Foreign Service Institute CM 0180 S

A MODULAR APPROACH STUDENT TEXT MODULE 1: ORIENTATION MODULE 2: BIOGRAPHIC INFORMATION SPONSORED BY AGENCIES OF THE UNITED STATES AND CANADIAN GOVERNMENTS This publication is to be used primarily in support of instructing military personnel as part of the Defense Language Program (resident and nonresident). Inquiries concerning the use of materials, including requests for copies, should be addressed to: Defense Language Institute Foreign Language Center NonresidentTraining Division Presidio of Monterey, CA 93944-5006 Topics in the areas of politics, international relations, mores, etc., which may be considered as controversial from some points of view, are sometimes included in the language instruction for DLIFLC students since military personnel may find themselves in positions where a clear understanding of conversations or written materials of this nature will be essential to their mission. The presence of controversial statements-whether real ōr apparent-in DLIFLC materials should not be construed as representing the opinions of the writers, the DLIFLC, or the Department of Defense. Actual brand names and businesses are sometimes cited in DLIFLC instructional materials to provide instruction in pronunciations and meanings. The selection of such proprietary terms and names is based solely on their value for instruction in the language. It does not constitute endorsement of any product or commercial enterprise, nor is it intended to invite a comparison with other brand names and businesses not mentioned. In DLIFLC publications, the words he, him, and/or his denote both masculine and feminine genders. This statement does not apply to translations of foreign language texts. The DLIFLC may not have full rights to the materials it produces. Purchase by the customer does net constitute authorization for reproduction, resale, or showing for profit. Generally, products distributed by the DLIFLC may be used in any not-for-profit setting without prior approval from the DLIFLC.

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

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

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 KEY 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 Chinee? 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)

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 Guāngdōng, 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, Hànyu 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.

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.

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) Hú Shi (Hu Shih) Jiāng 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) ZhūgS 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 MS XiSojiě Mǎ 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 Fāng Bǎolán 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 MS Fāng Bǎolán. 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. XiSojiě should not be used because it carries the connotation of being from a rich family. In the People’s Republic, the title "Comrade," Tóngzhì, is used in place of the titles Xiānsheng, Tàitai, and XiSojiě. MS Mínglī would be MS Tóngzhì MS Mínglī Tóngzhì 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 Mínglī’s wife would be Fāng Tóngzhì Fāng 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 Fāng Bǎolán*s grown daughter could be MS Tóngzhì MS Défēn Tóngzhì Their grown son could be Fāng Tóngzhì Fāng 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 Āndésēn. 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 in Dàwèi. Sometimes, when a foreign surname has the same meaning as a Chinese surname, semantic suggestiveness is chosen over phonetic suggestiveness. For example, Wáng, a common Chinese surname, means "king," so "Daniel King" might be rendered Wáng Dànián. Students in this course will be given both the official PRC phonetic equivalents of their names and Chinese-style names.

The Orientation Module and associated resource modules provide the linguistic tools needed to begin the study of Chinese. The materials also introduce the teaching procedures used in this course. The Orientation Module is not a typical course module in several respects. First, it does not have a situational topic of its own, but rather leads into the situational topic of the following module—Biographic Information. Second, it teaches only a little Chinese grammar and vocabulary. Third, two of the associated resource modules (Pronunciation and Romanization, Numbers) are not optional; together with the Orientation Module, they are prerequisite to the rest of the course.

Upon successful completion of this module and the two associated resource modules, the student should 1. Distinguish the sounds and tones of Chinese well enough to be able to write the Hànyǔ Pinyin romanization for a syllable after hearing the syllable. 2. Be able to pronounce any combination of sounds found in the words of the Target Lists when given a romanized syllable to read. (Although the entire sound system of Chinese is introduced in the module, the student is responsible for producing only sounds used in the Target Sentences for ORN. Producing the remaining sounds is included in the Objectives for Biographic Information.) 3. Know the names and locations of five cities and five provinces of China well enough to point out their locations on a map, and pronounce the names well enough to be understood by a Chinese. U. Comprehend the numbers 1 through 99 well enough to write them down when dictated, and be able to say them in Chinese when given English equivalents. 5. Understand the Chinese system of using personal names, including the use of titles equivalent to "Mr.," "Mrs.," "Miss," and "Comrade." 6. Be able to ask. and understand questions about where someone is from. 7. Be able to ask and understand questions about where someone is. 8. Be able to give the English equivalents for all the Chinese expressions in the Target Lists. 9. Be able to say all the Chinese expressions in the Target Lists when cued with English equivalents.1 10. Be able to take part in short Chinese conversations, based on the Target Lists, about how he is, who he is, and where he is from.

Orientation (ORN) Unit 1: Unit 2: 1 C-l 1 P-1 2 C-l 2 P-1 1&2 D-l Unit 3: 3 C-l 3 P-1 3 D-l      3 C-2      3 P-2 Unit U: 1» C-l h P-1 h D-l      U C-2      U P-2 Pronunciation and Romanization (P&R) P&R 1 P&R 2 P&R 3 P&R U P&R 5 P&R 6 Numbers (NUM) NUM 1      NUM 2 NUM 3 NUM U Classroom Expressions (CE) CE 1

1. A: NX shi shéi? Who are you? B: WS shi Wang Dànián. I am Wang Dànián (Daniel King). A: WS shi Hú Měilíng. I am Hú Měilíng. 2. A: Nī xìng shénme? What is. your surname? B: Wǒ xìng Wáng. My surname is Wáng (King). A: WS xìng Hú. My surname is Hú. 3. A: Tā shi shéi? Who is he/she? B: Tā shi MS Mínglī. He is Mǎ Mínglī. A: Tā shi MS Xiānsheng. He is Mr. MS. B: Tā shi MS Tàitai. She is Mrs. Mǎ. A: Tā shi MS Xiǎojiě. She is Miss Mǎ. B: Tā shi MS Tóngzhì. He/she is Comrade Mǎ. h. A: Wang Xiānsheng, tā shi shéi? Mr. Wáng, who is he? B: Tā shi MS Mínglī Xiānsheng. He is Mr. Mǎ Mínglī. 5- A: Xiānsheng, tā shi shéi? Sir, who is she? B: Tā shi MS Mínglī Tàitai. She is Mrs. Mǎ Mínglī. 6. A: Tóngzhì, tā shi shéi? Comrade, who is she? B: Tā shi Fāng Bǎolán Tóngzhì. She is Comrade Fāng Bǎolán.

1. A: B: A: Nī shi Wáng Xiānsheng ma? W5 shi Wang Dànián. Wǒ bú shi Wáng Xiānsheng. Are you Mr. Wáng? I am Wang Dànián. I’m not Mr. Wang. 2. A: Nī xìng Wáng ma? Is your surname Wáng? B: Wǒ xìng Wáng. My surname is Wáng. A: Wo bú xìng Wáng. My surname isn't Wang, 3. A: B: NÍn guìxìng? Wǒ xìng Wang. Your surname? (POLITE) My surname is Wang. U. A: Nl Jiao shénme? What is your given name? B: Wǒ Jiao Dànián. My given name is Dànián (Daniel). 5. A: Nl hǎo a? How are you? B: Wǒ hǎo. Nī ne? I’m fine. And you? A: Hǎo. Xièxie. Fine, thank you. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 6. míngzi                               given name

1. A: Nī shi Mǎiguo rén ma? B: Shì. B: Bú shi. 2. A: Nī shi Zhōngguo rén ma? B: Shì, wǒ shi Zhōngguo rén. B: Bú shi, wǒ bú shi Zhōngguo rén. 3. A:  Nī shi nǎlguo rén? B: Wǒ shi Mǎiguo rén. B: Wǒ shi Zhōngguo rén. B: Wǒ shi Yingguo rén. h.  A:  Nī shi nārde rén? B:  Wǒ shi Jiāzhōu rén. B:  Wǒ shi Shànghāi rén. Are you an American? Yes (I am). No (I'm not). Are you Chinese? Yes, I'm Chinese. No, I'm not Chinese. What's your nationality? I'm an American. I’m Chinese. I'm English. Where are you from? I'm a Californian. I'm from Shanghai. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 5. Déguo Germany 6. Eguō (Eguo) Russia 7. Fàguō (Fāguó) France 8. Rìběn Japan

1. A: Andésén Xiānsheng, nī shi nārde rén? B; Wǒ shi Dézhōu rén. A: Andésén Fūren ne? B: Tā yě shi Dézhōu rén. 2. A: Tā shi Yīngguo rén ma? B: Bú shi, tā bú shi Yīngguo rén. A: Tā àiren ne? B: Tā yě bú shi Yīngguo rén. 3. A: Qīngwèn, nī lāojiā zài nār? B: Wǒ lāojiā zài Shāndōng. U. A: Qīngdāo zài zhèr ma? B: Qīngdāo bú zài nàr, zài zhèr. 5. A: Nī àiren xiànzài zài nār? B: Tā xiànzài zài Jiānádà. Where are you from, Mr. Anderson? I’m from Texas. And Mrs. Anderson? She is from Texas too. Is he English? No, he is not English. And his wife? She isn’t English either. May I ask, where is your family from? My family is from Shāndōng. Is Qingdāo here? (pointing to a map) Qīngdāo isn't there; it’s here (pointing to a map; Where is your spouse now? He/she is in Canada now. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 6. Learn the pronunciation and .location of any five cities and five provinces of China found on the maps on pages 30-81. On a Běijīng street (courtesy of Pat Fox)

