

Tā fùmǔ Jīntiān zǒu ma?

Shìde.

Tā fùmǔ Jintiān zǒu.

7. Zhang Nùshì shi zuótiān láide

ma?

Shìde. Zhāng Nushì shi zuótiān láide.

-   N. Response Drill

Give negative responses to the

-   1. Speaker: Tā shi zuótiān láide ma?

(Did he/she come yesterday?)

-   2. Jiāng Xiānsheng shi jīntiān dàode ma?

-   3. Zhāng Tóngzhì shi qiántiān zSude ma?

It. Tāmen shi zuótiān láide ma?

-   5. Tāmen háizi shi qiántiān dàode ma?

-   6. He Tóngzhì shi jintiān zSude ma?

-   7. Tā àiren shi zuótiān láide ma?

    shi... de questions.

    You: Bù. Tā bú shi zuótiān láide. (No. He/she didn’t come
    yesterday.)

Bù. Jiāng Xiānsheng bú shi jintiān dàode.

Bù. Zhāng Tóngzhì bú shi qiántiān zSude.

Bù. Tāmen bú shi zuótiān láide.

Bù. Tāmen háizi bú shi qiántiān dàode.

Bù. He Tóngzhì bú shi jintiān zSude.

Bù. Tā àiren bú shi zuótiān láide

-   0. Response Drill

According to the cues each shi... de question.

-   1. Speaker: Tā shi zuótiān láide ma? (cue) affirmative

(Did he/she come yesterday?)

OR Tā shi zuótiān láide ma? (cue) negative

(Did he/she come yesterday?)

-   2. Wáng Tóngzhì shi qiántiān dàode ma? neg.

    give an affirmative or a negative response to

You: Shìde. Tā shi zuótiān láide.

(Yes. He/she came yesterday.)

Bù. Tā bú shi zuótiān láide. (No. He/she didn’t come yesterday.)

Bù. Wáng Tóngzhì bú shi qiántiān dàode.

-   3. Tā gēge shi jīntiān laide ma? neg.

U. Lī Xiānsheng shi jīntiān zSude ma?    neg.

-   5. Zhào Fūren shi zuotiān dàode ma?    aff.

-   6. Tāmen háizi shi qiantian zSude ma?    neg.

-   7. Sūn Niishi shi zuotiān dàode ma?    neg.

Bù. Tā gēge bú shi jīntiān láide

Bù. Lī Xiānsheng bú shi jīntiān zSude.

Shìde. Zhào Fūren shi zuótiān dàode.

Bù. Tāmen háizi bú shi qiántian zSude.

Bù. Sūn Nushì bú shi zuótiān dàode.

[]

Celebrating the birthday of Māzǔ (courtesy of Thomas Madden)

UNIT 5

INTRODUCTION

Topics Covered in This Unit

-   1. Date and place of "birth.

-   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 Reference T'ces.

-   2. The C-2 and P-2 tapes, the Workbook.

-   3. The 5D-1 tape.

REFERENCE LIST

(in BSijíng)

-   1. A: Andesēn Fūren, ni shi zài nǎr shēngde?

-   B: W3 shi zài Dezhōu shēngde.

-   2. A: Nimen shi Xīngqīsì dàode ma?

-   B: Bú shi, women shi Xīngqīwǔ dàode.

-   3. A: Nīmen xīngqījī z8u?

-   B: Wōmen Xīngqītiān zōu.

h. A: Nī shi nēinián shēngde?

B: Wō shi YIjiǔsānjiǔnián shēngde.

5.  A:  Nī shi jīyuè shēngde?

B:  Wō shi Qíyiie shēngde.

6.  A:  Nī shi jīhào shēngde?

B:  WŌ shi Sìhào shēngde.

7.⁹ A:  Nī duo dà le?

-   B: Wō èrshisì le.

-   8. ¹⁰A: Nī duó dà le?

-   B: Wō sānshiwǔ le.

-   9. A: Nīmen nuháizi jīsuì le?

-   B: Tā básuì le.

-   10. A: Nīmen nánháizi dōu jīsuī le?

-   B: Yíge jiǔsuī le, yíge liùsuì le.

Mrs. Anderson, where were you born?

I was born in Texas.

Did you arrive on Thursday?

No, we arrived on Friday.

What day of the week are you leaving?

We are leaving on Sunday.

What year were you born?

I was born in 1939.

What month were you born?

I was born in July.

What day of the month were you born?

I was born on the fourth.

How old are you?

I’m 2U.

How old are you?

I'm 35.

How old is your girl?

She's eight years old.

How old are your boys?

One is nine, and one is six.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

11.

hòunián (hòunian)

the year after next

12.

jínnián (jínnian)

this year

13.

míngnián (míngnian)

next year

1U.

niánnián (niánnian)

every year

15.

qiánnián (qiánnián)

the year before last

16.

X         X

qūnián (qúnian)

last year

VOCABULARY

+-----------------------------------+-----------------------------------+
| duo dà                            | how old                           |
+-----------------------------------+-----------------------------------+
| hòunián (hòuuian)                 | the year after next               |
+-----------------------------------+-----------------------------------+
| jíhào                             | what day of the month this year   |
|                                   | how old what month                |
| Jīnnián (jīnnian) jlsuì jīyiiè    |                                   |
+-----------------------------------+-----------------------------------+
| míngnián (míngnián)               | next year                         |
+-----------------------------------+-----------------------------------+
| nSinián niánnián (niánnian)       | which year every year             |
+-----------------------------------+-----------------------------------+
| qiánnián (qiánnián) qunián        | the year before last last year    |
| (qunian)                          |                                   |
+-----------------------------------+-----------------------------------+
| shēng -suì                        | to be born year (of age)          |
+-----------------------------------+-----------------------------------+
| xīngqījī                          | what day of the week              |
|                                   |                                   |
| Xíngqītián                        | Sunday                            |
|                                   |                                   |
| Xíngqīyī (Xingqīèr,               | Monday (Tuesday, Wednesday,       |
|                                   | Thursday Friday, Saturday)        |
| Xīngqīsān, Xíngqīsì, Xīngqīwǔ,    |                                   |
| Xīngqlliù)                        |                                   |
+-----------------------------------+-----------------------------------+

(introduced on C-2, P-2, and drill tapes)

  ---------------------------------- ----------------------------------
  shàngge yuè xiàge yuè zhèige yuè   last month next month this month
  ---------------------------------- ----------------------------------

REFERENCE NOTES

1. A: Āndésēn Fūren, nī shi zài nàr shēngde?

B: W3 shi zài Dezhōu shēngde.

Mrs. Anderson, where were you born?

I was born in Texas.

Note on No. 1

The shi...de construction is used to focus on place expressions as well
as on time and manner expressions.

2. A: Nimen shi Xīngqīsī dàode ma? B: Bú shi, wSmen shi Xīngqīwū dàode.

3. A: Nīmen xīngqījī z3u?

B: W3men Xīngqītiǎn z8u

Did you arrive on Thursday?

No, we arrived on Friday.

What day of the week are you leaving?

We are leaving on Sunday.

  ---- ----- ------------ ------- ------ -------------------------- -------
  W3   shi   zài Měiguo   shēng   -de.   (I was born in America.)   WHERE
  wS   shi   zuotiān      dào     -de.   (I arrived yesterday.)     WHEN
  W3   shi   yíge rén     lái     -de.   (I came alone.)            HOW
  ---- ----- ------------ ------- ------ -------------------------- -------

Notes on Nos. 2-3

Days of the week:

  ------------ -------------------------
  xīngqījī?    (what day of the week?)
  Xīngqīyī     (Monday)
  Xīngqīèr     (Tuesday)
  Xīngqīsǎn    (Wednesday)
  Xīngqīsì     (Thursday)
  Xīngqīwū     (Friday)
  Xīngqīliù    (Saturday)
  Xīngqītiǎn   (Sunday)
  ------------ -------------------------

Until now, you have always seen JI-, "how many," at the beginning of a
word (jige háizi, jlwèi xiānsheng, jīhào). In xīngqījī, -jī is at the
end of the word. In both places, ji occupies the position of a number
and acts like a number: xīngqījī, "what number day of the week?"

1*. A: Nī shi něinián shēngde?         What year were you bom?

B: Wǒ shi Yījiúsānjiǔnián          I was born in 1939-

shēngde.

Notes on No. U

The word for "year," -nián, is a bound word (like the word for "day,"
-tiān). The question word něinián, "which year," is formed with the
bound word něi-, "which."

The year is given as a sequence of digits, so that 1972, Yījiǔqīèrnián,
would literally be "one-nine-seven-two year." In a sequence of digits,
the word èr (not liSng-) is used for 2, and the words for 1, 7» and 8
keep their basic High tones. (See notes on No. 10 for cases in which
these tones change.)

5. A: Nī shi jīyuè shēngde?

B: Wǒ shi Qíyuè shēngde.

What month were you bom? I was born in July.

Notes on No. 5

Months:

  -------- ---------------
  jīyuè?   (what month?)
  Yíyuè    (January)
  Eryuè    (February)
  Sānyuè   (March)
  Sìyūè    (April)
  Wǒyuè    (May)
  Liùyuè   (June)
  -------- ---------------

  ----------- -------------
  Qíyuè       (July)
  Báyuè       (August)
  Jiǔyuè      (September)
  Shíyiiè     (October)
  Shíyīyuè    (November)
  Shíèryiiè   (December)
  ----------- -------------

Since the names of the months are formed with numbers, jī-, "how many,"
is the appropriate question word to use for "what month." Ji- is used in
Bèijīng to ask for a number expected to be around 10 or 11.

Notice the tones on the words for 1, 7, and 8, which most Peking
speakers pronounce as Rising before Falling-tone words such as yuè. The
syllable -yī- in the word for "November," however, is usually pronounced
with the High tone: Shíyīyuè. (See the notes on No. 10 for a summary of
tone changes.)

6. A: Nī shi jīhào shēngde?

B: W3 shi Sìhào shēngde.

What day of the month were you born?

I was born on the fourth.

Notes on No. 6

Days of the month are expressed by the number of the day followed by the
bound word -hào. You will remember that -hào is also used in giving
addresses.

In asking about days of the month, jī-, "how many," is used, even though
the question may be answered by a number as high as 31.

The month and day of the month may be given together. For example,

Nī shi jīyuè jīhào shēngde?          What is your month and day of

birth?

WS shi Báyuè Jiǔhào shēngde.         I was born on August 9.

+-----------------------+-----------------------+-----------------------+
| 7.                    | A:                    | Nī duá dà le?         |
|                       |                       |                       |
|                       | B:                    | W3 èrshisì le.        |
+-----------------------+-----------------------+-----------------------+
| 8.                    | A:                    | Nī duó dà le?         |
+-----------------------+-----------------------+-----------------------+
|                       | B:                    | WS sānshiwǔ le        |
+-----------------------+-----------------------+-----------------------+

How old are you? I’m 2h.

How old are you?

I’m 35.

Notes on Nos. 7-8 '

Ni duó dà le? "How old are you?” literally means "How big (in years of
age) are you?** This is a common'way to ask a person’s 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 person’s age will be introduced on the
C-2, P-2, and drill tapes.)

The marker le which ends these sentences calls attention to the fact
that something is true now that was not true before.¹¹ Le has only this
new-situation meaning in these sentences. It has no meaning of
completion, since, 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”: ”l’m 35 now.” Essentially, however, ’’new
situation” (sometimes called "change of state”) is a Chinese grammatical
category with no simple English equivalent.

The marker le for new situations is always found at the end of a
sentence and is sometimes called "sentence le.”

Notice that neither answer contains a verb. The verb that has been left
out is ygu, "to have." The verb may not be left out in the negative: W5
méiyou sānshiwǔ, "I’m not 35."

9. A: Nimen nūháizi JI suì le? B: Tā básuì le.

How old is your girl? She’s eight years old.

Notes on No. 9

-suì: In the traditional Chinese system of giving ages, a person is one
-suì old at birth and becomes another -suì old on the New Year’s
following his birth. A baby born the day before New Year’s would thus be
two -suì old on the day after his birth. Most Chinese, however, have now
switched to the Western style of computing age and use -suì Just as we
use "years old.”

The word -suì, like the word -hào, is a bound word showing what kind of
thing a number is counting.

In a date or address you are listing a number and use èr for 2, while in
giving an age you are counting an amount of something and use liSng:
liāngsuì, "two years old."

10. A: Nīmen nánháizi dōu jīsuī le? B: Yíge jiǔsuī le, yíge liùsuì le.

How old are your boys?

One is nine, and one is six.

Notes on No. 10

The word dōu is used when "both” or ’’all” would probably not be used in
English, namely, when expecting different information about each of the
things (or persons) being discussed. ’’All” 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.

Yí, qí, bá: In the spoken language of Peking, the basic High tones of
yī, qī, and bā usually change to Rising tones before Falling-tone words
(such as -hāo, yuè, and -suì). This change is most common when the
complete number given has only one digit. When there are two or more
digits, the qī and bā of numbers ending in 7 and 8 are more likely to
have Rising tones than the yī of numbers ending in 1 (which is usually
in the High tone). Compare:

Shíqíhào         the 17th

Shíyīyuè         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
yī, qī, and bā.

Remember that, in the digit-by-digit form of giving the year, the
numbers 1, 7» and 8 keep their basic High tones: Yījiǔbāliùnián, 1986

Note on Additional Required Vocabulary

DAYS

YEARS

  ---------- --------- --------- ---------- ---------
  qiántiān   zuotiān   jīntiān   míngtiān   hòutiān
  qiánnián   qunián    jīnnián   míngnián   hòunián
  ---------- --------- --------- ---------- ---------

In the Chinese system of expressing relative time in terms of days and
years, only one pair of terms is not parallel: zuótiān, ’’yesterday,”
and qunián, "last year. ’’

DRILLS

A. Response Drill

-   1. Speaker: Qlngwèn, tā shi zài nār shēngde?

(cue) Dézhōu

(May I ask, where was he/she born?)

-   2. Qlngwèn, ni àiren shi zài nàr shēngde? Jiāzhōu

(May I ask, where was your spouse born?)

-   3. Qlngwèn, tā àiren shi zài nār shēngde? Shànghài

(May I ask, where was his/her spouse born?)

It. Qlngwèn, nī háizi shi zài nār shēngde? Sìchuān

(May I ask, where was your child born?)

-   5. ^Qlngwèn, nlmen nuháizi shi zài nār shēngde? Bèijīng

(May I ask, where was your daughter born?)

-   6. Qlngwèn, nlmen nánháizi shi zài nār shēngde? Mázhōu

(May I ask, where was your son born?)

-   7. Qlngwèn, Zēng Xiānsheng shi zài nār shēngde? Niǔ Yǔē

(May I ask, where was Mr. Zēng born?)

You: Tā shi zài Dezhōu shēngde. (He/she was born in Texas.)

Tā shi zài Jiāzhōu shēngde.

(He/she was born in California.)

Tā shi zài Shànghài shēngde. (He/she was born in Shànghài.)

Tā shi zài Sìchuān shēngde. (He/she was born in Sìchuān.)

Tā shi zài Bèijīng shēngde. (She was born in Bèijīng.)

Tā shi zài Mázhōu shēngde.

(He was born in Massachusetts.)

Tā shi zài Niǔ Yǔē shēngde. (He was born in New York.)

B. Substitution Drill

1. Speaker: Qlngwèn, nī shénme shíhou zǒu? (cue) něitiān

(May I ask, when are you leaving?)

You: Qlngwèn, nī něitiān zōu?

(May I ask, what day are you leaving?)

2. Qingwèn, ni néitiǎn z3u? Jīyǔè

3. Qīngwèn, nī Jīyíiè zǒu? Jīhào

U. Qīngwèn, nī Jīhào zǒu? néiniǎn

5* Qīngwèn, nī nǒiniǎn zǒu? Jīyǔè Jīhào

-   6. Qīngwèn, nī Jīyiiè Jīhào zou? xīngqījī

-   7. Qīngwèn, nī xīngqījī z3u?

Qīngwèn, nī Jīyiiè z3u?

Qīngwèn, nī Jīhào zǒu?

Qīngwèn, nī néiniǎn zǒu?

Qīngwèn, nī Jīyiiè Jīhào zǒu?

Qīngwèn, nī xīngqījī zǒu?

-   C. Substitution Drill

-   1. Speaker: Wǒmen Xīngqīyī zǒu. (cue) Xīngqīèr (We are leaving on

Monday.)

-   2. Wǒmen Xīngqīèr zǒu. Xīngqīsān

-   3. Wǒmen Xīngqīsān zǒu. Xīngqīsì

U. Wǒmen Xīngqīsì zǒu. xīngqījī

5. Wǒmen xīngqījī zǒu? Xīngqīwǔ

6. Wǒmen Xīngqīwǔ zǒu. Xīngqītiǎn

7. Wǒmen Xīngqītiǎn zǒu. Xīngqīliù

8. Wǒmen Xīngqīliù zǒu.

You: Wǒmen Xīngqīèr zǒu.

(We are leaving on Tuesday.)

Wǒmen Xīngqīsān zǒu.

Wǒmen Xīngqīsì zǒu.

Wǒmen xīngqījī zǒu?

Wǒmen Xīngqīwǔ zǒu.

Wǒmen Xīngqītiǎn zǒu.

Wǒmen Xīngqīliù zǒu.

D.

Response Drill .

1.

Speaker: Nī háizi shi něinián shēngde? (cue) 1971

(What year was your child born?)

You: Tā shi Yījiǔqīyīnián shēngde. (He/she was bora in 1971.)

2.

Lī Xiānsheng shi něinián shēngde? 19*^

Tā

shi

Yījiǔsìsìnián shēngde.

3.

Nī dìdi shi něinián shēngde? 19^0

Tā

shi

Yījiǔsìlíngnián shēngde.

U.

Nèige háizi shi něinián shēngde? 1967

Tā

shi

Yījiǔliùqīnián shēngde.

5.

Zhèige nánháizi shi něinián shēngde? 1968

Tā

shi

Yījiǔliùbānián shēngde.

6.

Nèige rén shi něinián shēngde? 1927

Tā

shi

Yījiǔèrqīnián shēngde.

7.

Tā shi něinián shēngde? 1933

Tā

shi

Yījiǔsānsānnián shēngde.

-   E. Response Drill

-   1. Speaker: Tā shi jiyuè shēngde? (cue) Eryuè

(What month was he/she born?)

-   2. Tā àiren shi jīyuè shēngde?

Wǔyuè

-   3. Zhāng Tóngzhì shi jīyuè shēngde? Sìyuè

U. Wang Tóngzhì shi jīyuè shēngde? Shíyīyuè

5. Nī àiren shi jīyuè shēngde?

Báyiiè

6. Nī gēge shi jīyuè shēngde?

Shíèryuè

You: Tā shi Eryuè shēngde.

(He/she was bom in February.

Tā shi Wǔyiiè shēngde.

Tā shi Sìyǔè shēngde.

Tā shi Shíyīyuè shēngde.

Tā shi Bayiiè shēngde.

Tā shi Shíèryuè shēngde.

7. Tā mèimei shi jiyiiè shēngde?          Tā shi Liùyiiè shēngde.

Liùyūè

F. Expansion Drill

-   1. Speaker: Tā shi Yíyiiè shēngde. (cue) yíhào

(He/she was born in January.)

-   2. Tā shi Yíyiiè shēngde. shíyíhào

-   3. Tā shi Yíyuè shēngde. èrshiliàhào

U. Tā shi Yíyiiè shēngde. qíhào

-   5. Tā shi Yíyiiè shēngde. shísìhào

-   6. Tā shi Yíyiiè shēngde. èrshibáhào

-   7. Tā shi Yíyiiè shēngde. shíhào

You: Tā shi Yíyiiè yíhào shēngde.

(He/she was born January first.)

Tā shi Yíyiiè shíyīhào shēngde.

Tā shi Yíyiiè èrshiliùhào shēngde.

Tā shi Yíyiiè qíhào shēngde.

Tā shi Yíyiiè shísìhào shēngde.

Tā shi Yíyiiè èrshibáhào shēngde.

Tā shi Yíyiiè shíhào shēngde.

<s. Response Drill

-   1. Speaker; Nlmen nuháizi jísuì le? (cue) 5

(How old is your daughter?)

-   2. T»««n nánháizi jísuì le? 11

-   3- Hu Tàitai nuháizi jísuì le?

13

rā mèimei jTsuì le? 7

-   s. líf nánháizi Jīsuì le? 6

    You: Tā wúsuì le.

    (She is five.)

    Tā shíyìsuì le.

    Tā shísānsuì le.

    Tā qísuì le.

    Tā liùsuì le.

-   6. NX nuháizi jXsuì le? U

    Tā sìsuì le.

-   7. Nèige nánháizi jlsuì le? 8        Tā básuì le.

    -   H. Response Drill

    -   1. Speaker: Tā duo dà le? (cue) 35

    (How old is he/she?)

    -   2. NX gēge duo dà le?    UU

    -   3. NX dìdi duo dà le?

    U. Tā jiějie duo dà le?

    -   5. NX mèimei duo dà le?

    -   6. Tā àiren duo dà le? 28

    -   7. Wáng Tongzhì duo dà le? U1

    You: Tā sānshiwǔ le. (He/she is 35.)

    Tā sìshisì le.

    Tā sānshi le.

    Tā sìshiql le.

    Tā sānshièr le.

    Tā èrshibā le.

    Tā sìshiyì le.

I. Response Drill

-   1. Speaker: Nín muqin duá dà suìshu You: Tā liùshiwusuì le. le?
                                  (She is 65.)

(cue) 65

(How old is your mother?)

-   2. Nín fùqin duo dà suìshu le?          Tā liùshioísuì le.

67

-   3. Tā jiějie duá dà suìshu le?          Tā sìshiliùsuì le.

1*6

U. Tā gēge duá dà suìshu le?            Tā sìshisìsuì le.

hU

-   5. Zhāng Xiānsheng duá dà suìshu le? Tā qīshièrsuì le. 72

-   6. Wáng Tàitai duá dà suìshu le?        Tā wǔshijiǔsuì le.

59

-   7. Wang Tàitai mèimei duó dà suìshu Tā wìíshibásuì le. le? 58

J. Substitution Drill

Substitute shàngge yuè, ’’last month” (May), zhèige yùè, "this month"
(June), or xiàge yuè, "next month" (July), according to the month
mentioned in the speaker’s sentence.

-   1. Speaker: Tā shi Wuyuè láide. (He/she came in May.

-   2. Tā Qíyiiè lái.

(He/she is coming in July.)

-   3. Tā Liíìyuè lái.

(He/she is coming in June.)

U.  Tā shi Liùyūè láide.

-   5. Tā Qíyuè zǒu.

-   6. Tā shi Wuyuè dàode.

-   7. Tā shi Liùyuè zǒude.

    You: Ou. Tā shi shangge yiie laide.

    )             (Oh. He/she came last month.)

    Ou. Tā xiàge yuè lái.

    (Oh. He/she is coming next month.)

    Ou. Tā zhèige yuè lái.

    (Oh. He/she is coming this month.)

    Ou. Tā shi zheige yue laide.

    Ou. Tā xiàge yuè zǒu.

    Ou. Tā shi shàngge yuè dàode.

    Ou. Tā shi zhèige yiiè zǒude.

K. Transformation Drill

Each of the speaker’s statements is the answer to a question. After
hearing each answer, ask the question which could have prompted the
response.

Speaker: Tā shi Yijiǔsānwǔnián shēngde.

He/she was born in 1935.)

Tā shi Sìyuè láide.

\He/she came in April.)

Tā shi Xīngqīwǔ zǒude.

(Ha/she left on Friday.)

You: Tā shi něinián shēngde?

(What year was he/she born?)

Tā shi jiyuè láide?

(What month did he/she come?)

Tā shi xīngqījī zǒude?

(What day of the week did he/she leave?)

U. Tā shi qíhào dàode.

(He/she arrived-on the seventh.)

-   5. Tā shi Yījiǔqísìnián láide.

-   6. Tā shi Xīngqītiān zǒude.

-   7. Tā shi Jiǔyiiè shēngde.

Tā phi Jíhào dàode?

(What day of the month did he/she arrive?)

Tā shi něinián láide?

Tā shi xīngqījī zSude?

Tā shi jíyuè shēngde?

[]

Farm in northern Taiwan (courtesy of Thomas Madden)

UNIT 6

INTRODUCTION

Topics Covered in This Unit

-   1. Duration phrases.

-   2. The marker le for completion.

-   3. The ’’double le” construction.

-   U. The marker -guo.

5. Action verbs.

6. State verbs.

Materials You Will Need

-   1. The C-l and P-1 tapes, the Reference List and Reference Notes.

-   2. The C-2 and P-2 tapes, the Workbook.

-   3. The 6D-1 tape.

REFERENCE LIST

(in Taipei)

-   1. A: Nī zhù duo jiù?

-   B: W8 zhù ytnián.

-   2. A: Nī tàitai zhù duo jiù?

-   B: Tā zhù liángtiān.

-   3. A: Nī tàitai zài Xiānggāng zhù duá jiù?

-   B: W8 xi&ng tā zhù li&ngtiān.

U. A: Nī xiSng zhù duo jiù?

-   B: W8 xiSng zhù yìnián.

-   5. A: Nī xiSng zài Táiwān zhù duá jiù?

-   B: WS xiSng zhù báge yùè.

-   6. ¹² A: Nī péngyou xiSng zhù duá jiù?

B; Tā xiSng zhù liSngge xīngqī.

-   7. A: Nī láile duá jiù le?

-   B: WS lāile sāntiān le.

-   8. A: Nī tàitai zài Xianggang zhùle duá jiù?

-   B: Tā zhùle liSngtiSn.

-   9. A: Tā lai le ma?

-   B: Lái le, tā lái le.

-   10. A: Tā lái le ma?

-   B: Méi lái, tā méi lái.

-   11. A: Nī cángqián láiguo ma?

-   B: Wǒ cángqián méi láiguo.