Topics Covered in This Unit 1. Questions and answers about full names and surnames. 2. Titles and terms of address ("Mr.,” "Mrs.," etc.). Prerequisites to the Unit (Be sure to complete these before starting the unit.) 1. Background Notes. 2. PiR 1 (Tape 1 of the resource module on Pronunciation and Romanization), the tones. 3. P&R 2 (Tape 2 of the resource module on Pronunciation and Romanization), the tones. Materials You Will Need 1. The C-l and P-1 tapes, the Reference List and Reference Notes. 2. The drill tape (1D-1). About the C-l and P-1 Tapes The C-l and P-1 tapes are your introduction to the Chinese words and structures presented in each unit. The tapes give you explanations and practice on the new material. By the time you have worked through these two tapes, you will be competent in understanding and producing the expressions introduced in the unit. With the C-l tape, you learn to understand the new words and structures. The material is presented in short conversational exchanges, first with English translations and later with pauses which allow you to translate. Try to give a complete English translation for each Chinese expression. Your goal when using the C-l tape is to learn the meanings of all the words and structures as they are used in the sentences. With the P-1 tape, you learn to put together these sentences. You learn to pronounce each new word and use each new structure. When the recorded instructions direct you to pronounce a word or say a sentence, do so out loud. It is important fop you to hear yourself speaking Chinese, so that you will know whether you are pronouncing the words correctly. Making the effort to say the expression is a big part of learning it. It is one thing to think about how a sentence should be put together or how it should sound. It is another thing to put it together that way or make it sound that way. Your goal when using the P-1 tape is to produce the Target List expressions in Chinese when given English equivalents. At the end of each P-1 tape is a review of the Target List which you can go over until you have mastered the expressions. At times, you may feel that the material on a tape is being presented too fast. You may find that there is not enough time allowed for working out the meaning of a sentence or saying a sentence the way you want to. When this happens, stop the tape. If you want to, rewind.' Use the control buttons on your machine to make the tape manageable for you and to get the most out of it. About the Reference List and the Reference Notes The Reference List and the Reference Notes are designed to be used before, during, or directly after work with the C-l and P-1 tapes. The Reference List is a summary of the C-l and P-1 tapes. It contains all sentences which introduce new material, showing you both the Chinese sentences written in romanization and their English equivalents. You will find that the list is printed so that either the Chinese or the English can be covered to allow you to test yourself on comprehension, production, or romanization of the sentences. The Reference Notes give you information about grammar, pronunciation, and cultural usage. Some of these explanations duplicate what you hear on the C-l and P-1 tapes. Other explanations contain new information. You may use the Reference List and Reference Notes in various ways. For example, you may follow the Reference Notes as you listen to a tape, glancing at an exchange or stopping to read a comment whenever you want to. Or you may look through the Reference Notes before listening to a tape, and then use the Reference List while you listen, to help you keep track of where you are. Whichever way you decide to use these parts of a unit, remember that they are reference materials. Don’t rely on the translations and romanizations as subtitles for the C-l tape or as cue cards for the P-1 tape, for this would rob you of your chance to develop listening and responding skills. About the Drills The drills help you develop fluency, ease of response, and confidence. You can go through the drills on your own, with the drill tapes, and the teacher may take you through them in class as well. Allow more than half an hour for a half-hour drill tape, since you will usually need to go over all or parts of the tape more than once to get full benefit from it. The drills include many personal names, providing you with valuable pronunciation practice. However, if you find the names more than you can handle the first time through the tape, replace them with the pronoun tā whenever possible. Similar substitutions are often possible with place names. Some of the drills involve sentences which you may find too long to understand or produce on your first try, and you will need to rewind for another try. Often, particularly the first time through a tape, you will find the pauses too short, and you will need to stop the tape to give yourself more time. The performance you should aim for with these tapes, however, is full comprehension and full, fluent, and accurate production while the tape rolls. The five basic types of drills are described below. Substitution Drills; The teacher (T) gives a pattern sentence which the student (S) repeats. Then the teacher gives a word or phrase (a cue) which the student substitutes appropriately in the original sentence. The teacher follows immediately with a new cue. Here is an English example of a substitution drill: T: Are you an American? S: Are you an American? T: (cue) English S: Are you English? T: (cue) French S: Are you French? Transformation Drills: On the basis of a model provided at the beginning of the drill, the student makes a certain change in each sentence the teacher says. Here is an English example of a transformation drill, in which the student is changing affirmative sentences into negative ones: ' T: I’m going to the bank. S: I’m not going to the bank. T: I’m going to the store. S: I’m not going to the store. Response Drills: On the basis of a model given at the beginning of the drill, the student responds to questions or remarks by the teacher as cued by the teacher. Here is an English example of-a response drill: T: What is his name? (cue) Harris S: His name is Harris. T: What is her name? (cue) Noss S: Her name is Noss. Expansion Drills: The student adds something to a pattern sentence as cued by the teacher. Here is an English example of an expansion drill (cue) Japanese He's Japanese. (cue) French She's French. T: He isn’t Chinese. S: He isn't Chinese. T: She isn’t German. S: She isn’t German. Combination Drills: On the basis of a model given at the beginning of the drill, the student combines two phrases or sentences given by the teacher into a single utterance. Here is an English example of a combination drill: T: I am reading a book. John gave me the book. S: I am reading a book which John gave me. T: Mary bought a picture. I like the picture. S: Mary bought a picture which I like.

1. A: B: Nī shi shéi? W3 shi Wáng Dànián. Who are you? I am Wang Danián. 2. A: B: NX shi shéi? W8 shi Hú Měilíng. Who are you? I am Hu Měilíng. 3. A: B: Tā shi shéi? Tā shi MS Mínglī. Who is he? He is MS Mínglī. U. A: B: Tā shi MS Mínglī. Tā shi Hú Měilíng. He is Mǎ Mínglī. She is Hu Měilíng. 5- A: B: Nī xìng shénme? W8 xìng Wáng. What is your surname? My surname is Wang. 6. A: B: Tā xìng shénme? Tā xìng MS. What is his surname? His surname is Mǎ. 7. A: B: Tā shi shéi? Tā shi MS Xiānsheng. Who is he? He is Mr. Ma. 8. A: B: Tā shi shéi? Tā shi Mǎ Mínglī Xiānsheng. Who is he? He is Mr. Mǎ Mínglī. 9. A: Wáng Xiānsheng, tā shi shéi? Mr. Wáng, who is he? B: Tā shi MS Mínglī Xiānsheng. He is Mr. MS Mínglī. 10. A: B: Xiānsheng, tā shi shéi? Tā shi MS Xiānsheng. Sir, who is he? He is Mr. MS. 11. A: B: Xiānsheng, tā shi shéi? Tā shi MS Tàitai. Sir, who is she? She is Mrs. Ma. 12. A: B: Wáng Xiānsheng, tā shi shéi? Tā shi MS Mínglī Tàitai. Mr. Wáng, who is she? She is Mrs. MS Mínglī. 13. A: B: Wáng Xiānsheng, tā shi shéi? Tā shi MS Xiǎojiě. Mr. Wang, who is she? She is Miss Mǎ. 1U. A: B: Tā shi shéi? Tā shi MS Mínglī Tongzhì. Who is he? He is Comrade Mǎ Mínglī. 15.  A:  Tóngzhì, tā shi shéi?         Comrade, who is she? B:  Tā shi Fāng Bǎolán.            She is Fang Bǎolán. 16.  A:  Tóngzhì, tā shi shéi?         Comrade, who is she? B:  Tā shi Fāng Bǎolán Tóngzhì. She is Comrade Fāng Bǎolán.

nl you shéi who shénme what shì to be tā he, she tàitai Mrs. tóngzhì Comrade wS I xiānsheng Mr.; sir xiǎojiǎ (xiáojie) Miss xìng to be sumamed

1. A: B: NX shi shéi? WS shi Wang Dànián. Who are you? I am Wang Dànián. 2. A: NX shi shéi? Who are you? B: W5 shi Hú MSilíng. I am Hú MSilíng. 3. A: Tā shi shéi? Who is he? B: Tā shi MS MínglX. He is MS MínglX. U. A: Tā shi MS MínglX. He is MS Míngll. B: Tā shi Hú MSilíng. She is Hú MSilíng. Notes on Nos. 1-b The verb shi means "to be" in the sense of "to be someone or something," as in "I am Daniel King." It expresses identity. (In Unit U you will learn a verb which means "to be" in another sense, "to be somewhere," as in "I am in BSijīng." That verb expresses location.) The verb shi is in the Neutral tone (with no accent mark) except when emphasized. Unlike verbs in European languages, Chinese verbs do not distinguish first, second, and third persons. A single form serves for all three persons. W8 shi Wáng Dànián. (I am Wang Dànián.) NX shi Hú MSilíng. (You are Hú MSilíng.) Tā shi MS Míngll. (He is MS MínglX.) Later you will find that Chinese verbs do not distinguish singular and plural, either, and that they dó not distinguish past, present, and future as such. You need to learn only one form for each verb. The pronoun tā is equivalent to both "he" and "she." The question NX shi shéi? is actually too direct for most situations, although it is all right from teacher to student or from student to student. (A more polite question is introduced in Unit 2.) Unlike English, Chinese uses the same word order in questions as in statements. Tā shi shéi? (Who is he?) Tā shi MS Mínglī? (He is Mǎ Mínglī.) When you answer a question containing a question word like shéi. "who,” simply replace the question word with the information it asks for. 5.  A:  NX xìng shénme? B:  Wǒ xìng Wáng. 6.  a:  Tā xìng shénme? B:  Tā xìng MS. What is your surname? My surname is Wang. What is his surname? His surname is Mǎ. ■Notes on Nos. 5-6 Xìng is a verb, "to be surnamed.” It is in the same position in the sentence as shi, "to be." Wǒ shi Wang Dànián. (I am Wáng Dànián.) Wǒ xìng Wáng. (I am surnamed Wang.) Notice that the question word shénme. "what," takes the same position as the question word shéi, "who." Nī shi shéi? (You are who?) Nī xìng shénme? (You are surnamed what?) Shénme is the official spelling. However, the word is pronounced as if it were spelled shémma, or even shéma (often with a single rise in pitch extending over "both syllables'^ Before another word which begins with a consonant sound, it is usually pronounced as if it were spelled shěm. 7. A: B: Tā shi shéi? Tā shi Mǎ Xiānsheng. Who is he? He is Mr. Mǎ. 8. A: Tā shi shéi? Who is he? B: Tā shi Mǎ Mínglī Xiānsheng. He is Mr. Ma MÍnglī Notes on Nos. 7-8 After the verb shì you may have the full name alone, the surname plus title, or the full name plus title. Tā shi Mǎ Mínglī. Tā shi Mǎ Xiānsheng. Tā shi Mǎ Mínglī Xiānsheng. Xiānsheng. literally ’’first-born," has more of a connotation of respectfulness than "Mr." Xiānsheng is usually applied only to people other than oneself. Do not use the title Xiānsheng (or any other respectful title, such as Jiàoshòu, "Professor") when giving your own name. If you want to say "I am Mr. Jones," you may say W5 xìng Jones. When a name and title are said together, logically enough it is the name which gets the heavy stress: WANG Xiānsheng. You will often hear the title pronounced with no full tones: WĀNG Xiansheng. 9. A: Wang Xiānsheng, tā shi shéi? Mr. Wang, who is he? He is Mr. Mǎ Mínglī. Sir, who is he? He is Mr. Ma. B: Tā shi Mǎ Mínglī Xiānsheng. 10. A: Xiānsheng, tā shi shéi? B: Tā shi Mǎ Xiānsheng. 11. A: B: Xiānsheng,- tā shi shéi? Tā shi MS Tàitai. Sir, who is she? She is Mrs. MS. 12. A: Wáng Xiānsheng, tā shi shéi? Mr. Wang, who is she? B: Tā shi MS Míngll Tàitai. She is Mrs. MS Míngll. Note on Nos. 9-12 When you address someone directly, use either the name plus the title or the title alone. Xiānsheng must be translated as "sir" when it is used alone, since "Mr." would not capture its respectful tone. (Tàitai, however, is less respectful when used alone. You should address Mrs. MS as MS TÌitai.) 13. A: B: Wáng Xiānsheng, tā shi shéi? Tā shi MS XiSojiS. Mr. Wang, who is she? She is Miss MS. Ih. A: Tā shi shéi? Who is he? B: Tā shi MS Míngll Tóngzhì. He is Comrade Mǎ Míngll. 15. A: Tóngzhì, tā shi shéi? Comrade, who is she? B: Tā shi Fāng Baolán. She is Fāng Baolan. 16. A: Tóngzhì, tā shi shéi? Comrade, who is she? B: Tā shi Fāng BSolán Tóngzhì. She is Comrade Fāng Baolan. Note on Nos. 13-16 See the Background Notes on Chinese Personal Names and Titles for Tóngzhì, "Comrade," and the use of maiden names.