How long are you staying?

I'm staying one year.

How long is your wife staying?

She is staying two days.

How long is your wife staying in Hong Kong?

I think she is staying two days.

How long are you thinking of staying?

I'm thinking of staying one year.

How long are you thinking of staying in Taiwan?

I'm thinking of staying eight months.

How long is your friend thinking of staying?

He is thinking of staying two weeks.

How long have you been here?

I have been here three days.

How long did your wife stay in Hong Kong?

She stayed two days.

Did he come?

Yes, he came.

Did he come?

No, he didn't come.

Have you ever been here before?

I have never been here before.

ADDITIONAL REQUIRED VOCABULARY

(not presented on C-l and P-1 tapes)

-   12. qù                                  to go

-   13. Niǔ Yuē                             New York

VOCABULARY

  ------------------ ------------------------------------------
  congqián           before
  duo Jiu            how long
  -guo               (experiential marker)
  Niǔ Yǔē            New York
  qù                 to go
  xi&ng              to think that, to want to» would like to
  Xiāngg&ng xīngqī   Hong Kong week
  zhù                to live somewhere
  ------------------ ------------------------------------------

REFERENCE NOTES

1. A: Nī zhù duó jiǔ?

B: W3 zhù yìnián.

How long are you staying? I'm staying one year.

Notes on No. 1

Expressions like duó jiǔ, "how long,” and yìnián, "one year," called
duration phrases, come after the verb.* Notice the contrast with
time-when phrases, like shenme shíhou, "when,” and jInnián, ’’this
year,” which come before the verb.

  ---- --------------- ------ ---------- -----------------------------
  NI   shénme shíhou   zSu?              (When are you leaving?)
  Nī                   zhù    duó Jiǔ?   (How long are you staying?)
  ---- --------------- ------ ---------- -----------------------------

If a duration phrase is used with the verb zhù, this phrase preempts the
position after the verb; and any place phrase, like zài Bèijing. must
come before the verb.

  ---- ------------- ----- -------------- ----------------------------------------
  W3                 zhù   zài Bèijing.   (I'm living in Beijing.)
  NI   zài Beijing   zhù   duó jiǔ?       (How long are you staying in Beijing?)
  ---- ------------- ----- -------------- ----------------------------------------

Yìnián: In telling how many years (giving an amount) no counter is used.
The tone on yi, "one,” changes to Falling before a Rising tone.

2. A: Nī tàitai zhù duó jiu? B: Tā zhù liāngtiān.

How long is your wife staying? She is staying two days.

Note on No. 2

Liāngtiān: -tiān, '’day," like -nián, "year," is used without a counter.
When telling how many of something, the number 2 takes the form liǎng.*
(See Unit 3, notes on Nos. 3-^.)

3. A: Nī tàitai zài Xiānggāng zhù duó jiù?

B: Wo xiāng tā zhù liāngtiān.

U. A: Nī xiāng zhù duó jiù?

B: WS xiāng zhù yìnián.

How long is your wife staying in Hong Kong?

I think she is staying two days.

How long are you thinking of staying?

I'm thinking of staying one year.

Notes on Nos. 3-U

The verb xiāng, "to think that," "to want to," "would like to," may be
used as a main verb or as an auxiliary verb. As a main verb it means "to
think that." It is used this way in the answer of exchange 3 and in the
following examples.

WS xiāng tā míngtiān lái.            I think he is coming tomorrow.

WS xiāng tā bú qù.                    I think he is not going.

When xiāng is used as a main verb 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 "I
think he is not going," Wǒ xiāng tā bú qù.

When xiāng is used as an auxiliary verb, it means "to want to," "would
like to." It is used this way in exchange U, which could also be
translated as "How long would you like to stay?" Here are other
examples:

-   A: Nī xiāng zǒu ma?                 Would you like to leave? OR

Do you want to go?

-   B: WS bù xiāng zSu.                  I don't want to leave.

Nī xiāng zài Táiběi gōngzuò ma? Do you want to work in Taipei?

*"One day" is yìtiān.

The tone on yī changes to Falling before a High -tone.

'j. A: Nì xiāng zài Taiwan zhù dué jiǔ?

B: W5 xiāng zhùbáge yuè.

6. A: NX péngyou xiāng zhù duó Jiǔ?

B: Tā xiāng zhù liǎngge xīngqī.

How long are you thinking of staying in Taiwan?

I’m thinking of staying eight months.

How long is your friend thinking of staying?

He is thinking of staying two weeks.

Notes on Nos. $-6

You already know that yìnián and yìtiān are used without counters. The
words for ’’month” and "week," however, are used with counters. Compare:

7. A: NX láile dué jiǔ le?

B: WS láile sāntiān le.

How long have you been here?

I have been here three days. ■

  -------------- ----------------
  sāntiān        (three days)
  sānnián        (three years)
  sānge xingqī   (three weeks)
  sānge yuè      (three months)
  -------------- ----------------

Notes on No. 7

le...le, "up until now," "so far": The use of completed-action le after
the verb and of new-situation le after the duration phrase tells you how
long the activity has been going on and that it is still going on. The
answer could also have been translated "I have been here three days so
far. This pattern is sometimes called "double le."

Notice that when le is in the middle of a sentence (in this case,
because it is followed by a duration phrase), we write it attached to
the verb before it: láile duo jiǔ le

8. A: Nī tàitai zài Xianggang zhùle duo Jiu?

B: Tā zhùle liǎngtiān.

How long did your wife stay in Hong Kong?

She stayed two days.

Notes on No. 8

Completion le: Here you see the marker le used to indicate one aspect,
completion. Compare a sentence with one le to a sentence with two le's:

W5 zài nàr zhùle sāntiān.           I stayed there three days.

Wō zài zhèr zhùle sāntiān le.       I have "been here (stayed here) for

three days now (so far).

Completion le is used with verbs that describe actions or processes, not
with verbs that describe a state or condition, or a continuing
situation. The following sentences, describing states or ongoing
situations, have past-tense verbs in English but no le in Chinese.

Nèige shíhou tāmen zhi yōu          At that time they had only two

liSngge háizi.                       children.

Tā qunián bú zài Shànghǎi,          He wasn't in Shànghai last year;

zài Běijīng.                         he was in Běijīng.

Verb types in Chinese: In studying some languages, it is important to
learn whether 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 verb categories are meaning (semantic) groups. A verb
is a member of one group or another depending on the meaning of the
verb. For instance, "running" and "dancing" are actions; "being good"
and "being beautiful" are states; and "getting sick" and "melting" 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 will be confined to
those two verb categories. (See Unit 8 of this module for process
verbs.)

Action verbs: These are verbs which 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 "working" 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," "He

wanted," and "He is here" are answers which contain state verbs, not
action

verbs. Some of the action verbs you have learned are:

dào (to arrive)           lái (to come)

gōngzuò (to work)         zhù (to live, to stay)

State verbs: These verbs describe qualities, conditions, and states. All
adjectival verbs, such as hao, "to be good," and jiǔ, "to be long (in
time)," are state verbs. Emotions, such as "being happy" and "being
sad," are expressed with state verbs. "Knowing," "liking," "wanting,"
and "understanding," which may be called¹ mental states, are also
expressed with state verbs. Also, all auxiliary verbs, such as xiāng.
"to want to," "would like to," are state verbs. Here are some of the
state verbs:

dà (to be large) duì (to be correct) xìng (to be surnamed) xiāng (to
want to)

shi (to be) jiào (to be called) zài (to be at) zhǐdao (to know)

Aspect and verb types: Not every aspect marker in Chinese may be used
with all types of verbs. Completion le does not occur with state verbs.
It does occur with action verbs.

ACTION Tā yljlng dào le. Tā gōngzuòle yìnián. Tā lái le ma?

He has already arrived.

He worked one year.

Did he come?

He wasn't here last year. Yesterday he wanted to go. He didn’t know
yesterday.

STATE Tā qùnián bú zài zhèr. Tā zuotiān xiāng qù. Tā zuótiān bù zhìdào.

+-----------------+-----------------+-----------------+-----------------+
| 9.              | A:              | Tā lái le ma?   | Did he come?    |
|                 |                 |                 |                 |
|                 | B:              | Lái le, tā lái  | Yes, he came.   |
|                 |                 | le.             |                 |
+-----------------+-----------------+-----------------+-----------------+
| 10.             | A:              | Tā lái le ma?   | Did he come?    |
+-----------------+-----------------+-----------------+-----------------+
|                 | B:              | Méi lái, tā méi | No, he didn’t   |
|                 |                 | lái.            | come            |
+-----------------+-----------------+-----------------+-----------------+

Notes on Nos. 9-10

Compare the two possible interpretations of the question Tā lái le ma?
and the answers they receive:

Completion le

  ---- ----- ------ ----- ----- --------------------
  Tā         lái    le    ma?   (Did she come?)
  Tā         lái    le.         (She came.)
  Tā   mei   lái.               (She didn't come.)
  ---- ----- ------ ----- ----- --------------------

Combined le

  ---- ----- ----- ------ ----- ----- --------------------------------
  Tā               lái    le    ma?   (Has she come?)
  Tā               lái    le.         (She has come. OR She's here.)
  Tā   hái   méi   lái.               (She hasn’t come yet.)
  ---- ----- ----- ------ ----- ----- --------------------------------

The first question, with completion le, 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.

11. A: Ni cóngqián láiguo ma?

B: Wǒ cóngqián méi láiguo.

Have you ever been here before? I have never been here before.

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
verbs.) With an action verb, -guo means that the action took place and
then ceased at some time before the present. With a process verb, -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 was "over" or "undone" before
the time of speaking (that is, the absence of that situation followed
the situation).

Let’s contrast -guo with completion le: Both le and -guo express
completion, but -guo stresses that an action is no longer being
performed, or that a state resulting from a process no longer exists.
For example, Tā lái le means "He came" or "He has come," not indicating
whether or not he is still there. But Tā láiguo means "He came" with the
specification that he is not there anymore—that is, he came and left.

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, "to have had the experience of doing something." This is how
-guo is used in exchange 11. In a question, the marker -guo can be
reflected by the English word "ever," and in a negative statement by
"never."

  ---- ---------- ----- ----- ------- ----- ------------------------------------------
  Nī   cángqián         lái   -guo    ma?   (Have you ever been Ccomel here before?)
  W3   cángqián   méi   lái   -guo.         (I have never been Ccomel here before.)
  W3   cángqián         lái   -guo.         (I have been Ccornel here before.)
  ---- ---------- ----- ----- ------- ----- ------------------------------------------

The negative of Tā lái le does not include a le, but the negative of Tā
láiguo does have a -guo. The negative adverb mei is used to negate both
completion le and -guo.

  ---- ----- ------ -----
  Tā         lái    le.
  Tā   méi   lái.   
  ---- ----- ------ -----

  ---- ----- ----- -------
  Tā         lái   -guo.
  Tā   méi   lái   -guo.
  ---- ----- ----- -------

DRILLS

A. Response Drill

-   1. Speaker: Zhāng Xiānsheng zhù duó jiǔ?

(cue) yíge yuè

(How long is Mr. Zhāng staying?)

-   2. Wáng Xiǎojiè zhù duó jiǔ? liǎngge xīngqī

(How long is Miss Wáng staying?)

-   3. Hú Tàitai zhù duó jiǔ?

sānge yuè

(How long is Mrs. Hú staying?)

-   4. Tā zhù duó jiǔ?

sìge xīngqī

(How long is he/she staying?)

-   5. Tā tàitai zhù duó jiǔ?

liǎngge xīngqī

(How long is his wife staying?)

-   6. Lī XiSojiè zhù duó jiǔ?

wǔge yuè

(How long is Miss Lī staying?)

-   7. Tā xiānsheng zhù duó jiǔ?

liùge xīngqī

(How long is her husband staying?)

You: Zhāng Xiānsheng zhù yíge yǔè. (Mr. Zhāng is staying one month.)

Wáng Xiǎojiè zhù liangge xīngqī.

(Miss Wáng is staying two weeks.)

Hú Tàitai zhù sānge yǔè.

(Mrs. Hú is staying three months.)

Tā zhù sìge xīngqī.

(He/she is staying four weeks.)

Tā tàitai zhù liǎngge xīngqī.

(His wife is staying two weeks.)

Lī Xiāojiě zhù wǔge yǔè.

(Miss Lī is staying five months.)

Tā xiānsheng zhù liùge xīngqī.

(Her husband is staying six weeks.)

-   B. Response Drill

-   1. Speaker: Zhāng Tóngzhì zhù duó Jiǔ?

(cue) sāntiān

(How long is Comrade Zhāng staying?)

-   2. Tā mǔqin zhù duó jiǔ?    yìnián

-   3. Tā fùqin zhù duó jiǔ?    wǔtiān

U. Wáng Tóngzhì zhù duó jiǔ? bātiān

You: Zhāng Tóngzhì zhù sāntiān (Comrade Zhāng is staying three days.)

Tā mǔqin zhù yìnián.

Tā fùqin zhù wǔtiān.

Wáng Tóngzhì zhù bātiān.