A. Substitution Drill 1. Speaker: MS Mínglī 2. Hú Měilíng 3. Wang Dànián U. Li Shìmín 5. Liú Lìróng 6. Zhāng Bǎolán. You: Tā shi MS Mínglī. (He is Mǎ Mínglī.) Tā shi Hú MSilíng. (She is Hu Meiling.) Tā shi Wáng Dànián. (He is Wang Dànián.) Tā shi LI Shìmín. (He is Li Shìmín.) Tā shi Liú Lìróng. (She is Liú Lìróng.) Tā shi Zhāng Bǎolán. (She is Zhāng BSolán.) B. Response Drill When the cue is given by a male speaker, male students should respond. When the cue is given by a female speaker, female students should respond. 1. Speaker: Nī shi shéi? (cue) Wáng Dànián (Who are you?) OR Nī shi shéi? (cue) Hú MSilíng (Who are you?) 2. Nī shi shéi? Liú Shìmín (Who are you?) 3. Nī shi shéi? Chén Huìrán (Who are you?) k. Nī shi shéi? Huáng Déxián (Who are you?) 5. Nī shi shéi? Zhào Wǎnrú (Who are you?) You: Wǒ shi Wáng Dànián. (I am Wang Dànián.) Wǒ shi Hú Měilíng. (I am Hú Měilíng.) Wǒ shi Liú Shìmín. (I am Liú Shìmín.) 6. Nl shi shéi? Jiang Bīngyíng (Who are you?) 7. Nī shi shéi? Gāo Yǒngpíng (Who are you?) C. Response Drill 1. Speaker: Tā shi shéi? (cue) MS Xiānsheng (Who is he?) Wǒ shi Jiang Bīngyíng. (I am Jiang Bīngyíng.) Wǒ shi Gāo Yǒngpíng. (I am Gāo Yǒngpíng.) You: Tā shi MS Xiānsheng. (He is Mr. MS.) 2. Tā shi shéi? (Who is she?) Hú Tàitai Tā shi Hú Tàitai. (She is Mrs. Hú.) 3. Tā shi shéi? (Who is he?) Máo Xiānsheng Tā shi Máo Xiānsheng. (He is Mr. Máo.) U. Tā shi shéi? (Who is he?) Zhāng Tongzhì Tā shi Zhāng Tóngzhì. (He is Comrade Zhāng.) 5. Tā shi shéi? (Who is she?) Liú XiSojiS Tā shi Liú XiSojiS. (She is Miss Liú.) 6. Tā shi shéi? (Who is he?) MS Xiānsheng Tā shi MS Xiānsheng. (He is Mr. Mǎ.) 7. Tā shi shéi? (Who is she?) Zhào Tàitai Tā shi Zhào Tàitai. (She is Mrs. Zhàò.)

Topics Covered in This Unit 1. Questions and answers about given names. 2. Yes/no questions. 3. Negative statements. U. Greetings. Prerequisites to the Unit 1. P&R 3 and P&R U (Tapes 3 and U of the resource module on Pronunciation and Romanization). Materials You Will Need 1. The C-l and P-1 tapes, the Reference List and Reference Notes. 2. The 2D-1 tape.

1. A: B: Tā shi Wáng Tàitai ma? Tā shi Wáng Tàitai. Ib she Mrs. Wang? She is Mrs. Wang. 2. A: Nī shi Wáng Xiānsheng ma? Are you Mr. Wang? B: WS shi Wáng Dànián. I am Wang Dànián. 3. A: Nī shi Mā Xiānsheng ma? Are you Mr. Mǎ? B: WS shi Wáng Dànián. I am Wáng Dànián. U. A: Nī shi Mǎ Xiānsheng ma? Are you Mr. Mǎ? B: WS bú shi MS Xiānsheng. I’m not Mr. Mǎ. 5. A: WS shi Wáng Dànián. I am Wáng Danián. B: WS bú shi Wáng Dànián. I'm not Wáng Dànián. 6. A: Ní xìng Fāng ma? Is your surname Fāng? B: WS bú xìng Fāng. My surname isn’t Fāng. 7. A: WS xìng Wáng. My surname is Wáng. B: WS bú xìng Wáng. My surname isn't Wáng. 8. A: Nī xìng MS ma? Is your surname Mǎ? B: Bú xìng MS. Xìng Wáng. My surname isn't Mǎ. It's Wáng. 9. A: Nín guìxìng? Your surname? (POLITE) B: WS xìng Wáng. My surname is Wáng. 10. A: Nī jiào shénme? What is your given name? B: WS jiào Dànián. My given name is Dànián. 11. A: Nī hSo a? How are you? B: WS hSo. I'm fine. 12. A: Nī hSo a? How are you? B: WS hSo. Nī ne? I'm fine. And you? A: HSo, xièxie. Fine, thanks. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 13* míngzi given name VOCABULARY a (question marker) bù/bú bú shi not not to be guìxìng (honorable) surname hSo to be fine, to be well Jiào to be called ma míngzi (question marker) given name ne (question marker) xièxie thank you

1. At B: Tā shi Wáng Tàitai ma? Tā shi Wáng Tàitai. Is she Mrs. Wang? She is Mrs. Wáng. 2. A: Nī shi Wáng Xiānsheng ma? Are you Mr. Wang? B: WS shi Wáng Dànián. I am Wang Dànián. 3. A: Nī shi Mǎ Xiānsheng ma? Are you Mr. Mǎ? B: Wǒ shi Wáng Dànián. I am Wáng Dànián. Notes cn Nos. 1-3 ".he marker ma may be added to any which may be answered ’’yes’’ or ’’no.’’ statement to turn it into a question Tā shi Wáng Tàitai. (She is Mrs. Wáng.) Tā shi Wáng Tàitai ma? (Is she Mrs. Wáng?) The reply to a yes/no question is commonly a complete affirmative or negative statement, although, as you will see later, the statement may be stripped down considerably. h. A: Nī shi Mǎ Xiānsheng ma? Are you Mr. Mǎ? I'm not Mr. Ma. I am Wang Dànián. I'm not Wang Dànián. B: WS bú shi MS Xiānsheng. 5. A: WS shi Wang Dànián. B: Wǒ bú shi Wang Dànián. Notes on Nos, The negative of the verb shì, ’’to be,’’ is bú shi, ’’not to be.’’ The equivalent of "not" is the syllable bù. The tone for the syllable bù depends on the tone of the following syllable. When followed by a syllable with a High, Rising, or Low tone, a Falling tone is used (bù). When followed by a syllable with a Falling or Neutral tone, a Rising tone is used (bú). bù fēi (not to fly) bù féi (not to be fat) bù féi (not to slander) bú fèi (not to waste) Almost all of the first few verbs you learn happen to be in the Falling tone, and so take bú. But remember that bù is the basic form. That is the form the syllable takes when it stands alone as a short "no” answer—Bù— and when it is discussed, as in "Bù means 'not'.” Notice that even though shi, "to be,” is usually pronounced in the Neutral tone in the phrase bú shi, the original Falling tone of shi still causes bù to be pronounced with a Rising tone: bú. 6. A: NX xìng Fāng ma? B: WS bú xìng Fāng. 7. A: WS xìng Wāng. B: WS bú xìng Wang. 8. A: NX xìng MS ma? B: Bú xìng MS. Xìng Wang. Is your surname Fāng? My surname isn't Fāng. My surname is Wang. My surname isn't Wang. Is your surname Mǎ? My surname isn't Mǎ. It's Wang. WS shi Wang Dānián. (I am Wang Danián.) WS bú shi MS Xiānsheng. (I am not Mr. Mǎ.) Note on No. 8 It is quite common in Chinese—much commoner than in English--to omit the subject of a sentence when it is clear from the context. 9. A: Nín guìxìng? B: Wo xìng Wáng. Your surname? (POLITE) My surname is Wáng. Notea on No. 9 Nín is the polite equivalent of nī, "you." Guìxìng is a polite noun, "surname." Guì means "honorable." Xìng, which you have learned as the verb "to be sumamed," is in this case a noun, "surname." Literally, Nín guìxìng? is "Your surname?" The implied question is understood, and the "sentence" consists of the subject alone. 10. A: Nī jiào shénme? B: Wǒ jiào Dànián. What is your given name? My given name is Dànián. Note on No. 10 Jiào is a verb meaning "to be called." In a discussion of personal names, we can say that it means "to be given-named." 11. A: B: Nī hǎo a? Wǒ hǎo. How are you? I’m fine. Notes on No. 11 Notice that the Low tones of wo and nī change to Rising tones before the Low tone of hǎo: NÍ hǎo a? W§*hǎo. Hǎo is a verb—"to be good," "to be well," "to be fine." Since it functions like the verb "to be" plus an adjective in English, we will call it an adjectival verb. Wǒ hǎo. (I am fine.) Nī hǎo a? (You are fine ?) 12. A: Nī hào a? How are you? I’m fine. And you? Fine, thanks. B: W3 hSo. Nī ne? A: H&o, xièxie. Notes on No. 12 The marker ne makes a question out of the single word nī, ’’you": ’’And you?” or ”How about you?" Xiè is the verb "to thank." "I thank you" would be W8 xièxie nī. Xièxie is often repeated: Xièxie, xièxie. 13. míngzi                             given name Note on No. 13 One way to ask what someone’s given name is: Nī jiào shénme míngzi?