-   5. NX JiěJie zhù duó Jiǔ? liāngnián

-   6. Hú Tóngzhì zhù duó jiù? sìtiān

-   7. Tā zhù duó Jiù? sǎnnián

    Wǒ JiěJie zhù liāngnián

    Hú Tóngzhì zhù sìtiān.

    Tā zhù sǎnnián.

C. Response Drill

-   1. Speaker: Tā mǔqin zhù duó Jiǔ? (cue) liāngge yuè (How long is
    his/her mother staying?)

-   2. Tā mèimei zhù duó Jiǔ? yíge xlngqì

-   3. Zhāng Tàitai zhù duó Jiǔ? Jiǔtiān

U. Tā gēge zhù duó Jiǔ? sìge xlngqì.

-   5. Wang Xiānsheng zhù duó Jiu? yíge yuè

-   6. Tā dìdi zhù duó Jiǔ? yìnián

-   7. Tā JiěJie zhù duó Jiǔ? shítiān

You: Tā mǔqin zhù liāngge yuè. (His/her mother is staying two months.)

Tā mèimei zhù yíge xingqì.

Zhāng Tàitai zhù Jiǔtiān.

Tā gēge zhù sìge xlngqì.

Wáng Xiānsheng zhù yíge yuè.

Tā dìdi zhù yìnián.

Tā JiěJie zhù shítiān.

-   D. Expansion Drill

-   1. Speaker: Zhāng Tàitaide gēge zhù duó Jiǔ?

(cue) Xianggang

(How long is Mrs. Zhāng’s older brother staying?)

You: Zhāng Tàitaide gēge zài Xiānggǎng zhù duó Jiǔ?

(How long is Mrs. Zhāng’s older brother staying in Hong Kong?)

-   2. Jiāng Xiānshengde dìdi zhù duó Jiāng Xiānshengde dìdi zài Jiǔ?
    Guangzhou                   Guāngzhōu zhù duó Jiǔ?

-   3. Zēng XiSojiěde mèimei zhù duo j iù? Zhōngguo

U. Chén Tongzhìde jiějie zhù duo jiù?    ShànghSi

-   5. Qian Tōngzhìde àiren zhù duo jiù?    Méiguo

-   6. Cao XiSojiěde fùqin zhù duo jiù?    QlngdSo

-   7. Xià Xiānshengde mùqin zhù duo Jiù?    Běijīng

Zēng Xiaojiěde mèimei zài Zhōngguo zhù duo jiù?

Chén Tōngzhìde jiějie zài Shanghai zhù duō jiù?

Qian Tōngzhìde àiren zài Měiguo zhù duō jiù?

Cao Xiǎojiěde fùqin zài Qingdao zhù duō jiù?

Xià Xiānshengde mùqin zài Běijīng zhù duō jiù?

E. Transformation Drill

-   1. Speaker: Tā zhù jītiān?

(How many days is he/ she staying?)

-   2. Hu Xiānsheng zhù jige yùè?

-   3. Wáng Tàitai zhù jīge xlngql?

li. Tā xiānsheng zhù jīnián?

-   5. Zhōu XiSojiě zhù Jīge yùè?

-   6. Wō fùqin zhù jīge xlngql?

-   7. Tā mèimei zhù jītiān?

You; Tā xiSng zhù jītiān?

(How many days is he/she planning on staying?)

Hú Xiānsheng xiSng zhù jīge yùè?

Wáng Tàitai xiSng zhù jīge xlngql?

Tā xiānsheng xiSng zhù Jīnián? Zhōu Xiǎojiě xiSng zhù jīge yùè?

Wō fùqin xiSng zhù jīge xlngql?

Tā mèimei xiSng zhù jītiān?

-   F. Expansion Drill

-   1. Speaker: Tā zhù yíge xlngql. (He/she is staying one week.)

-   2. Tā zhù liSngnián.

-   3 Tā zhù sānge yùè.

. Tā zhù liSngge xlngql.

You: Wō xiSng tā zhù yíge xlngql (l think he/she is staying one week.)

Wō xiSng tā zhù liSngnián.

Wō xiSng tā zhù sānge yùè.

Wō xiǎng tā zhù liǎngge xlngql.

-   5. Tā zhù qītiān.

-   6. Tā zhù sìnián.

-   7. Tā zhù liùge yiiè.

Wǒ xiāng tā zhù qitiān.

Wǒ xiāng tā zhù sìnián.

Wǒ xiāng tā zhù liùge yuè

-   G. Transformation Drill

-   1. Speaker: Tā zhù yíge xīngqī.

(He/she is staying one week.)

-   2. Mā Tongzhi zhù yìnián.

(Comrade Mā is staying one year.)

-   3. Wáng Tóngzhì zhù sìge yuè.

(Comrade Wáng is staying four months.)

U. Zēng Tóngzhì zhù wǔtiān.

(Comrade Zēng is staying five days.)

-   5. Wǒ zhù liǎngge xīngqī.

(I am staying two weeks.)

-   6. Tā háizi zhù liùtiān.

(His/her child is staying six days.)

-   7. Tā mèimei zhù liāngnián.

(His/her younger sister is staying two years.)

You: Tā zhùle yíge xīngqī.

(He/she stayed one week.)

Ma Tóngzhì zhùle yìnián.

(Comrade Mā stayed one year.)

Wáng Tóngzhì zhùle sìge yǔè.

(Comrade Wáng stayed four months.)

Zēng Tóngzhì zhùle wǔtiān.

(Comrade Zēng stayed five days.)

Tā haizi zhùle liùtiān.

WS zhùle liǎngge xīngqī. (I stayed two weeks.) (His/her child stayed six
days.)

Tā mèimei zhùle liāngnián.

(His/her younger sister stayed two years.)

-   H. Transformation Drill

-   1. Speaker: Tā zhùle sāntiān.

(He/she stayed three days.)

-   2. Wǒ zhùle yíge xīngqī.

(I stayed one week.)

You: Tā zhùle sāntiān le.

(He/she has stayed three days.)

Wǒ zhùle yíge xīngqī le.

(I have stayed one week.)

-   3. Tā fùqin zhùle liāngge yuè. (His/her father stayed two months.)

-   U. Tā JiěJie zhùle shíyītiān. (His/her older sister stayed eleven
    days.)

-   5. Wang Xiānsheng zhùle yìnián. (Mr. Wáng stayed one year.)

-   6. Wáng Tàitai zhùle sānge xingql. (Mrs. Wáng stayed three weeks.)

-   7. Hú Xiāojiě zhùle qītiān.

(Miss Hú stayed seven days.)

Tā fùqin zhùle liāngge yuè le. (His/her father has stayed two months.)

Tā JiěJie zhùle shíyítiān le.

(His/her older sister has stayed eleven days.)

Wáng Xiānsheng zhùle yìnián le. (Mr. Wáng has stayed one year.)

Wáng Tàitai zhùle sānge xlngqì le. (Mrs. Wáng has stayed three weeks.)

Hú Xiāojiě zhùle qitiān le.

(Miss Hú has stayed seven days.)

I. Transformation Drill

Respond by adding xiāng zhù, zhùle, each statement, according to the
cue.

-   1. Speaker: Tā zhù yìtiān.

(cue) hái méi lái (He/she is staying one day.)

OR Tā zhù yìtiān. yījīng zěu le (He/she is staying one day.)

OR Tā zhù yìtiān. hái zài zhèr (He/she is staying one day.)

-   2. Tā zhù liāngge xlngqi. yijìng z3u le

(He/she is staying two weeks.)

-   3. Tā zhù sāntiān. hái méi lái (He/she is staying three days.)

-   U. Tā zhù yìnián. hái zài zhèr (He/she is staying one year.

or zhùle + duration phrase + le to

You: Tā xiāng zhù yìtiān.

(He/she is planning on staying one day.)

Tā zhùle yìtiān.

(He/she stayed one day.)

Tā zhùle yìtiān le.

(He/she has stayed one day.)

Tā zhùle liāngge xlngqi.

(He/she stayed two weeks.)

Tā xiāng zhù sāntiān.

(He/she is planning on staying three days.)

Tā zhùle yìnián le.

(He/she has stayed one year.)

5. Tā zhù wǔge xīngqī. yījīng zǒu le

(He/she is staying five weeks.)

Tā zhùle wǔge xlngql.

(He/she stayed five weeks.)

-   J. Transformation Drill

-   1. Speaker: Tā Xīngqīyī lái, Xīngqīsān zǒu.

(He/she is coming on Monday, leaving on Wednesday.)

-   2. Tā yíyǔè lái, Sìyǔè zǒu.

-   3. Tā Wǔyǔè lái, QÍyǔè zǒu.

U. Tā yíhào lái, liùhào zǒu.

-   5. Tā Liùyǔè lái, Shíyǔè zǒu.

-   6. Tā Yījiǔqīliùnián lái, Yījiǔqībānián zǒu.

-   7. Tā Xīngqīwǔ lái, xiàge Xīngqīyī zǒu.

You: Tā xiSng zhù liāngtiān.

(He/she is planning on staying two days.)

Tā xiǎng zhù sānge yuè.

Tā xiǎng zhù liǎngge yùè.

Tā xiǎng zhù wǔtiān.

Tā xiǎng zhù sìge yùè.

Tā xiǎng zhù liSngnián.

Tā xiǎng zhù sāntiān.

-   K. Transformation Drill

-   1. Speaker: Tā shi èrhào láide, sìhào zǒude.

(He/she came on the second, left on the fourth.)

-   2. Tā shi Yījiǔqīyīnián láide, Yījiǔqīsìnián zǒude.

-   3. Tā shi Sānyǔè láide, Wǔyǔè zǒude.

U. Tā shi Xīngqīèr láide, Xīngqīliù zǒude.

5. Tā shi Jiǔhào láide, Shíyīhào zǒude.

You: Tā zhùle liāngtiān.

(He/she stayed two days.)

Tā zhùle sānnián.

Tā zhùle liǎngge yùè, Tā zhùle sítiān.

Tā zhùle liāngtiān.

+-----------------------------------+-----------------------------------+
| 6. Tā shi zuótiān láide, Jintiān  | Tā zhùle yìtiān.                  |
| zǒude.                            |                                   |
|                                   | Tā zhùle wǔtiān.                  |
| 7. Tā shi shàngge yǔè sānshiyíhào |                                   |
| láide, zhèige yuè wǔhào zǒude.    | You: Tā zuótiān méi lái.          |
|                                   |                                   |
| L. Transformation Drill           | (He/she didn’t come yesterday.)   |
|                                   |                                   |
| -   1. Speaker: Tā míngtiān bù    | Tā qiántiān méi zǒu.              |
|     lái. (cue) zuótiān            |                                   |
|                                   | Tā qunián méi lái.                |
| (He/she isn’t coming tomorrow.)   |                                   |
|                                   | Tā shàngge yǔè méi zǒu.           |
| -   2. Tā hòutiān bù zǒu.         |                                   |
|        qiántiān                   | Tā shàngge xingqī méi lái.        |
|                                   |                                   |
| -   3. Tā míngnián bù lái.        | Tā qiánnián méi lái.              |
|        qunián                     |                                   |
|                                   | Tā Jintiān méi zǒu.               |
| U. Tā xiàge yuè bù zǒu. shàngge   |                                   |
| yuè                               | You: Tā láiguo ma?                |
|                                   |                                   |
| -   5. Tā xiàge xingqī bù lái.    | (Has he/she ever been here?)      |
|     shàngge xingqī                |                                   |
|                                   | Tā àiren láiguo ma?               |
| -   6. Tā hòunián bù lái.         |                                   |
|        qiánnián                   | Tā mǔqin láiguo ma?               |
|                                   |                                   |
| -   7. Tā Jintiān bù zǒu.         | Hú Tóngzhì láiguo ma?             |
|        Jintiān                    |                                   |
|                                   | Tà dìdi láiguo ma?                |
| M. Transformation Drill           |                                   |
|                                   | Wáng Dànián láiguo ma?            |
| -   1. Speaker; Tā lái le ma?     |                                   |
|     (Did he/she come?)            | Zhào Tóngzhì láiguo ma?           |
|                                   |                                   |
| -   2. Tā àiren lái le ma?        |                                   |
|                                   |                                   |
| -   3. Tā mǔqin lái le ma?        |                                   |
|                                   |                                   |
| b. Hú Tóngzhì lái le ma?          |                                   |
|                                   |                                   |
| -   5. Tā dìdi lái le ma?         |                                   |
|                                   |                                   |
| -   6. Wáng Dànián lái le ma?     |                                   |
|                                   |                                   |
| -   7. Zhào Tóngzhì lái le ma?    |                                   |
+-----------------------------------+-----------------------------------+

N. Response Drill-

Give a negative response to each question.

1. Speaker: Wáng XiSojiě lái le ma? (Did Miss Wáng come?)

2. LÍn Xiānsheng lái le ma?

3* Liu Tàitai lái le ma?

U. Tā lái le ma?

-   5. Huáng Xiānsheng lái le ma?

-   6. Chén XiáojiS lái le ma?

-   7. Sun Tàitai lái le ma?

You; Wáng Xiǎojié méi lái.