A. Transformation Drill 1. Speaker: Tā shi Wang Xiānsheng* (He is Mr. Wang.) 2. Tā shi Hú Tàitai. (She is Mrs. Hu.) 3. Tā shi Liú Tóngzhì. (He is Comrade Liú.) U. Tā shi Zhāng XiǎojiS. (She is Miss Zhāng.) J. Tā shi Mā Xiānsheng. (He is Mr. Ma.) 6. Tā shi Fāng XiSojiS. (She is Miss Fāng.) 7. Tā shi LÍn Tóngzhì. (He is Comrade LÍn.) You: Tā shi Wáng Xiānsheng ma? (Is he Mr. Wáng?) Tā shi Hú Tàitai ma? (Is she Mrs. Hú?) Tā shi Liú Tóngzhì ma? (Is he Comrade Liú?) Tā shi Zhāng Xiǎojiě ma? (Is she Miss Zhāng?) Tā shi MS Xiānsheng ma? (Is he Mr. Ma?) Tā shi Fāng XiSojiě ma? (Is she Miss Fāng?) Tā shi LÍn Tóngzhì ma? (Is he Comrade LÍn?) B. Response Drill 1. Speaker: Tā shi Wang Xiānsheng ma? (Is he Mr. Wang?) 2. Tā shi Zhào Tàitai ma? (Is she Mrs. Zhào?) 3. Tā shi Chén Tóngzhì ma? (Is she Comrade Chén?) U. Tā shi Liú XiǎojiS ma? (Is she Miss Liú?) 5. Tā shi Song Xiānsheng ma? (Is he Mr. Song?) 6. Tā shi Sūn Tàitai ma? (Is she Mrs. Sūn?) 7. Tā shi Zhāng Xiānsheng ma? (Is he Mr. Zhāng?) You: Shi. Tā shi Wáng Xiānsheng (Yes. He is Mr. Wáng.) Shi. Tā shi Zhào Tàitai. (Yes. She is Mrs. Zhào.) Shi. Tā shi Chén Tóngzhì. (Yes. She is Comrade Chén.) Shi. Tā shi Liú Xiāojiā. (Yes. She is Miss Liú.) Shi. Tā shi Sòng Xiānsheng. (Yes. He is Mr. Song.) Shi. Tā shi Sūn Tàitai. (Yes. She is Mrs. Sun.) Shi. Tā shi Zhāng Xiānsheng. (Yes. He is Mr. Zhāng.) C. Response Drill All of your answers will be negative. Give the correct name according to the cue. 1. Speaker: Tā shi Wang Xiānsheng ma? (cue) Liú (Is he Mr. Wang?) You: Bú shi. Tā shi Liú Xiānsheng. (No. He is Mr. Liú,) 2. Tā shi Gāo Xiǎojiě ma? (Is she Miss Gāo?) Zhao Bú shi. Tā shi Zhào Xiǎojiě. (No. She is Miss Zhào.) 3. Tā shi Huáng Tóngzhì ma? (Is she Comrade Huáng?) Wáng Bú shi. Tā shi Wáng Tóngzhì. (No. She is Comrade Wang.) U. Tā shi Yáng Tàitai ma? (Is she Mrs. Yang?) Jiāng Bú shi. Tā shi Jiang Tàitai. (No. She is Mrs. Jiang.) 5- Tā shi MS Xiānsheng ma? (Is he Mr. Ma?) Máo Bú shi, Tā shi Máo Xiānsheng. (No. He is Mr. >&o.) 6. Tā shi Zhōu Xiǎojiě ma? (Is she Miss Zhōu?) Zhào Bú shi. Tā shi Zhào Xiǎojiě. (No. She is Miss Zhào.) 7. Tā shi Jiāng Xiānsheng ma? Jiāng Bú shi. Tā shi JiSng Xiānsheng. (No. He is Mr. Jiāng.) (Is he Mr. Jiāng?) D. Response Drill This drill is a combination of the two previous drills. Give an affirmative or a negative answer according to the cue. 1. Speaker: Tā shi Liú Tàitai ma? (cue) Liú (is she Mrs. Liú?) OR    Tā shi Liú Tàitai ma? Huáng (Is she Mrs. Liú?) 2. Tā shi Wáng Xiānsheng ma? Wáng (is he Mr. Wang?) 3. Tā shi Gāo Tàitai ma? Zhào (Is she Mrs. Gāo?) U. Tā shi Táng Xiǎojiě ma? Táng (Is she Miss Tang?) You: Shì. Tā shi Liú Tàitai. (Yes. She is Mrs. Liú.) Bú shi. Tā shi Huáng Tàitai. (No. She is Mrs. Huáng.) Shì. Tā shi Wáng Xiāpsheng. (Yes. He is Mr. Wáng.) Bú shi. Tā shi Zhào Tàitai. (No. She is Mrs. Zhào.) Shì. Tā shi Táng Xiǎojiě. (Yes. She is Miss Táng.) 5. Tā shi Huang Xiānsheng ma? Wang (Is he Mr. Huáng?) 6. Tā shi Zhang Tàitai ma? Jiāng (Is she Mrs. Zhāng?) E. Transformation Drill 1. Speaker: Nī shi Zhāng Xiānsheng ma? (Are you Mr. Zhāng?) 2. Nī shi Zhào Tàitai ma? (Are you Mrs. Zhào?) 3. Nī shi Jiāng XiSojlě ma? (Are you Miss Jiāng?) U. Nī shi Liú Tóngzhì ma? (Are you Comrade Liú?) 5. - Nī shi Sdng Tàitai ma? (Are you Mrs. Song?) 6. Nī shi Lī Xiānsheng ma? (Are you Mr. Lī?) 7. Nī shi Sun Tóngzhì ma? (Are you Comrade Sun?) F. Transformation Drill 1. Speaker: WS king Zhāng. (My surname is Zhāng.) 2. W3 xìng Chén. 3. W5 xìng Huáng. U. W3 xìng Gāo. 5. W3 xìng Sūn. Bú shi. Tā shi Wáng Xiānsheng. (No. He is Mr. Wáng.) Bú.shi. Tā shi Jiāng Tàitai. (No. She is Mrs. Jiāng.) You: Nī xìng Zhāng ma? (Is your surname Zhāng?) Nī xìng Zhào ma? (Is your surname Zhào?) Nī xìng Jiāng ma? (Is your surname Jiāng?) Nī xìng Liú ma? (Is your surname Liú?) Nī xìng Sdng ma? (Is your surname Sdng?) Nī xìng Lī ma? (Is your surname LI?) Nī xìng Sūn ma? (Is your surname Sūn?) You: W3 bú xìng Zhāng. (My surname is not Zhāng.) W3 bú xìng Chén. W3 bú xìng Huáng. W3 bú xìng Gāo. W6 bú xìng Sūn. 6. W3 xìng Zhāng. 7. WS xìng Zhōu. G. Transformation Drill 1. Speaker: WS bú shi LI Xiānsheng. (I am not Mr. LI.) 2. WS bú shi Wáng Tàitai. 3. WS bú shi Chán Xiānsheng. h. WS bú shi LÍn Tóngzhì. 5. WS bú shi Zhōu Xiāojiā. 6. Wō bú shi Jiāng Xiānsheng. 7. WS bú shi Sōng Tàitai. H. Expansion Drill 1. Speaker: Tā bú shi Wang Xiānsheng. (cue) Huang (He is not Mr. Wáng.) 2. Tā bú shi Jiāng Tàitai. Jiāng 3. Tā bú shi Liú Tóngzhì.    LÍn U. Tā bú shi Song XiāojiS. Sun 5. Tā bú shi Zhào Xiānsheng. Zhōu 6. Tā bú shi Jiāng Tóngzhì. Zhāng. 7« Tā bú shi Sūn Tàitai.    Song Wǒ bú xìng Zhāng. WS bú xìng Zhōu. You: WS bú xìng Li. (My surname is not Li.) WS bú xìng Wang. WS bú xìng Chén. WS bú xìng LÍn. WS bú xìng Zhōu. Wo bú xìng Jiāng. WS bú xìng Sōng. You: Tā bú shi Wang Xiānsheng, tā xìng Huang. (He is not Mr. Wáng; his surname is Huáng.) Tā bú shi Jiāng Tàitai, tā xìng Jiāng. Tā bú shi Liú Tóngzhì, tā xìng LÍn. Tā bú shi Sōng Xiāojiā, tā xìng Sūn. Tā bú shi Zhào Xiānsheng, tā xìng Zhōu. Tā bú shi Jiāng Tóngzhì, tā xìng Zhāng. Tā bú shi Sūn Tàitai, tā xìng Sōng. I. Expansion Drill 1. Speaker: W3 bú xìng Fang. (cue) Hú (My surname is not Fang.) You: Wō bú xìng Fāng, xìng Hú. (My surname is not Fāng; it’s Éú.) 2. W8 bú xìng Sun. Song Wō bú xìng Sun, xìng Sōng. 3- Wō "bú xìng Yang. Tang Wō bú xìng Yáng, xìng Táng. U. W8 bú xìng Jiāng. Zhāng Wō bú xìng Jiāng, xìng Zhāng. 5. W8 bú xìng Zhōu. Zhāo Wō bú xìng Zhōu, xìng Zhāo. 6. W8 bú xìng Wáng. Huang Wō bú xìng Wang, xìng Huáng. 7. W8 bú xìng Jiāng. Jiāng wō bú xìng Jiāng, xìng Jiāng. J. Response Drill 1. Speaker: Tā shi Wang Xiānsheng ma? (cue) Wáng You: Shì. Tā shi Wáng Xiānsheng. (Yes. He is Mr. Wáng.) Tā bú shi Wáng Xiānsheng. Tā xìng Huáng. (He is not Mr. Wang. His surname is Huáng.) OR (is he Mr. Wáng?) Tā shi Wang Xiānsheng ma? Huáng (Is he Mr. Wang?) 2. Tā shi Liú Tàitai ma? Lin Tā bú shi Liú Tàitai. Tā xìng Lin. 3. Tā shi Chen Xiāojiā ma? Chen Shì. Tā shi Chen Xiāojiā. 1*. Tā shi Mao Xiānsheng ma? Máo Shì. Tā shi Máo Xiānsheng. 5- Tā shi Jiāng Tóngzhì ma? Zhāng Tā bú shi Jiāng Tóngzhì. Tā xìng Zhāng. 6. Tā shi Sōng Tàitai ma? Sōng Shì. Tā shi Sdng Tàitai. 7. Tā shi Li Xiānsheng ma? Wáng Tā bú shi Lī Xiānsheng. Tā xìng Wáng. K. Transformation Drill 1. Speaker: W3 xìng Wang. (My surname is Wang.) 2. W3 xìng Chén. 3. WS xìng Liú. U. W3 xìng Huáng. 5. W8 xìng Song. 6. WS xìng Li. 7. W3 xìng Wáng. L. Transformation Drill 1. Speaker: W5 xìng Wáng jiao Dànián. (My surname is Wáng, and my given name is Dànián.) 2. W3 xìng Hú jiao MSilíng. 3. W3 xìng Lī jiao Shìyīng. U. W3 xìng Fang Jiao Baolán. 5. W3 xìng Sun jiao Déxián. 6. W3 xìng Chén jiao Huìrán. 7. W5 xìng Zhang jiao Zhènhàn. Student 1: Tā xìng shénme? (What is his surname?) Student 2; Tā xìng Wáng. (His surname is Wang.) SI: Tā xìng shénme? S2: Tā xìng Chén. SI: Tā xìng shénme? S2: Tā xìng Liú. SI: Tā xìng shénme? S2: Tā xìng Huáng. SI: Tā xìng shénme? S2: Tā xìng Song. SI: Tā xìng shénme? S2: Tā xìng Lī. SI: Tā xìng shénme? S2: Tā xìng Wáng. You: Nī xìng Wang jiào shénme? (Your surname is Wáng, and what is your given name?) Speaker: Dànián. (Dànián.) Nī xìng Hú jiào shénme?     Milling. Nī xìng Lī jiào shénme?     Shìyīng. Nī xìng Fāng Jiào shénme? Baolán. Nī xìng Sun jiào shénme?    Déxián. Nī xìng Chén jiào shénme? Huìrán. Nī xìng Zhang jiào shénme? Zhènhàn. M. Combination Drill 1. Speaker: Tā xìng Chén. Tā Jiào Bāolán. (Her surname is Chén*. Her given name is Baolan.) You; Tā xìng Chén, Jiào Bāolán. (Her surname is Chén, given name Bāolán.) 2. Tā xìng LI. Tā Jiào Mínglī. Tā xìng LX, Jiào Mínglí. 3. Tā xìng Hú. Tā jiao Bāolān. Tā xìng Hú, Jiào Bāolán. k. Tā xìng Jiāng, Tā Jiào Dexián. Tā xìng Jiāng, jiào Déxián. 5. Tā xìng Zhōu. Tā jiào Zīyàn. Tā xìng Zhōu, Jiào Zīyàn. 6. r.'ā xìng Zhāng. Tā jiào Tíngfēng. Tā xìng Zhāng, Jiào Tíngfēng. 7. Tā xìng Chén. Tā jiào Huìrán. Tā xìng Chén, Jiào Huìrán.

Topics Covered in This Unit 1. Nationality. 2. Home state, province, and city. Prerequisites to the Unit 1. PSR 5 and P&R 6 (Tapes 5 and 6 of the resource module on Pronunciation and Romanization). 2. NUM 1 and NUM 2 (Tapes 1 and 2 of the resource module on Numbers), the numbers from 1 to 10. 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 3D-1 tape.

1. A: B: Nl shi MSiguo rén ma? Wō shi MSiguo rén. 2. A: B: Nī shi Zhōngguo rén ma? Wō shi Zhōngguo rén. 3. A: Wang Xiānsheng, nī shi Yingguo rén ma? B: Wō bú shi Yingguo rén. 1». A: Nī shi Zhōngguo rén ma? B. Bú shi. A: Nī shi MSiguo rén ma? B: Shì. 5. A: Mā Xiāojiā shi MSiguo rén ma? B: Bú shi, tā bú shi MSiguo rén. A: Tā shi Zhōngguo rén ma? B: Shì, tā shi Zhōngguo rén. 6. A: mt shi nSiguo rén? B: W3 shi MSiguo rén. 7. A: Tā shi nSiguo rén? B: Tā shi Yingguo rén. 8. A: Nī shi nārde rén? B: Wō shi Shànghāi rén. 9. A: Tā shi Fang Bāolánde xiānsheng. 10. A: Tā shi nārde rén? B: Tā shi Shāndōng rén. 11. A: Nl shi nārde rén? B: W5 shi Jiāzhōu rén. Are you an American? I’m an American. Are you Chinese? I’m Chinese. Mr. Wáng, are you English? I’m not English. Are you Chinese? No. Are you an American? Yes, I am. Is Miss MS an American? No, she is not American. Is she Chinese? Yes, she is Chinese. What is your nationality? I'm American. What is his nationality? He is English. Where are you from? I'm from Shànghāi. He is Fang Bāólān's husband. Where is he from? He's from Shāndōng. Where are you from? I'm a Californian. 12. A: NX shi Méiguo rén ma? A: NX shi něiguo rén? A: NX shi nSrde rén? ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 13. Déguó 1U. èguó (ègu6) 15. Fàgufi (F&guó) 16. Rìhén Are you an American? What’s your nationality? Where are you from? Germany Russia France Japan

-de Déguo (possessive marker) Germany Eguó (Eguó) Russia Fàguó (Faguó) France -guō country Jiāzhōu California MSiguo America, United States nǎr nSi- * nSiguo where? which? which country rén RìbSn person Japan Shāndōng Shànghǎi (a province name) (a city name) Yīngguó England Zhōngguo China

1. A: Ní shi MSiguo rén ma? Are you an American? I’m an American. Are you Chinese? I'm Chinese. Mr. Wang, are you English? I'm not English. B: W3 shi MSiguo rén. 2. A: NX shi Zhōngguo rén ma? B: W5 shi Zhōngguo rén. 3. A: Wang Xiānsheng, nl shi Yingguo rén ma? B: W5 bú shi Yingguo rén. Notes on Nos. 1-3 Rén is a noun, "person" or "persons"; so MSiguo rén is a noun phrase, literally "America person." Sometimes, however, it is preferable or necessary to translate expressions of this sort as adjectives or prepositional phrases. Tā shi MSiguo rén.                  He is an American. (noun phrase) Tā shi Zhōngguo rén.                He is Chinese. (adjective) Tā shi Shāndōng rén.               He is from Shāndōng. (prepositional phrase) Although MSiguo rén is translated here as "an American," in other contexts it may be translated as "the American," "American," or "the Americans." Later you will learn the various ways to indicate in Chinese whether a noun is definite or indefinite, singular or plural. The syllable -guō usually loses its tone in expressions like MSiguo rén. (Some speakers drop the tone when the word stands alone: MSiguo.) h. A: Nī shi Zhōngguo rén ma? Are you Chinese? No. Are you an American? Yes, I am. Is Miss Mā an American? No, she is not American Is she Chinese? Yes, she is Chinese. B: Bú shi. A: Nl shi MSiguo rén ma? B: Shì. 5. A: MS XiaoJiS shi MSiguo rén ma? B: Bú shi, tā bú shi MSiguo rén. A: Tā shi Zhōngguo rén ma? B: Shì, tā shi Zhōngguo rén. Notes on Nos. U-5 The short "yes" answer shi is really the verb "am" of the longer, more complete answer. The short "no" answer bú shi is really the "am not" of the longer answer. It is possible to reduce a "no" answer to bù (note the Falling tone), but polite usage requires that you follow it up with a more complete answer. Both the short answers shi and bú shi are commonly followed by complete answers. 6.  A:  Nī shi nSiguo rén? B:  W8 shi MSiguo rén. 7.  A:  Tā shi nSiguo rén? B:  Tā shi Yingguo rén. What is your nationality? I'm American. What is his nationality? He is English. Notes on Nos. 6-7 NSi- is the question word "which." It is a bound word—a word which cannot stand alone—not a free word. nSi- guo rén (which country person) Notice that the syllable -guó, "country," in the phrase nSiguo rén may lose its Rising tone. 8. A: B: Nī shi nǎrde rén? W3 shi Shànghǎi rén. Where are you from? I'm from Shànghǎi. 9. A: Tā shi Fāng Bǎolánde xiānsheng. He is Fāng Bǎolán's husband. 10. A: Tā shi nǎrde rén? Where is he from? B: Tā shi Shāndōng rén. He's from Shāndōng. 11. A: Nī shi nǎrde rén? Where are you from? B: W3 shi Jiāzhōu rén. I'm a Californian. Notes on Nos. 8-11 . Nār is the question word "where." The syllable -de is the possessive marker; it functions like the English possessive ending -*£. nār -de rén (where *s person) By reversing the word order, a slightly more idiomatic translation is possible: "a person of where." The closest English equivalent is "a person from where." To clarity the role of -de in this expression, the tape gives the following example of -de functioning like the English possessive ending -’s: Fang B&olán -de xiānsheng (Fang Bāolén *8 husband) 12. A: NX shi MSiguo rén ma? A: NX shi nSiguo rén? A: NX shi n&rde rén? Are you an American? What's your nationality? Where are you from?