(Miss Wáng didn't come.)

LÍn Xiānsheng méi lái.

Liu Tàitai méi lái.

Tā méi lái.

Huáng Xiānsheng méi lái.

Chén XiSojiS méi lái.

Sun Tàitai méi lái.

-   0. Response Drill

Give a negative response to each

-   1. Speaker: Tā láiguo ma?

(Has he/she ever been here?)

-   2. Tā àiren láiguo ma?

-   3. Tā nánháizi láiguo ma?

U. Tāmen háizi dōu láiguo ma?

-   5. Tā dìdi láiguo ma?

-   6. Tā jiéjie láiguo ma?

-   7. Tā muqin láiguo ma?

question.

You: Tā méi láiguo.

(He/she has never been here.)

Tā àiren méi láiguo.

Tā nánháizi méi láiguo.

Tāmen háizi dōu méi láiguo.

Tā dìdi méi láiguo.

Tā jiějie méi láiguo.

Tā muqin méi láiguo.

UNIT 7

INTRODUCTION

Topics Covered in This Unit

-   1. Where someone works.

-   2. Where and what someone has studied.

-   3. What languages someone can speak.

-   U. Auxiliary verbs.

5. General objects.

Materials You Will Weed

  ---- ---------------------------- ------------------------------
  1.   The C-l and P-1 tapes, the   Reference List and Reference
  2.   The C-2 and P-2 tapes, the   Workbook.
  3.   The 7D-1 tape.               
  ---- ---------------------------- ------------------------------

Notes

REFERENCE LIST

(in Taipei)

-   1. A: Nín zài náli gōngzuò?

-   B: Wō zài Méiguo Guōwùyuàn gōngzuò.

-   2. A: Nín zài náli gōngzuò?

-   B: Wō shi xuésheng.

-   3. A: Nín lái zuò shénme?

-   B: Wō lái niàn shū.

It. A: Òu, wō yé shi xuésheng.

-   B: Qīngwèn, nī niàn shénme?

A: Wō niàn lìshī.

-   5. A: Kē Xiānsheng, nī niàn shénme?

-   B: Wō zài zhèli xué Zhōngwén.

-   6. B: Qīngwèn, nī xuéguo Yīngwén ma?

-   A: Xuéguo.

-   7. B: Qīngwèn, nī huì shuō Yīngwén ma?

-   A: Wō huì shuō yìdiān.

-   8. A: Nī tàitai yé huì shuō Zhōngguo huà ma?

-   B: Bú huì, tā bú huì shuō.

-   9. A: Nīde Zhōngguo huà hén hǎo.

-   B: Náli, náli. Wō jiù huì shuō yìdiān.

-   10. A: Nī shi zài náli xuéde?

-   B: Wō shi zài Huáshèngdùn xiiéde.

-   11. B: Nī shi zài dàxúé xiiéde Yīngwén ma?

-   A: Shide, wō shi zài Táiwān Dàxúé xuéde Yīngwén.

Where do you work?

I work with the State Department.

Where do you work? I’m a student.

What did you come here to do? I came here to study.

Oh, I’m a student too.

May I ask, what are you studying? I’m studying history.

What are you studying, Mr. Cook?

I’m studying Chinese here.

May I ask, have you ever studied English?

Yes.

May I ask, can you speak English?

I can speak a little.

Can your wife speak Chinese too?

No, she can’t.

Your Chinese is very good.

Not at all, not at all. I can speak only a little.

Where did you study it? I studied it in Washington.

Did you study English at college?

Yes, I studied English at Taiwan University.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

+-----------------------------------+-----------------------------------+
| 12. jīngjixué                     | economics                         |
|                                   |                                   |
| 13. Rìwén                         | Japanese language                 |
|                                   |                                   |
| 1U. wénxiié                       | literature                        |
|                                   |                                   |
| -   15. zhèngzhixiié              | political science                 |
|                                   |                                   |
| -   16. nán                       | to be difficult                   |
|                                   |                                   |
| -   17. rongyi                    | to be easy                        |
|                                   |                                   |
| -   18. xūéxí (xuéxi)             | to study, to learn (PRC)          |
+-----------------------------------+-----------------------------------+

VOCABULARY

  --------------------- --------------------------
  dàxūé                 university
  huà                   language, words
  Huáshèngdùn           Washington
  huì                   to know how to, can
  j īngj ixúé           economics
  lìshǐ                 history
  Měiguo Guówùyiiàn     U.S. Department of State
  nan                   to be difficult
  niàn (shū)            to study
  Rìwén                 Japanese language
  róngyi                to be easy
  shuō (huà)            to speak, to talk
  + •• wenxue           literature
  xūé                   to study
  xūéshēng (xuésheng)   student
  xuéxí (xūéxi)         to study, to learn (PRC)
  yìdiSn                a little
  Yingwén               English
  zhèngzhixué           political science
  Zhōngwén              Chinese
  zuo                   to do
  --------------------- --------------------------

(introduced on C-2 and P-2 tapes)

shénme dìfang

where, what place

REFERENCE NOTES

1. A: Nín zài náli gōngzuò?

B: Wǒ zài Měiguo Guówùyūàn gōngzuò.

2. A: Nín zài náli gōngzuò?

B: Wǒ shi xuésheng.

Where do you work?

I work with the State Department.

Where do you work?

I’m a student.

Note on Nos. 1-2

Zài MSiguo Guowùyuàn gōngzuò means either "work at the State Department"
(i.e., at main State in Washington, D.C.) or "work in the organization
of the State Department" (no matter where assigned). Here the expression
is translated loosely as "work with the State Department," meaning "in
the organization."

3. A: Nín lái zuò shénme?

B: Wǒ lái niàn shū.

U. A: òu, wǒ yě shi xuésheng.

B: Qlngwèn, nī niàn shénme?

A: Wǒ niàn lìshī.

What did you come here to do?

I came here to study.

Oh, I’m a student too.

May I ask, what are you studying?

I’m studying history.

Notes on Nos. 3-^

Purpose: When lái, "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 lái: Wǒ shi lái niàn shūde, "I came to study."

Niàn shū: Niàn by itself means "to read aloud." When followed by an
object, the expression means "to study." Shū is ”book(s)," but niàn shū
simply means "to study." Shū is used as a general object, standing for
whatever is being studied.

Niàn lìshī: When you are talking about studying a particular subject,
niàn is followed by the name of that subject rather than by the general
object shū.

To have the meaning "to study," niàn must be followed by either the
general object shū or a specific object such as the name of a subject.

Verb types: Zuò, "to do," and niàn (shū), "to study," are action verV~
Both are made negative with bù when referring to actions not yet
finished Both may take completion le or its negative méi.

Tā bú niàn shū.

Tā méi niàn shū.

Tā yljīng niàn shū le.

He doesn't study.

He didn't study.

He has already studied

5. A: Kē Xiānsheng, nī niàn shénme?

B: Wǒ zài zhèli xué Zhōngwén.

6. B: Qīngwèn, nī xuéguo Yīngwén ma?

A: Xuéguo.

What are you studying, Mr. Cook?

I'm studying Chinese here.

May I ask, have you ever studied English?

Yes.

Notes on Nos. 5-6

Xūé, "to study" (an action verb): You will recognize xué from the word
for "student," xuésheng. Xūé may refer to acquiring either knowledge or
c. skill. For example, you can xué history, economics, a language,
piano, and tennis-. On the other hand, niàn is used for "study" in the
sense of taking a course or courses in a field of knowledge. Niàn is not
used for a skill.

In some contexts, the verb xué means "to learn." The following sentence
may be interpreted two ways, depending on the situation.

Wō zài Mèiguo yījīng xuéguo. I learned it in America.

(e.g., how to use chopsticks)

OR I studied it in America.

(e.g., the Chinese language)

Zhōngwén is used for either the Chinese spoken language or the written
language, including literature. In general, use xué for "learning" to
speak Chinese and niàn for "studying" Chinese literature.

7.  B:  Qīngwèn, nī huì shuō Yīngwén May I ask, can you speak English?

ma?

A:  Wǒ huì shuō yìdiān.              I can speak a little.

8.  A:  Nī tàitai yě huì shuō           Can your wife speak Chinese too?

Zhōngguo huà ma?

B:  BÚ huì, tā bú huì shuō.         No, she can't.

Notes on Nos. 7-8

Hui, "to know 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," "would like to," is also an
auxiliary verb. "Should," "must," and "may" are other examples of
auxiliary verbs. All auxiliary verbs in Chinese are state verbs, which
means that bù is always 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 qunián bú huì shuō Yīngwén. He couldn’t speak English last year.

When the marker le is used, it is the aspect marker for new situations.

Tā qunián bú huì shuō Yíngwén, Last year he couldn’t speak English,
xiànzài huì le.                      but now he can.

Wo huì shuō yìdiǎn, "I can speak a little": The word yìdiǎn, literally
"a dot," functions as a noun. It is used in a sentence to mean "a little
bit" where a noun object, such as Yìngwen, "English," might be used.

Yìdiǎn 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 which must
always have an object.¹³ Shuō must be followed by either

(1) the general object huà, "words," in which case the meaning of shuō
huà is simply "to speak," "to talk,” as in Tā hái méi shuō huà, "He
hasn’t yet spoken"

OR

(?) a specific object such as the name of a language.

Bú huì: The short yes/no answer to a question containing the auxiliary
verb huì is formed with huì rather than with the main verb.

Zhōngguo huà: This expression refers only to the spoken language, in
contrast to Zhōngwén, which refers to both the spoken and written
language.

9• A: Hide Zhōngguo huà hen hǎo.      Your Chinese is very good.

B'. Náli, náli. Wō jiù huì          Not at all, not at all. I can

shuō yìdiǎn.                     speak only a little.

Notes on No. 9

Literally, náli means "where." As a reply to a compliment, we have
translated náli 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 xièxie, "thank you," as an immodest reply to a compliment, since
that would amount to agreeing that the compliment was completely
correct.

Jiù, "only": As was noted in Unit 3, notes on Nos. 8-9, jiù meaning
"only"is not as widely understood as zhī. The last sentence in exchange
9 could just as well be Wǒ zhī huì shuō yìdiān.

10. A: Nī shi zài náli xùéde? B: Wǒ shi zài Huáshèngdùn xùéde.

11. B: Nī shi zài dàxùé xùéde Yīngwén ma?

A: Shìde, wǒ shi zài Taiwan Dàxùé xùéde Yīngwén.

Where did you study it? I studied it in Washington.

Did you study English at college?

Yes, I studied English at Taiwan University.

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 between the verb and its object. The object,
therefore, is outside the shi... de construction. Compare "I studied
here" with "I studied English here":

  ---- ----- ---------- ---------- ------ ----------
  Wǒ   shi   zài zhèr   xùé        -de.   
  Wǒ   shi   zài zhèr   •• X xue   -de    Yīngwén.
  ---- ----- ---------- ---------- ------ ----------

However, you may hear some Standard Chinese speakers who place the
object inside the shi... de construction.

DRILLS

A. Response Drill

-   1. Speaker: Tā zài nàli gōngzuò?

(cue) Guōwùyǔàn (Where does he/she work?)

-   2. Tā zài náli gōngzuò?

yōuzhèngju

(Where does he/she work?)

-   3. Tā zài náli gōngzuò? yínháng (Where does he/she work?)

-   U. Tā zài náli gōngzuò?

Wǔguānchù

(Where does he/she work?)

-   5. Tā zài náli gōngzuò?

Guōbīn Dàfàndiàn

(Where does he/she work?)

-   6. Tā zài náli gōngzuò?

Beijing Fàndiàn

(Where does he/she work?)

-   7. Tā zài náli gōngzuò?

MÍnzú Fàndiàn

(Where does he/she work?)

You: Tā zài Guōwùyǔàn gōngzuò.

(He/she works with the State Department.)

Tā zài yōuzhèngju gōngzuò.

(He/she works at the post office.)

Tā zài yínháng gōngzuò.

(He/she works at a bank.)

Tā zài Wǔguānchù gōngzuò.

(He/she works at the defense

attache’s office.)

Tā zài Guōbīn Dàfàndiàn gōngzuò.

(He/she works at the Ambassador

Hotel.)

Tā zài Beijing Fàndiàn gōngzuò.

(He/she works at the Bèijing

Hotel.)

Tā zài MÍnzú Fàndiàn gōngzuò.

(He/she works at the Nationalities

Hotel.)

-   B. Expansion Drill

1. Speaker: Tā shi xǔésheng, tā xǔé You: Tā shi xǔésheng, tā zài zhèli
Zhōngwén.                        xǔé Zhōngwén.

(cue) zhèli                    (He/she is a student; he/she

(He/she is a student;              studies Chinese here.)

he/she studies Chinese.)

2. Tā shi xǔésheng, tā xǔé Zhōngguo Tā shi xǔésheng, tā zài nàli xǔé
huà. nàli                         Zhōngguo huà.

3. Tā shi xǔésheng, tā niàn shénme? Tā shi xǔésheng, tā zài zhèli niàn

zhèli

shénme?