A. Response Drill All responses will be affirmative. 1. Speakei :: Tā shi Zhōngguo rén ma? (Is he Chinese?) You: Tā shi Zhōngguo rén. (He is Chinese.) 2. Tā shi RibSn rén ma? Tā shi RibSn rén. 3. Tā shi Zhōngguo rén ma? Tā shi Zhōngguo rén. U. Tā shi MSiguo rén ma? Tā shi MSiguo rén. 5. Tā shi Déguo rén ma? Tā shi Déguo rén. 6. Tā shi Jiānādà rén ma? Tā shi Jiānādà rén. 7. Tā shi Fàguo rén ma? Tā shi Fàguo rén. B. Response Drill 1. Speaker: Tā shi Jiānádà ren ma? (cue) Yingguo (Is he a Canadian?) You: Tā bú shi Jiānádà rén. Yingguo rén. (He is not Canadian. English.) Shi He is 2. Tā shi RibSn rén ma? Zhōngguo 3. Tā shi Yingguo rén ma? MSiguō h. Tā shi MSiguo rén ma? J iānádà 5. Tā shi Èguo rén ma? Déguō 6. Tā shi Yuènán rén ma? Zhōngguō 7. Tā shi Fàguo rén ma? Yingguo Tā bú shi RibSn rén. Shi Zhōngguo rén. Tā bú shi Yingguo rén. Shi MSiguo rén. Tā bú shi MSiguo rén. Shi Jiānádà rén. Tā bú shi Èguo rén. Shi Déguo rén. Tā bú shi Yuènán rén. Shi Zhōngguo rén. Tā bú shi Fàguo rén. Shi Yingguo rén. C. Response Drill 1. Speaker: Tā shi něiguo rén?           You: Tā shi Fàguo rén. (cue) Fàguō                      (He is French.) (What is his nationality?) 2. Tā shi nSiguo rén? Zhōngguo Tā shi Zhōngguo rén. 3. Tā shi nSiguo rén? MSiguō Tā shi MSiguo rén. U. Tā shi nSiguo rén? Jiānádā Tā shi Jiānádà rén. 5. Tā shi nSiguo rén? RìbSn Tā shi RìbSn rén. 6. Tā shi nSiguo rén? Eguo Tā shi èguo rén. 7. Tā s'.ii nSiguo rén? Déguó Tā shi Déguo rén. D. Response Drill 1. Speaker: Tā shi nǎrde rén? (cue) BSiJīng (Where is he from?) You: Tā shi BSiJīng rén. (He is from BSiJīng.) 2. Tā shi nSrde rén? Shanghai Tā shi ShānghSi rén. 3. Tā shi nSrde rén? Chángshā Tā shi Chángshā rén. U. Tā shi nSrde rén? Táizhōng Tā shi Táizhōng rén. 5. Tā shi nSrde rén? TáibSi Tā shi TáibSi rén. 6. Tā shi nSrde rén? Tiānjīng Tā shi Tiānjīng rén. 7. Tā shi nSrde rén? BSiJīng Tā shi BSiJīng rén. 2. Tā shi Jiānádà rén. 3. Tā shi Táiběi rén. U. Tā shi Shànghǎi rén. 5. Tā shi Ylngguo rén. 6. Tā shi MSiguo rén. 7. Tā shi Táizhōng rén. F. Transformation Drill 1. Speaker: Tā shi Lī Tàitai. (She is Mrs. Li.) 2. Tā xìng Gāo. 3. Tā shi Táiběi rén. U. Tā xìng Liú. 5. Tā shi MSiguo rén. 6. Tā shi Jiānádà rén. G. Transformation Drill Ask the appropriate ma question. 1. Speaker: Tā xìng Hú. (His surname is Hú.) 2. Tā shi Běijīng rén. 3. Tā shi Wang Dànián. U. Tā xìng LÍn. 5. Tā shi Zhōngguo rén. Tā shi nSiguo rén? Tā shi nārde rén? Tā shi nārde rén? Tā shi nSiguo rén? Tā shi nSiguo rén? Tā shi nǎrde rén? You: Tā bú shi Lī Tàitai. (She is not Mrs. LI.) Tā bú xìng Gāo. Tā bú shi Táiběi rén. Tā bú xìng Liú. Tā bú shi MSiguo rén. Tā bú shi Jiānádà rén. You: Tā xìng Hú ma? (is his surname Hú?) Tā shi Běijīng rén ma? Tā shi Wáng Dànián ma? Tā xìng Lin ma? Tā shi Zhōngguo rén ma? H. Transformation Brill 1. Speaker: Tā xìng Zhāng.                You: Tā xìng shénme? (His surname is Zhāng.)            (What’s his surname?) 2. Tā shi Běijīng rén. Tā shi nārde rén? 3. Tā shi Wang Dānián. Tā shi shéi? It. Tā shi Rìběn rén. Tā shi něiguo rén? 5. Tā shi Shāndōng rén. Tā shi nārde rén? 6. Tā shi Chen Tóngzhì. Tā shi shéi? E. Transformation Drill 1. Speaker: Tā shi BSiJīng rén. (He is from BSiJīng.) OR Tā shi Zhōngguo rén. (He is Chinese.) You: Tā shi nSrde rén? (Where is he from?) Tā shi nSiguo rén? (What's his nationality?)

Topics Covered in This Unit 1. Location of people and places. 2. Where people's families are from. Prerequisites to the Unit 1. NUM 3 and NUM h (Tapes 3 and U of the resource module on Numbers). 2. CE 1, on Classroom Expressions. 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 HD-1 tape.

(in Bǎijīng) 1. A: Qīngwèn, nī shi nǎrde rén? B: W5 shi Dezhōu rén. 2. A: Qīngwèn, Āndésēn Fūren shi nǎrde rén? B: Tā yǎ shi Dézhōu rén. 3. A: Tǎ shi Yīngguo rén ma? B: Bū shi, tā bū shi Yīngguo rén. A: Tā àiren ne? B: Tā yé bū shi Yīngguo rén. A: Qīngwèn, Qīngdǎo zài nǎr? B: Qīngdǎo zài Shāndōng. 5. A: Qīngwèn, nī lǎojiā zài nǎr? B: WS lǎojiā zài Āndàlūè. C: W5 lǎojiā zài Shāndōng. 6. A: Chén Shìmín Tongzhì zài nǎr? B: Tā zài nàr. 7. A: Qīngdǎo zài nǎr? B: Zài zhèr. 8. A: Nī àiren xiànzài zài nǎr? B: Wō àiren xiànzài zài Jiānédà. May I ask, where are you from? I'm from Texas. May I ask, where is Mrs. Anderson from? She is from Texas too. Is he English? No, he is not English. And his wife?’ She isn't English either. May I ask, where is Qīngdǎo? Qīngdǎo is in Shāndōng. May I ask, where is your family from? My family is from Ontario. My family is from Shāndōng. Where is Comrade Chén Shìmín? He's there. Where is Qīngdǎo? It's here. Where is your wife now? My wife is in Canada now. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 9. Learn the pronunciation and locations of any five cities and five provinces of China found on the maps on pages 80-81. VOCABULARY àiren Āndàlūè spouse Ontario Dezhōu Texas fūren Lady, Madame, Mrs.; wife (of a high-ranking person) Jiānádà Canada iSojiā "original home" nàr (nèr) there Qīngdào Qingwèn . . . (a city name) May I ask . . . xiànzài now y« also, too, either zài zhèr to be in/at/on here cn

1. A: Qīngwèn, nī shi nSrde rén?        May I ask, where are you from? B: W3 shi Dézhōu rén.                 I’m from Texas. Note on No. 1 Qīngwèn: Literally, qīng means ’’request,” and wèn means "ask (for information).’’ Qīngwèn is used as English speakers use "excuse me," to get someone's attention in order to ask him a question.3 2. A: Qīngwèn, Āndésēn Fūren shi nSrde rén? May I ask, where is Mrs. Anderson from? She is from Texas too. B: Tā yě shi Dézhōu rén. Notes on No. 2 Names: In the People’s Republic, a foreigner is known by the standard phonetic equivalent of his full name. His given name is followed by his surname, which is followed by the appropriate title. Mr. David Anderson will be called Dàiwéi Āndésēn Xiānsheng. In Taiwan, there is no set way of giving names to foreigners. Sometimes, as in the PRC, a phonetic equivalent of the full name is used (though there are no standard versions). Sometimes, the equivalent is based entirely on the surname. Mr. Anderson, for instance, might be Ān Désēn Xiānsheng. The surname may also be translated, as when "King" is translated into Wáng. It is also common to base the Chinese surname on the first syllable of the original surname, and the Chinese given name on something else (often the original given name). In Taiwan, Dàwèi is a common phonetic equivalent for "David." "Mr. David Anderson," therefore, might be Ān Dàwèi Xiānsheng. Here is a chart of SOME of the Chinese names that might be given to Mr. David Anderson. PRC: Dàiwéi Āndésēn |    Xiānsheng TAIWAN: Ān Désēn Xiānsheng Ān Dàwèi Xiānsheng Titles: In the PRC, a foreign man is addressed as Xiānsheng. and a married woman as either Fūren or Tàitai, depending on her status. The term fūren is an expecially respectful term used to address the wife of a high-ranking official or businessman. Fūren is also used this way on Taiwan. An unmarried foreign woman in the PRC may be addressed as Xiāojlě, ”Miss." Married or unmarried women may be addressed as Nushì, ’’Ms.” or "Ma’am.” Nushì will be introduced in BIO, Unit 1. The term Tóngzhì, ’’Comrade," was originally used only by members of the Communist Party to address other members. It is now the general term of address used by all Chinese adults in the PRC. It should be remembered, though, that Tóngzhì does carry a distinct political implication. Visitors in the People’s Republic, who are not citizens and who do not take part in efforts to realize Communist ideals, will not be addressed as Tóngzhì and should not feel obliged to address anyone else as such. Yě is an adverb meaning "also" or "too." It always comes before the verb. 3. A: Tā shi Yingguo rén ma? B: Bú shi, tā bú shi Yingguo rén. A: Tā àiren ne? B: Tā yě bú shi Yingguo rén. Is he English? No, he is not English. And his wife? She isn't English either Notes on No. 3 Àiren, which originally meant "loved one," "sweetheart," or "lover," is used in the PRC for either "husband" or "wife,” i.e., for "spouse." The possessive phrase tā àiren. "his wife" (or "her husband"), is formed by putting the words for "he" (or "she") and "spouse" together. The marker -de (which you have seen in nārde rén) is not needed when the possessive relationship is felt to be very close. (See also the notes on No. 5.) Yě in a negative sentence is usually translated as "either." In this case, bù comes between yě and the verb. Possible English translations for yě, in both affirmative and negative sentences, are Tā yě shi Yingguo rén.                  She is English too. She is also English. Tā yě bú shi Yingguo rén.              She is not English either. She is also not English. U. A: Qíngwèn, Qīngdāo zài nǎr? B: Qīngdāo zài Shāndōng. May I ask, where is Qingdao? Qingdao is in Shāndōng. Note on No. U Zài is the verb "to be in/at/on," that is, "to be somewhere." Zài involves location, while shi involves identity, "to be someone/something." identity Wǒ (I shi am Māiguo rén. an American.) location Wǒ (I zài am in Zhōngguo. China.) 5. A: Qingwèn, nī laojiā zài nǎr? B: Wǒ laojiā zài Āndàluè. C: Wǒ lāojiā zài Shāndōng. May I ask, where is your family from? My family is from Ontario. My family is from Shāndōng. Notes on No. 5 Literally, lāojiā is "old home" ("original home," "ancestral home," "native place"), that is, the place you and your family are from. When a Chinese asks you about your laojiā, he probably wants to know about your hometown, the place where you grew up. When you ask a Chinese about his lāojiā, however, he will tell you where his family came from originally. A Chinese whose grandparents came from the province of Guangdong will give that as his lāojiā, even if he and his parents have spent all of their lives in Sìchuān. NI lāojiā zài nār? (literally "Where is your original home?") asks for the LOCATION of the town you come from.  The question is answered with zài plus the name of the province (or state) that the town is located in:  W5 lāojiā zài Dézhōu (Āndàluè, Shāndōng). Nl lāojiā shi nǎr? (translated into English as "What is your original home?") asks about the IDENTITY of the town you come from. That question is answered with shi plus the name of the town (or city): Wǒ lāojiā shi JiùJInshān (Qīngdāo, Shànghǎi). Compare: Wǒ lāojiā zài Guāngdōng.               My original home is in Guāngdōng. Wǒ lāojiā shi Guāngzhōu.              My original home is Guangzhou. The possessive nī lǎojiā, like tā àiren, does not require a possessive marker. However, if more than one word must be used to indicate the possessor, -de is often inserted after the last word: nī àirende lǎojiā, "your spouse’s original home" or "where your spouse’s family comes from.” 6. A: Chén Shìmín Tongzhì zài nǎr? Where is Comrade Chén Shìmín? He’s there. Where is Qīngdǎo? It’s here. Where is your wife now? tyy wife is in Canada now. B: Tā zài nàr. 7. A: Qīngdǎo zài nǎr? B: Zài zhèr. 8. A: Nī àiren xiànzài zài nǎr? B WS àiren xiànzài zài Jiānádà. Notes on Nos. 6-8 You have learned three words for asking and telling about locations. nǎr? (where?) nàr (nèr) (there) zhèr (here) Notice that the question word nǎr is in the Low tone, while the answer words nàr and zhèr are both in the Falling tone. Also notice that the vowel sound in zhèr is different from that in nǎr and nàr. (Some speakers prefer nèr to nàr.) When you are talking about movable things and people that you presume are not nearby ("nearby" being approximately within pointing range), you usually ask where they are NOW. The "present time" word may be omitted if the time has been established earlier in the conversation. Nī àiren xiànzài zài nǎr?             Where is your wife now? Tā zài Bǎijīng.                        She's in Bǎijīng (now). If you ask about someone or something you presume to be nearby (a pair of scissors in a drawer, for instance, or a person in a group across the room), you do not use xiànzài. In English, the words "here" and "there" are used to refer to locations of any size. In Chinese, however, zhèr and nàr are usually not used for cities, provinces, and countries (with the exception that you may use zhěr to refer to the city you are in). Instead, you repeat the name of the place. Compare these two exchanges in Běijīng: COUNTRY: Mǎdīng Xiānsheng xiànzài zài Zhōngguo ma? Tā xiànzài zài Zhōngguo. (He’s here now.) CITY: MSdīng Xiānsheng xiànzài zài Shànghǎi ma? Tā bú zài Shànghǎi; tā zài zhěr. (He’s not there; he’s here.) Jiānádà. "Canada": Although the middle syllable of this word is marked with the Rising tone, at a normal rate of speech you will probably hear Jiànādà.