  ---- ------------------------ --------- --------- ----------------------------- ----------------
  u.   Tā shi xuésheng, náli?   tā niàn   lìshī.    Tā shi xuésheng, tā lìshī?    zài náli niàn
  5.   Tā shi xuésheng, zhèli   tā niàn   wenxue.   Tā shi xuésheng, tā wenxue.   zài zhèli niàn
  6.   Tā shi xuésheng, nàli    tā xūé    Fàwén.    Tā shi xuésheng, tā Fàwén.    zài nàli xūé
  7.   Tā shi xuésheng, zhèli   tā xūé    shénme?   Tā shi xuésheng, tā shénme?   zài zhèli xūé
  ---- ------------------------ --------- --------- ----------------------------- ----------------

C. Response Drill

-   1. Speaker: Qīngwèn, tā niàn shénme? (cue) jīngjixúé

(May I ask, what is he/ she studying?)

-   2. Qīngwèn, Wáng Dànián niàn shénme? wénxūé

(May I ask, what is Wáng Dànián studying?)

-   3. Qīngwèn, Fāng Xiǎojiě niàn shénme? Zhōngguo wénxūé

(May I ask, what is Miss Fāng studying?)

-   h. Qīngwèn, tā mèimei niàn shénme? zhèngzhixūé

(May I ask, what is his/her younger sister studying?)

-   5- Qīngwèn, tā àiren niàn shénme? lìshī

(May I ask, what is his/her spouse studying?)

-   6. Qīngwèn, Sun Huìrán niàn shénme? Zhōngguo lìshī

(May I ask, what is Sūn Huìrán studying?)

-   7. Tā nánháizi niàn shénme?

J īngj ixūé

(What is his/her son studying?)

You: Tā niàn Jīngjixúé.

(He/she is studying economics.)

Tā niàn wénxūé.

(He is studying literature.)

Tā niàn Zhōngguo wénxūé.

(She is studying Chinese literature.)

Tā niàn zhèngzhixué.

(She is studying political science.)

Tā niàn lìshī.

(He/she is studying history.)

Tā niàn Zhōngguo lìshī.

(She is studying Chinese history.)

Tā niàn Jīngjixúé.

(He is studying economics.)

-   D. Transformation Drill

-   1. Speaker: Wáng Xiānsheng niàn lìshī.

(Mr. Wáng is studying history.)

-   2. Mǎ Xiānsheng niàn wénxué.

-   3. Zhāng Xiānsheng niàn jīngjixué.

U. Lī Xiānsheng niàn Riven.

-   5- Tā niàn lìshī.

-   6. Hú Xiānsheng niàn Yīngvén.

-   7. Chén Xiānsheng niàn Fàvén.

You: Wáng Xiānsheng lái niàn lìshī. (Mr. Wáng is coming to study
history.)

Mǎ Xiānsheng lái niàn wénxué.

Zhāng Xiānsheng lái niàn jīngjixūé.

Lī Xiānsheng lái niàn Rìwén.

Tā lái niàn lìshī.

Hu Xiānsheng lái niàn Yīngwén.

Chén Xiānsheng lái niàn Fàwén.

-   E. Response Drill

-   1. Speaker: Sun Téngzhì lái zuò shénme?

(cue) gōngzuò

(What did Comrade Sun come to do?)

-   2. MS Tongzhì lái zuò shénme? niàn shū

-   3. Chén Téngzhì lái zuò shénme? xué Rìwén

U. Tā lái zuò shénme? niàn lìshī

-   5. Huáng Xiānsheng lái zuò shénme? niàn zhèngzhixūé

-   6. Qián Tongzhì lái zuò shénme? xué Yīngwén

-   7. Tā lái zuò shénme? gōngzuò

You: Tā lái gōngzuò.

(He/she is coming to work.)

Tā lái niàn shū.

Tā lái xué Rìwén.

Tā lái niàn lìshī.

Tā lái niàn zhèngzhixūé.

Tā lái xué Yīngwén.

Tā lái gōngzuò.

-   F. Response Drill.

-   1. Speaker: Qingwèn, tā lái niàn shū ma?

(May I ask, did he/she come to study?)*

-   2. Qingwèn, tā lái niàn Zhōngwén ma?

-   3. Qingwèn, tā lái niàn jíngjixué ma?

-   h. Qingwèn, tā mèimei lái niàn Yingwén ma?

5. Qingwèn, Chén Xiānsheng lái niàn zhèngzhixué ma?

-   - 6. Qingwèn, Wáng Xiānsheng lái xiié Fàwén ma?

-   7. Qingwèn, Zhāng Xiěojiě lái xué Rìwén ma?

You: Duì le, tā lái niàn shū.

(That’s right, he/she came to study.)

  --------- ---- ------------ --------------
  Duì le,   tā   lái niàn     Zhōngwén.
  Duì le,   tā   lái niàn     Jlngjixiié.
  Duì le,   tā   lái niàn     Yingwén.
  Duì le,   tā   lái'niàn     zhèngzhixué.
  Duì le,   tā   lái xué :    Fàwén.
  Duì le,   tā   lái xiié :   Rìwén.
  --------- ---- ------------ --------------

*A11 these sentences could be translated with "is coming” instead of
"did come.”

G. Response Drill

-   1. Speaker: Tā shi zài dāxué xiiéde Zhōngwén ma?

(Did he/she study Chinese in college?)

-   2. Tā shi zài Měiguo xiiéde Zhōngwén ma?

-   3. Tā shi zài Táiwān Dàxíié niànde Yīngwén ma?

-   U. Tā shi zài Měiguo niànde lìshl ma?

    You:

Shìde, tā shi zài dàxué xiiéde Zhōngwén.

(Yes, he/she studied Chinese in college.)

Shìde, tā shi zài Měiguo xiiéde Zhōngwén.

Shìde, tā shi zài Táiwān Dàxué niànde Yingwén.

Shìde, tā shi zài Měiguo niànde lìshl.

5. Tā shi zài Jiāzhōu niànde zhèngzhixué ma?

Shìde, tā shi zài Jiāzhōu niànde zhèngzhixué.

Tā shi zài Zhōngguo niànde Zhōngguo wénxūé ma?

Tā shi zài Huàshèngdùn niànde jīngjixúé ma?

Shìde, tā shi zài Zhōngguo niànde Zhōngguo wénxūé.

Shìde, tā shi zài Huashèngdùn niànde jīngjixúé.

-   H. Response Drill

Give negative responses to all the questions, and complete your answers
according to the cues.

-   1. Speaker: Tā shi zài Zhōngguo xūéde Zhōngguo huà ma? (cue) Měiguo

(Did he/she study Chinese in China?)

-   2. Tā shi zài Měiguo niànde Fàwén ma? Jiānádà

-   3- Tā shi zài Táiwān Dàxūé niànde zhèngzhixūé ma? Měiguo Dàxūé

-   h. Tā shi zài Yīngguo niànde Yīngguo wénxūé ma? Měiguo Dàxūé

-   5- Tā shi zài Jiāzhōu niànde jīngjixúé ma? Táiwān Dàxūé

You: Bú shi, tā shi zài Měiguo xūéde Zhōngguo huà.

(No, he/she studied Chinese in America.)

Bú shi, tā shi zài Jiānádà niànde Fàwén.

Bú shi, tā shi zài Měiguo Dàxūé niànde zhèngzhixūé.

Bú shi, tā shi zài Měiguo Dàxūé niànde Yīngguo wénxūé.

Bú shi, tā shi zài Táiwān Dàxūé niànde Jīngjixúé.

-   6. Tā shi zài Zhōngguo niànde          Bú shi, tā shi zài Jiāzhōu
    Dàxūé

Zhōngguo lìshī ma? Jiāzhōu Dàxūé niànde Zhōngguo lìshī.

7- Tā shi zài Jiānádà niànde Zhōngwén ma? Táiwān

Bú shi, tā shi zài Táiwān niànde Zhōngwén.

I. Response Drill

Give a negative or an affirmative response to each question, according
+,•? the cues.

-   1. Speaker: Tā shi zài Huàshèngdùn You: Shìde, tā shi zài
    Huàshèngdùn xūéde Zhōngguo huà ma?          xūéde Zhōngguo huà.

(cue) Huàshèngdùn             (Yes, he/she studied Chinese

(Did he/she study Chinese         in Washington.)

in Washington?)

OR Tā shi zài Taiwan Dàxiié Bú shi, tā shi zài MSiguo Dàxiié niànde
Zhōngguo lìshī niànde Zhōngguo lìshī. ma?                      (No,
he/she studied Chinese history

(cue) MSiguo Dàxiié         at American University.)

(Did he/she study Chinese history at Taiwan University?)

-   2. Tā shi zài dàxiié xíiéde Zhōngwén ma? dàxiié

-   3. Tā shi zài Taiwan Dàxiié niànde Zhōngguo wénxiié ma?

Jiāzhōu Dàxiié

-   U. Tā shi zài MSiguo Dàxiié niànde wénxiié ma? MSiguo Dàxiié

5. Tā shi zài Jiāzhōu Dàxiié niànde zhèngzhixiié ma? Táiwān Dàxiié

6. Tā shi zài Fàguo niànde Fàwén ("French”) ma? Měiguō

Shìde, tā shi zài dàxiié xiiéde Zhōngwén.

Bú shi, tā shi zài Jiāzhōu Dàxiié niànde Zhōngguo wénxiié.

Shìde, tā shi zài MSiguo Dàxiié niànde wénxiié.

Bú shi, tā shi zài Táiwān Dàxiié niànde zhèngzhixiié.

Bú shi, tā shi zài MSiguo niànde Fàwén.

J. Substitution Drill

-   1. Speaker: Nī huì shuō Yīngwén ma? (cue) Déwén

(Can you speak English?)

-   2. Nī huì shuō Déwén ma?    Rìwén

-   3. Nī huì shuō Rìwén ma?    Fàwén

U. Nī huì shuō Fàwén ma?

Zhōngguo huà

5. Nī huì shuō Zhōngguo huà ma? Déguo huà

You; Nī huì shuo Déwén ma?

(Can you speak German?)

Nī huì shuō Rìwén ma?

Nī huì shuō Fàwén ma?

Nī huì shuō Zhōngguo huà ma?

Nī huì shuō Déguo huà ma?

6. Nī huì shuō Déguo huà ma?

K. Combination Drill

1. Speaker: Wǒ xué Zhōngwén. (cue) Rìwén

(I’m studying Chinese.)

You: Wǒ xué Zhōngwén, wǒ yě xiié Rìwén.

(I’m studying Chinese, and I'm studying Japanese too.)

OR WS xūé Zhōngwén. (cue) tā

(I’m studying

Chinese.)

2.

Tā

xūé

Fàwén.    Déwén

3.

Wǒ

xue

Fàwén. tā

h.

Wǒ

xūé

zhèngzhixūé.

tā

5.

Wǒ

xue

zhèngzhixūé.

jlngjixūé

6.

Wǒ

•• xue

wénxūé. lìshī

WS xiié Zhōngwén, tā yS xiié Zhōngwén. (I’m studying Chinese; he/she is
studying Chinese too.)

Tā xué Fàwén, tā yě xūé Déwén.

WS xūé Fàwén, tā yě xūé Fàwén.

WS xūé zhèngzhixūé, tā yě xūé zhèngzhixué.

WS xūé zhèngzhixūé, wS yě xué jlngjixūé.

Wo xūé wénxūé, wS yě xūé lìshī.

L. Combination Drill

-   1. Speaker: LÍn Xiānsheng zài Huàshèngdùn. Tā xūéguo Fàwén.

(Mr. LÍn was in Washington. He studied French.)

-   2. Huang Xiǎojiě zài Měiguo. Tā niànguo zhèngzhixūé.

(Miss Huang was in America.

She studied political science.)

-   3. Liu Tàitai zài Jiāzhōu Dàxūé.

Tā niànguo jlngjixūé.

(Mrs. Liu was at the University of California. She studied economics.)

U. Sòng Xiānsheng zài MěiguS. Tā niànguo lìshī.

(Mr. Sòng was in America. He studied history.)

You: LÍn Xiānsheng zài Huashèngdùn xūéguo Fàwén.

(Mr. LÍn studied French in Washington.)

Huang XiSojiě zài Měiguo niànguo zhèngzhixūé.

(Miss Huang studied political science in America.)

Liu Tàitai zài Jiāzhōu Dàxūé niànguo jlngjixūé.

(Mrs. Liu studied economics at the University of California.)

Sòng Xiānsheng zài Měiguo niànguo lìshī.

(Mr. Sòng studied history in America.)

-   5. Tā zài Bèijing. Tā xuéguo Zhōngwén.

(He/she was in Bèijing. He/she studied Chinese.)

-   6. Sun Xiǎojiè zài Jiānádà. Tā niànguo Yīngguo wénxiié.

(Miss Sun was in Canada. She studied English literature.)

-   7. Tā zài Zhōngguo. Tā niànguo Zhōngguo wénxué.

(He/she was in China. He/she studied Chinese literature.)

Tā zài Bèijing xuéguo Zhōngwén.

(He/she studied Chinese in Bèijing.)

Sun Xiǎojiè zài Jiānádà niànguo Yīngguo wénxué.

(Miss Sun studied English literature in Canada.)

Tā zài Zhōngguo niànguo Zhōngguo wenxue.

(He/she studied Chinese literature in China.)

M. Response Drill

Give an affirmative or a negative response to each question, according
to the cues.

-   1. Speaker: Nī huì shuō Yingwén ma? (cue) xiiéguo

(Can you speak English?)

OR Nī huì shuō Yingwén ma? (cue) méi xuéguo

(Can you speak English?)

-   2. Nī huì shuō Zhōngwén ma? xuéguo

-   3. Tā huì shuō Déwén ma? méi xuéguo

h. Nī huì shuō Rìwén ma? xuéguo

5- Tā huì shuō Yīngguo huà ma? xuéguo

6. Nī huì shuō Fàwén ma? méi xuéguo

You: Wō huì shuō yìdiǎn.

(I can speak a little.)

Wō bú huì shuō.

(I can’t speak it.)

Wō huì shuō yìdiǎn.

Tā bú huì shuō.

Wō huì shuō yìdiǎn.

Tā huì shuō yìdiǎn.

Wō bú huì shuō.

N. Response Drill

Give an affirmative or a negative

response to each question, according

to the cues.

-   1. Speaker: Tā huì shuō Zhōngguo huà ma? (cue) xuéguo

(Can he/she speak Chinese?)

OR Tā huì shuō Zhōngguo huà ma?

(cue) méi xuéguo (Can he/she speak Chinese?)

-   2. Tā àiren huì shuō Fàwén ma? xuéguo

-   3. Tā fùqin huì shuō Rìwén ma? méi xuéguo

U. Lǐ Tóngzhì huì shuō Déwén ma? méi xuéguo

5. Wáng Tóngzhì huì shuō Yingwén ma? xuéguo

6. Chén Tóngzhì huì shuō Fàwén ma? xuéguo

You: Huì, tā huì shuō Zhōngguo huà.

(Yes, he/she can speak Chinese.)

Bú huì, tā bú huì shuō

Zhōngguo huà.

(No, he/she can't speak Chinese.)

Huì, tā àiren huì shuō Fàwén.

Bú huì, tā fùqin bú huì shuō Rìwén.

Bú huì, Li Tóngzhì bú huì shuō Déwén.

Huì, Wáng Tóngzhì huì shuō Yīngwén.

Huì, Chén Tóngzhì huì shuō Fàwén.

UNIT 8

INTRODUCTION

Topics Covered in This Unit

-   1. More on duration phrases.

-   2. The marker le for new situations in negative sentences.

-   3. Military titles and branches of service.

-   U. The marker ne.

5. Process verbs.

Materials You Will Need

-   1. The C-l and P-1 tapes, the Reference List and Reference Notes.

-   2. The C-2 and P-2 tapes, the Workbook.

-   3. The 8D-1 tape.

    REFERENCE LIST

(in Taipei)

-   1. B: Nī jīntiān hái yǒu kè ma?

-   A: Méiyou kè le.

-   2. A: Nī cǒngqián niàn Yīngwén niànle duō jiǔ?

-   B: Wǒ niàn Yīngwén niànle liùnièn.

-   3. A: Nī xiànzài niàn shénme ne?

-   B: Wǒ niàn Fàwén ne.

-   U. A: Nī niàn Fàwén niànle duǒ Jiù le?

-   B: Wǒ niànle yìnián le.

-   5. B: Nī huì xiě Zhōngguo zì ma?

-   A: Huì yìdiān.

-   6. A: Qunián wǒ hái bú huì xiě.

-   A: Xiànzài wǒ huì xiě yìdiān le.

-   7. A: Nī fùqin shi junrén ma?

-   B: Shi, tā shi hāijún junguān.

-   8. B: Wǒ jīntiān bù lái le.

-   B: Wǒ bìng le.

-   9. A: Jīntiān hāo le méiyou?

-   B: Jīntiān hāo le.

Do you have any more classes today? I don’t have any more classes.

How long did you study English?

I studied English for six years.

What are you studying now?

I’m studying French.

How long have you been studying French?

I’ve 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, he’s a naval officer.

I'm not coming today.

I’m sick.

Are you better today? (Are you recovered?)

Today I’m better.

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes)

-   10. kōngjūn

-   11. lùjun

-   12. shìbīng

-   13. zuò shi

1U. Déwén

air force

army enlisted man to work

German language

VOCABULARY

  --------------- ------------------
  Bing            to become ill
  Dewén           German language
  Fàwén (Fàwén)   French language
  h&ijún          navy
  Jūnguān         military officer
  Junrén          military person
  kè              class
  kōngjun         air force
  lùjun           army
  shìbīng         enlisted man
  xiS             to write
  zì              character
  zuò shi         to work
  --------------- ------------------

REFERENCE NOTES

1. B: Nī Jintiān hái yǒu kè ma? Do you have any more classes today?

A: Méiyou kè le.                    I don’t have any more classes.

Notes on No. 1

Hái, "additionally," "also": used as an adverb meaning "still." way to
use hái.

Nī hái xiang zǒu ma?

Nī hái yào xué shénme?

You have already learned the word hái In this exchange you learn a
second

Do you still want to leave?

What else do you want to study?

Méiyou...le: You will remember that in the negative of a completed
action, méi or méiyou replaces the completion marker le—is never used
together with it.

+-------------+-------------+-------------+-------------+-------------+
| Tā          |             | lái         | le.         | ¹¹          |
|             |             |             |             |             |
|             |             |             |             | (He came)   |
+-------------+-------------+-------------+-------------+-------------+
| Tā          | méi(you)    | lái.        |             | (He did not |
|             |             |             |             | come)       |
+-------------+-------------+-------------+-------------+-------------+

In the sentence Méiyou kè le, le is a new-situation marker, and méiyou
is simply the negative of the full verb yǒu. (Remember that the verb yǒu
is always made negative with mei, never with bù.)

  ---- ------ -------- ----- ---------------------------------------------------------------------------------------
  Tā          yǒu kè   le.   (Now he has class. CDue to a change in the schedule, he now has class at this time.!)
  Tā   méi-   yǒu kè   le.   (He doesn’t have any more classes.)
  ---- ------ -------- ----- ---------------------------------------------------------------------------------------

Bù...le/méiyou...le: When the marker le for new situations is used with
a negative verb, there are two possible meanings: one is that something
that was supposed to happen is now not going to happen; the other is
that something that was happening is not happening anymore. Thus the
following sentence is ambiguous:

Tā bù lái le.                    He is not coming now. CEither

he was expected to come but changed his mind, or he used to come at this
time but now has stopped.!

In the context of a conversation, the meaning of the sentence would
"become clear. Here are more■examples with the ’’anymore” meaning:

Tā bú niàn shū le.

Tā bú shi wǒde péngyou le.

Méiyou le.

He is not going to study anymore. CHe will no longer attend college.3

He is not my friend anymore.

There is no more.

2. A: Nī cóngqián niàn Yīngwén niànle duó jiǔ?

B: WS niàn Yīngwén niànle liùnián.

How long did you study English?

I studied English for six years.

Note on Wo. 2

More on duration: In Unit 6 of this module, you learned to express
duration in a sentence with no object (WS zài Xianggang zhùle liùge yuè
le). In this unit, you learn one way to express the duration of an
activity which 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 when the duration is stated.

Tā niàn jīngjixǔé, niànle He studied economics for one year, yinián.

Tā xtié Zhōngguo huà, xíiéle He has been studying Chinese for sānge yuè
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.

3- A: Nī xiànzài niàn shénme ne?

B: W3 niàn Fàwén ne.

What are you studying now? I’m studying French.

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 shows that the state exists. With some process
verbs, ne indicates that the process is going on. Ne may not be used
with certair process verbs. (See also notes on No. 8, about verbs.)

U. A: NI niàn Fàwén niànle duo jiǔ le?

B: Wǒ niànle yìnián le.

5. B: Ni huì xiě Zhōngguo zì ma?

A: Huì yìdiān.

How long have you been studying French?

I've been studying it for one year.

Can you write Chinese characters?

I can a little.

Notes on Nos. U-5

Xiě Zhōngguo zì: The verb xiě, "to write," can occur with specific
objects, such as Zhōngguo zì, as well as with the general object zì. The
combination xiě zì can mean either "to write characters" or simply "to
write."

Tā xiǎng xué xiě Zhōngguo He wants to learn to write Chinese zì.
                              characters.

Xiǎo dìdi sìsuì le, yljīng Little younger brother is four huì xiě zì le.
                  years old and already can write.

In the reply Huì yìdiān, huì is used as a main verb—not as an auxiliary
verb, as in the question. As a main verb, huì means "to have the skill
of," "to have the knowledge of," "to know."

Wǒ huì Yīngwén.                  I know English.

6. A: Qunián wǒ hái bu huì xiě.

A: Xiànzài wǒ huì xiě yìdiān le.

Last year I couldn't write them. Now I can write a little.

Notes on No. 6

Qunián wǒ hái bú huì xiě: Notice that here it is the auxiliary verb huì,
not the verb xiě, that is made negative. Auxiliary verbs such as huì and
xiǎng are STATE verbs and so are made negative with the prefix bù,
regardless of whether the context is past, present, or future.

Xianzài wǒ huì xiě yìdiān le: The marker used is le for new situations.
It is always placed at the end of a sentence.

The time word xiànzài comes 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.

7. A: Ni fùqin shi Jūnrén ma?

B: Shi, tā shi hSijūn jōnguān.

8. B. W8 Jintiān hù lái le.

B: W3 bìng le.

Is your father a military man? les, he's a naval officer.

I'm not coming today.

I'm sick.

Notes on Nos. 7-8

The verb bìng, "to get sick," "to become ill," is a process verb; that
ìb, the activity described includes some changes in the situation.
Process verbs tell of an action which has caused a change from one state
to another, as from whole to broken ("to break") and from frozen to
melted ("to melt"). Bing is typical of process verbs: not only is an
action described (coming down 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 draw attention to the fact that the Chinese way
o£ expressing something may not correspond to the English. For instance,
"I am sick" in Chinese is W5 bìng le ("I have gotten sick"). For "I am
not sick," you say WS méi bìng ("I didn't get sick").

Process verbs are always made negative with méi, regardless of whether
you are referring to past, present, or future.

Nì bìng le méiyou?              Are you sick?

Méiyou. WS méi bìng.           No. I'm not sick.

(State verbs are always made negative with bù.)

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 will know what
aspect markers and negatives may be used with that verb. In the
following charts, a check mark means that this combination of verb and
aspect occurs in the language.

ASPECT MARKERS

VERBS

completion le combined le new-situation le

  --------- -- -- --
  ACTION          
  STATE           
  PROCESS         
  --------- -- -- --

Examples:¹⁴

ACTION Tā zuótiān gōngzuò le.

Tā yìjìng lái le.

Gēge xiànzài niàn daxiié le.

STATE Tā xiànzài huì xiě zì le.

PROCESS Tā zuótiān bìng le.

Tā xiànzài bìng le.

Tā bìngle yíge yuè le.

He worked yesterday, (completion Le)

He has already come, (combined le)

Older brother goes to college now. (new-situation le)¹⁵

He can write now. (new-situation le)

He got sick yesterday, (completion le)

He is sick, (combined le)

He has been sick for one month now. (new-situation le and completion le)

VERBS

ACTION STATE PROCESS

NEGATION

  ------------------------------------ -- --------------------------------------------------------
  bù                                      -------------------------■----------------------------
  méi(you)—negation of completion le      
  hái méi—negation of combined le         L__Ld
  ------------------------------------ -- --------------------------------------------------------

Examples:

ACTION Tā bú niàn shū.

Tā méi niàn shū.

Tā hái méi niàn shū.

He doesn’t (isn’t going to) study.

He didn’t study.

He hasn’t studied yet.

STATE Tā qunián bù xiāng niàn shū.

Last year, she didn't want to study.

PROCESS Tā jīntiān méi bìng. Tā hái méi hāo.

He is not sick today.

He hasn't yet recovered.

Notice that only action verbs use the whole range of negatives to mark
the negative of future or present action, completed action, or new
situations. State verbs use the negative prefix bù even when referring
to past states. Process verbs use the negative prefix méi 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 how the verb behaves
in terms of these charts. You might discover that what you thought was a
state verb is actually a process verb, or vice versa.

9. A: Jīntiān hāo le méiyou? B: Jīntiān hāo le.

Are you better today? Today I'm better.

Notes on No. 9

Jīntiān hāo le: Hāo 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 verb hāo means "to be good" or "to be well,"
the process verb hāo means "to get better," "to recover." Compare these
sentences:

Tā hāo.                               He's in good health.

Tā zuotiān bìng le. Tā jīntiān Yesterday he became sick. Today he yījīng
hāo le.                      is already recovered.

The difference between the state verb hāo and the process verb hāo is
even more evident in negative sentences. State verbs, as you remember,
are made negative only with bù. Process verbs are made negative only
with méi or hái méi.

Tā bù hāo.                           He's not good. CHe's not a good

person.1

Tā hái méi hāo.                      He hasn't yet recovered. CHe is

still sick.l

It can be difficult to remember that bìng and hāo, sometimes translated
as "to be sick" and "to be better," are actually process verbs in
Chinese, not state verbs. The English sentence "I am better (recovered)"
translates as Wǒ hāo le ("I have become well") and would be incorrect
without the le.

Jintiān hāo le méiyou? Questions may be formed from statements
containing completion le or combined le by adding méiyou at the end of
the statements. You will learn more about forming questions in the first
unit of the next module.

Tā láile méiyou?

Ni hāole méiyou?

Did he come?

Are you recovered (from your illness)?

[]

In a Taipei classroom (courtesy of Thatcher Dean)

DRILLS

A. Response Drill

-   1. Speaker: Tā jīntiān hai yōu kè ma?

(Does he have any more classes today?)

-   2. Tā jīntiān hái lái ma?

-   3. Tā xiànzài hái huì shuō Zhōngguo huà ma?

U. Tā xiànzài hái yōu Zhōngguo shū ma?

-   5. Tā hái niàn lìshī ma?

-   6. Tā xiànzài hái zài kōngjūn gōngzuò ma?

-   7. Tā xiànzài hái xiSng zōu ma?

You: Tā méiyou kè le.

(He doesn't have any more classes.)

Tā bù lái le.

Tā bú huì shuō Zhōngguo huà le.

Tā méiyou Zhōngguo shū le.

Tā bú niàn lìshī le.

Tā bú zài kōngjūn gōngzuò le.

Tā bù xiSng zŌu le.

-   B. Expansion Drill

-   1. Speaker: Tā cóngqián niàn lìshī. (He formerly studied history.)

-   2. Tā congqián niàn shū.

-   3. Tā congqián zài lùjūn zuò shi.

U. Tā cóngqián bú huì.

-   5. Tā cóngqián bù zhīdào.

-   6. Tāde Zhōngwén cóngqián bù hen hao.

-   7. Tā cóngqián huì shuō Fàguo huà.

You: Tá cóngqián niàn lìshī, xiànzài bú niàn le.

(He formerly studied history, but now he doesn't anymore.)

Tā cóngqián niàn shū, xiànzài bú niàn le.

Tā cóngqián zài lùjūn zuò shi, xiànzài bú zài lùjūn zuò shi le.

Tā cóngqián bú huì, xiànzài huì le.

Tā cóngqián bù zhīdào, xiànzài zhīdao le.

Tāde Zhōngwén cóngqián bù hen hSo, xiànzài hen hSo le.

Tā cóngqián huì shuō Fàguo huà, xiànzài bú huì le.

C. Transformation Drill

-   1. Speaker: Tā niànguo zhèngzhixūé. (cue) duó Jiǔ

(He has studied political science.)

-   2. Tā niànguo JīngJixǔé. Jīnián

-   3. Tā niànguo Zhōngguo wénxué.

duó Jiǔ

ù. Tā xuéguo Rìwén. Jige yuè

-   5. Tā zài kōngjūn zuòguo Bhì.

duó Jiǔ

-   6. Tā niànguo Zhōngguo lìshī.

duó Jiǔ

-   7. Tā niànguo Yīngguo wénxué.

Jīnián

You: Tā niàn zhèngzhixūé, niànle duó Jiǔ?

(How long did he study political science?)

Tā niàn JīngJixǔé, niànle-Jīnián?

Tā niàn Zhōngguo wénxué, niànle duó Jiǔ?

Tā xué Rìwén, xǔéle Jīge yuè?

Tā zài kōngjǔn zuò shi, zuòle duó Jiǔ?

Tā niàn Zhōngguo lìshī, niànle duó Jiǔ?

Tā niàn Yingguo wénxué, niànle Jīnián?

D. Transformation Drill

-   1. Speaker: Tā xiànzài niàn lìshī. (cue) duó Jiǔ

(He is studying history now.)

-   2. Tā xiànzài xué Rìwén. Jīge yuè

-   3. Tā xiànzài niàn Yīngwén.

Jīge yuè

U. Tā xiànzài zài hàijun zuò shi. Jīnián

-   5. Tā xiànzài xué Zhōngguo huà. duó Jiǔ

-   6. Tā xiànzài zài lùjǔn zuò shi. Jīnián

-   7. Tā xiànzài zài yínháng zuò shi. Jīnián

You: Tā niàn lìshī, niànle duó Jiǔ le?

(How long has he been studying history?)

Tā xué Rìwén, xǔéle Jīge yuè le?

Tā niàn Yīngwén, niànle Jīge yǔè le?

Tā zài hàijǔn zuò shi, zuòle Jīnián le?

Tā xǔé Zhōngguo huà, xǔéle duó Jiǔ le?

Tā zài lùjǔn zuò shi, zuòle Jīnián le?

Tā zài yínháng zuò shi, zuòle Jīnián le?

E. Transformation Drill

-   1. Speaker: Tā xiànzài hái niàn lìshl ne.

(cue) duó jiǔ (He is still studying

history.)

-   2. Tā xiànzài hái niàn Zhōngguo wenxué ne. duó jiǔ

-   3. Tā xiànzài hái xǔé Rìwén ne.

Jige yǔè

U. Tā xiànzài hái zài lùjǔn zuō shi ne. duó Jiǔ

-   5. Tā xiànzài hái xǔé Zhōngguo huà ne.    duó jiǔ

-   6. Tā xiànzài hái niàn zhèngzhixǔé ne.    duó jiǔ

-   7. Tā xiànzài hái niàn JingJixǔé ne. duó J iǔ

You; Tā niàn lìshl, hái 'xiāng niàn duó Jiǔ?

(How much longer is he going to study history?)

Tā niàn Zhōngguo wènxǔé, hái xiāng niàn duó jiǔ?

Tā xǔé Rìwén, hái xiāng xǔé jige yǔè?

Tā zài lùjǔn zuō shi, hái xiāng zuō duó jiǔ?

Tā xǔé Zhōngguo huà, hái xiāng xǔé duó jiǔ?

Tā niàn zhèngzhixǔé, hái xiāng niàn duó Jiǔ?

Tā niàn JingJixǔé, hái xiāng niàn duó Jiu?

F. Transformation Drill

-   1. Speaker: Tā xiànzài niàn lìshl. (He is studying history now.)

OR    Tā niànguo lìshl.

(He studied history.)

OR     Tā xiànzài hái niàn lìshl.

(He is still studying history.)

-   2. Tā xiànzài niàn Zhōngguo wènxǔé.

-   3. Tā niànguo Zhōngguo wénxǔé.

U. Tā xiànzài hái niàn Rìwén.

You: Tā niàn lìshl, niànle duó Jiǔ le?

(How long has he studied history?)

Tā niàn lìshl, niànle duó Jiǔ?

(How long did he study history?)

Tā niàn lìshl, hái xiāng niàn duó Jiǔ?

(How long does he plan to study history?)

Tā niàn Zhōngguo wènxǔé, niànle duó Jiǔ le?

Tā niàn Zhōngguo wénxǔé, niànle duó Jiǔ?

Tā niàn Rìwén, hái xiāng niàn duó Jiǔ?

-   5. Tā niànguo Rìwén.

-   6. Tā xuéguo Yīngwén.

-   7. Tā xiànzài hái xiié Yīngwén.

-   8. Tā xiànzài zài kōngjūn zuò shi.

Tā niàn Rìwén, niànle duō Jiù?

Tā xūé Yīngwén, xūéle duo jiu?

Tā xūé Yīngwén, hái xiang xūé duō jiǔ?

Tā zài kōngjūn zuò shi, zuòle duō jiǔ le?

-   G. Expansion Drill

-   1. Speaker; Wō xiS zì le. (I wrote.)

-   2. Wō dōng le.

-   3. Wō lái le.

U. Wō zōu le.

-   5. Wō zuò le.

-   6. Wō ting le.

-   7. Wō xūé le.

-   H. Response Drill

-   1. Speaker: Tā xiō le ma? (Did he write?)

-   2. Tā lái le ma?

-   3. Tā hǎo le ma?

-   U. Tā dōng le ma?

-   5. Tā zōu le ma?

-   6. Tā tīng le ma?

-   7. Tā xūé le ma?

    You: Wō xiō zì le, tā méi xiS zì. (I wrote; he didn’t write.)

    Wō dōng le, tā méi dōng.

    Wō lái le, tā méi lái.

    Wō zōu le, tā méi zōu.

    Wō zuò le, tā méi zuò.

    Wō tīng le, tā méi tīng.

    Wō xūé le, tā méi xūé.

    You: Tā hái méi xiǎ.

    (He still hasn’t written.)

    Tā hái méi lái.

    Tā hái méi hǎo.

    Tā hái méi dōng.

    Tā hái méi zōu.

    Tā hái méi tīng.

    Tā hái méi xūé.

I. Response Drill

-   1. Speaker: Tā cóngqián bú huì xiě Zhōngguo zì. Xiànzài ne?

(In the past he couldn't write Chinese characters. And now?)

-   2. Tā cóngqián bù xiāng xué Rìwén. Xiànzài ne?

-   3. Tā cóngqián bú niàn lìshī. Xiànzài ne?

1. Tā cóngqián bù dōng Fàwén. Xiànzài ne?

-   5. Tāmen congqián méiyou háizi. Xiànzài ne?

-   6. Tā cóngqián bú huì shuō Déguo huà. Xiànzài ne?

-   7. Tā congqián bù xiāng xué Yingwén. Xiànzài ne?

You: Tā hái bú huì xiě Zhōngguo zì. (He still can't write Chinese
characters.)

Tā hái bù xiāng xué Rìwén.

Tā hái bú niàn lìshī.

Tā hái bù dōng Fàwén.

Tāmen hái méiyou háizi.

Tā hái bú huì shuō Déguo huà.

Tā hái bù xiāng xué Yingwén.

J. Transformation Drill

-   1. Speaker: Tā cóngqián bú huì xiě Zhōngguo zì.

(cue) now he can (In the past he couldn’t

write Chinese characters. )

OR Tā cóngqián huì xiě Zhōngguo zì.

(cue) no longer

(In the past he could write Chinese characters. )

You: Tā cóngqián bú huì xiě, xiànzài huì xiě le.

(In the past he couldn't write; now he can.)

Tā cóngqián huì xiě, xiànzài bú huì xiě le.

(In the past he could write; now he can't.)

OR Tā cóngqián bú huì xiě          Tā cóngqián bú huì xiě, xiànzài

Zhōngguo zì.                     hái bú huì xiě.

(cue) still can't              (In the past he couldn't write;

(In the past he couldn't          now he still can't.)

write Chinese characters. )

-   2. Tā congqián "bu dong Fàwén. now he can

-   3. Tā cóngqián dong Fàwén. no longer

-   U. Tā cóngqián bù dong Fàwén. still can’t

-   5. Tā cóngqián bù xiang xué Yingwén. now he does

-   6. Tā cóngqián xiang xiié Yingwén. no longer

-   7. Tā cóngqián bù xiang xué Yingwén. still doesn’t

-   8. Tā cóngqián bù niàn lìshl. now he does

-   9. Tā cóngqián niàn lìshl. no longer

-   10. Tā cóngqián bú niàn lìshl. still doesn’t

Tā cóngqián bù dóng, xiànzài dóng le.

Tā cóngqián dong, xiànzài bù dong le.

Tā cóngqián bù dong, xiànzài hái bù dong.

Tā cóngqián bù xiang xué, xiànzài xiang xué le.

Tā cóngqián xiāng xué, xiànzài bù xiāng xué le.

Tā cóngqián bù xiāng xǔé, xiànzài hái bù xiāng xǔé.

Tā cóngqián bú niàn, xiànzài niàn le.

Tā cóngqián niàn, xiànzài bú niàn le.

Tā cóngqián bú niàn, xiànzài hái bú niàn.

228

¹

As used in this course, the words "he," "him," and "his" are intended to
include both masculine and feminine genders. (Translations of foreign
language material not included.)

²

The first version of each example is in the Pinyin system of
romanization. The second, parenthesized version is the conventional, or
anglicized, spelling.

³

♦Another word for "restaurant" is fànguānzi. The general word for
"hotel" is luguān.

⁴

This exchange occurs on the C-l tape only.

⁵

This exchange occurs on the P-1 tape only.

⁶

The word dì- is sometimes translated "number," as in dìyī, "number one."
(See resource module on Numbers, tape U.)

⁷

A few nouns referring to people may be made explicitly plural by adding

•men: háizimen can only be "children."

⁸

Jiù has several other meanings, which will be presented to you as you
continue through this course. 2.3U

⁹

This exchange occurs on the C-l tape only.

¹⁰

This exchange occurs on the P-1 tape only.

¹¹

Ages may also be asked and given without using the new-situation le.

¹²

This exchange occurs on the C-l tape only.

¹³

See also the note on niàn shū, under exchange 3.

¹⁴

Most of the time you can figure out from a verb’s meaning the semantic
category in which that verb belongs. However, process verbs may not be
so predictable.

¹⁵

In affirmative sentences containing action verbs, the marker le for new
situations is used to describe a change in a general habit.