A. Response Drill Respond to the question "Where is he/she from?" according to the cue. 1. Speaker: Tā shi nārde rén?            You: Tā shi Hunan rén. (cue) Hunan                      (He/she is from Hunan.) (Where is he/she from?) p • Tā shi nārde rén?    Shāndōng (Where is he/she from?) Tā shi Shāndōng rén. (He/she is from Shāndōng.) 3. Tā sbi nārde rén? Héběi (Where is he/she from?) Tā shi Héběi rén. (He/she is from Héběi.) U. Tā shi nārde rén? Jiāngsū (Where is he/she from?) Tā shi Jiāngsū rén. (He/she is from Jiāngsū.) 5. Tā shi nārde rén? Guāngdōng (Where is he/she from?) Tā shi Guāngdōng rén. (He/she is from Guāngdōng.) 6. Tā shi nārde rén? Hūběi (Where is he/she from?) Tā shi Hūběi rén. (He/she is from Huběi.) 7. Tā shi nārde rén? Sìchuān (Where is he/she from?) Tā shi Sìchuān rén. (He/she is from Sìchuān.) B. Transformation Drill Ask the appropriate "where" question 1. Speaker: Zhāng Tóngzhì Fūren shi Běijīng rén. (Comrade Zhang’s wife is from Běijīng.) 2. Huang Tongzhì Fūren shi Shanghai rén. 3. Wang Tóngzhì Fūren shi Nánjīng rén. U. Lī Tóngzhì Fūren shi Guāngzhōu rén. 5. Zhāo Tóngzhì Fūren shi Xiānggāng rén. as in the example. You: Qīngwèn, Zhāng Fūren shi nārde rén? (May I ask, where is Mrs. Zhāng from?) Qīngwèn, Huang Fūren shi nārde rén? Qīngwèn, Wang Fūren shi nārde rén? Qīngwèn, Lī Fūren shi narde rén? Qīngwèn, Zhāo Fūren shi nārde rén? 6. Mao Tóngzhì Fūren shi Qingdǎo         Qingwèn, Máo Fūren shi nǎrde rén? rén. 7. Chén Tóngzhì Fūren shi Běijīng        Qīngwèn, Chén Fūren shi nǎrde rén.                                    rén? C. Transformation Drill Change affirmative statements to negative statements. 1. Speaker: Tā shi HébSi rén. (He/she is from Hebei.) 2. Tā shi Shandong rén. 3. Tā shi Jiāngsū rén. U. Tā shi Fūjiàn rén. 5. Tā shi Zhèjiāng rén. 6. Tā shi Hūnǎn rén. 7. Tā shi Sichuan rén. D. Transformation Drill Add yě to the statements. 1. Speaker: Tā shi Héběi rén. (He/she is from Hebei.) 2. Tā shi Zhèjiāng rén. 3. Tā shi Fūjiàn rén. U. Tā shi Hūnǎn rén. 5. Tā shi Jiāngsū rén. 6. Tā shi Shandong rén. 7. Tā shi Henan rén. You: Tā bū shi Héběi rén. (He/she isn’t from Héběi.) Tā bū shi Shāndōng rén. Tā bū shi Jiāngsū rén. Tā bū shi Fūjiàn rén. Tā bū shi Zhèjiāng rén. Tā bū shi Hūnǎn rén. Tā bū shi Sìchuān rén. You: Tā yě shi Héběi rén. (He/she is from Héběi too.) Tā yě shi Zhèjiāng rén. Tā yě shi Fūjiàn rén. Tā yě shi Hūnǎn rén. Tā yě shi Jiāngsū rén. Tā yě shi Shāndōng rén. Tā yě shi Hénan rén. E. Transformation Drill Add yě to the statements. 1. Speaker: Zhao Xiānsheng bú shi' Taiwan rén. (Mr. Zhao isn’t from Taiwan.) 2. Li Xiānsheng bú shi Táiběi rén. (Mr. Li isn’t from Taiběi.) 3. Wang Xiānsheng bú shi Táizhōng rér.. (Mr Wáng isn’t from Taizhōng.) U. Huang Xiānsheng bú shi Tainan rén. (Mr. Huáng isn’t from Tainan.) 5. Liú Xiānsheng bú shi Táidōng rén. (Mr. Liú isn’t from Táidōng.) 6. Hú Xiānsheng bú shi Jīlōng rén. (Mr. Hu isn’t from Jīlong.) 7. Chén Xiānsheng bú shi Gǎoxiong rén. (Mr. Chén isn’t from Gǎoxiong.) You: Zhao Xiānsheng yě bú shi Taiwan rén. (Mr. Zhao isn’t from Taiwan either.) Li Xiānsheng yě bú shi Táiběi rén. (Mr. Lī isn’t from Taiběi either.) Wáng Xiānsheng yě bú shi Táizhōng rén. (Mr. Wáng isn’t from Táizhōng either.) Huáng Xiānsheng yě bú shi Táinán rén. (Mr. Huang isn’t from Tainan either.) Liú Xiānsheng yě bú shi Táidōng rén. (Mr. Liú isn’t from Táidōng either.) Hú Xiānsheng yě bú shi Jīlong rén. (Mr. HÚ isn’t from Jīlong either.) Chén Xiānsheng yě bú shi Gǎoxiong rén. (Mr. Chén isn’t from Gǎoxiong either.) F. Response Drill 1. Speaker: Mǎ Tongzhì shi Běijīng rén ma? (Is Comrade Ma from Běijīng?) Tā àiren ne? (And his/her spouse?) You: Tā bú shi Běijīng rén. (He/she isn’t from Běijīng.) Tā àiren yě bú shi Běijīng rén. (He/she isn’t from Běijīng either.) 2. Zhāng Tóngzhì shi Shanghai rén ma? (Is Comrade Zhāng from Shanghai?) Tā àiren ne? (And his/her spouse?) 3. Jiāng Tóngzhì shi Nánjīng rén ma? (Is Comrade Jiāng from Nanjing?) Tā àiren ne? (And his/her spouse?) U. Chen Tóngzhì shi Guāngzhōu rén ma? (Is Comrade Chén from Guāngzhōu?) Tā àiren ne? (And his/her spouse?) 5. Sun Tongzhì bú shi Chéngdū rén ma? (Is Comrade Sūn from Chéngdū?) Tā àiren ne? (And his/her spouse?) 6. Máo Tóngzhì shi Qingdao rén ma? (Is Comrade Máo from Qīngdāo?) Tā àiren ne? (And his/her spouse?) 7. Yang Tóngzhì shi Běijīng rén ma? (Is Comrade Yáng from Beijing?) Tā àiren ne? (And his/her spouse?) Tā bú shi Shanghai rén. (He/she isn’t from Shànghāi.) Tā àiren yě bú shi Shànghāi rén. (He/she isn’t from Shànghāi either.) Tā bú shi Nánjīng rén. (He/she isn’t from Nánjīng.) Tā àiren yě bú shi Nánjīng rén. (He/she isn’t from Nánjīng either.) Tā bú shi Guāngzhōu rén. (He/she isn’t from Guāngzhōu.) Tā yě bú shi Guāngzhōu rén. (He/she isn’t from Guāngzhōu either.) Tā bú shi Chéngdū rén. (He/she isn't from Chéngdū.) Tā àiren yě bú shi Chéngdū rén. (He/she isn’t from Chéngdū either.) Tā bú shi Qīngdāo rén. (He/she isn't from Qīngdāo.) Tā àiren yě bú shi Qingdao rén. (His/her spouse isn’t from Qingdāo either.) Tā bú shi Beijing rén. (He/she isn't from Beijing.) Tā àiren yě bú shi Beijing rén. (His/her spouse isn't from Beijing either.) G. Response Drill 1. Speaker: Qīngwèn, Qīngdāo zài nār? (cue) Shāndōng (May I ask, where is Qīngdāo?) You: Qīngdāo zài Shandong. (Qīngdāo is in Shāndōng.) 2. Qīngwèn, Nánjīng zài nǎr? Jiāngsū (May I ask, where is Nánjīng?) 3. Qīngwèn, Guangzhou zài nǎr? Guangdong (May I ask, where is Guǎngzhōu?) U. Qīngwèn, Shanghai zài nǎr? Jiāngsū (May I ask, where is Shànghǎi?) 5. Qīngwèn, Bǎijīng zài nǎr? Hebei (May I ask, where is Bǎijīng?) 6. Qīngwèn, Qīngdǎo zài nǎr? Shandong (May I ask, where is Qīngdǎo?) 7. Qīngwèn, Shànghǎi zài nǎr? Jiāngsū (May I ask, where is Shanghai?) Nánjīng zài Jiāngsū. (Nánjīng is in Jiāngsū.) Guǎngzhōu zài Guǎngdōng.) (Guǎngzhōu is in Guǎngdōng.) Shànghǎi zài Jiāngsū. (Shànghǎi is in Jiāngsū.)4 Bǎijīng zài Hébǎi. (BSijīng is in HébSi.) Qīngdǎo zài Shandong. (Qīngdǎo is in Shandong.) Shànghǎi zài Jiāngsū. (Shànghǎi is in Jiāngsū.) 5. Li Tóngzhì shi Sìchuān rén. (Comrade Li is from Sìchuān.) 6. Zhōu Tongzhì shi Zhejiang rén. (Comrade Zhōu is from Zhejiang.) 7. Mao Tongzhì shi Hunan rén. (Comrade Mao is from Hunan.) I. Response Drill 1. Speaker: Tā àiren zài nār? (cue) Měiguo (Where is his/her spouse?) 2. Tā àiren zài nār? Jiānádà (Where is his/her spouse?) 3. Tā àiren zài nār? YIngguó (Where is his/her spouse?) h. Tā àiren zài nār? Déguo (Where is his/her spouse?) 5. Tā àiren zài nār? Měiguó (Where is his/her spouse?) 6. Tā àiren zài nār? Fàguō (Where is his/her spouse?) 7. Tā àiren zài nār?    Eguó (Where is his/her spouse?) Li Tóngzhìde lāojiā zài Sìchuān. (Comrade Li’s family is from Sìchuān.) Zhōu Tóngzhìde lāojiā zài Zhèjiāng. (Comrade Zhou's family is from Zhèjiāng.) Mao Tóngzhìde lāojiā zài Húnán. (Comrade Mao's family is from Hunan.) You: Tā àiren xiànzài zài Měiguo. (His/her spouse is in America now.) Tā àiren xiànzài zài Jiānádà. (His/her spouse is in Canada now. Tā àiren xiànzài zài Yīngguó. (His/her spouse is in England now.) Tā àiren xiànzài zài Déguo. (His/her spouse is in Germany now.) Tā àiren xiànzài zài Faguó. (His/her spouse is in America now.) Tā àiren xiànzài zài Fàguó. (His/her spouse is in France now. Tā àiren xiànzài zài Èguó. (His/her spouse is in Russia now.

The purpose of the Criterion Test at the end of each module is to show you not only how much of the material you have learned, hut also what points you need to work on before beginning to study smother module. Since the primary goal of ORN is to introduce the sound system of Standard Chinese, this test focuses on your ability to discriminate and produce tones, vowels, and consonants. Additionally, there are sections which test your ability to comprehend and produce numbers from 1 through 99 and the material in the ORN Target Lists. Your knowledge of personal names and titles and the romanization system is also tested. Read the Objectives at the beginning of the module for a description of exactly what the test covers. Note: Although the entire sound system is introduced in the Pronunciation and Romanization Module, you will be tested here only on those sounds which occur in the Target Sentences. Other sounds will be included in Criterion Tests for later modules. Following is a sample of the Criterion Test for this module. Each section of the test, with directions and a sample question, is represented here so that you may know exactly what is expected of you after studying the ORN Module. Minimum scores are suggested for each section of the test. Achieving thesescores means that you are adequately prepared for the next module. If you fall below the minimum criterion on any section, you should review relevant study materials. You will use a tape to complete Part I of the test. Part II is written, and you will complete Part III with your instructor. Part IV of the test (Diagnostics) indicates the passing score for each section and review materials for each section. H. Transformation Drill 1. Speaker: Lin Tóngzhì shi Hūbǎi rén. (Comrade LÍn is from Hubei. ) 2. Wáng Tóngzhì shi Shānxī rén. (Comrade Wang is from Shānxī.) 3. Huang Tóngzhì shi Shānxī rén. (Comrade Huang is from Shanxī.) U. Gāo Tóngzhì shi Fūjiàn rén. (Comrade Gāo is from Fūjiàn.) You: LÍn Tóngzhìde lǎojiā zài Hūbǎi. (Comrade Lin's family is from Hubei.) Wáng Tóngzhìde lǎojiā zài Shānxī. (Comrade Wang’s family is from Shānxī.) Huang Tóngzhìde lǎojiā zài Shānxī (Comrade Huang’s family is from Shānxī.) Gāo Tóngzhìde lǎojiā zài Fūjiàn. (Comrade Gao’s family is from Fūjiàn.) Part I 1. This section tests your ability to distinguish the four tones. In your test booklet you will see two syllables after each letter. The speaker will pronounce both syllables, and then say one of them again. You are to decide which syllable was repeated, and circle the appropriate one to indicate your choice. The syllables may occur in any of the four tones, regardless of which tone was used previously in the module. The same syllable may occur more than once in this section. For example, the speaker might say. fēi...fSi and then repeat fēi. 2. This section tests your ability to recognize the four tones in isolated syllables. The speaker will pronounce a syllable twice; you add to the written syllable the tone that you hear. Again, the syllables may occur in any of the four tones, regardless of which tone was used previously in the module. For example, the speaker might say: fěi...fSi a. 3. This section tests your ability to recognize the four tones in two-syllable combinations. The speaker pronounces each two-syllable item twice and then pauses a moment for you to mark tones on the written syllables. For the first ten items, one of the two tones is already marked. For the last ten items, you must fill in both tones. For example, the speaker might say: chábei...chábei chabei U. In this section, you are tested on syllables which differ minimally in sound. The speaker will pronounce each syllable in an item once; then he will pronounce one of the syllables again. Decide which of the syllables was repeated, and indicate your choice by circling that written syllable in your test booklet. The syllables in this test do not necessarily correspond in every way to syllables in the Target Lists. They may vary in tone, for example. For example, the speaker might say: fan...fang and then repeat fang. a. fan fang 5. In this section, you complete the romanization for the syllables that you hear. As the speaker says a syllable, write the appropriate vowel or consonant letter(s) in the blank. This tests your ability to recognize the sounds of a syllable and to use the romanization system correctly. The speaker will say each syllable twice. For example, the speaker might say: pang...pang; then you would write 6. This section tests your ability to understand the numbers 1 through 99 in Chinese. For each item, the speaker will say a number, and you write down the numerals for that number. For example, you might hear: shí-sān a- ____ 7. This section tests your ability to understand questions and answers about where someone is from and where he is now. Listen to a conversation between Mr. Johnson and Comrade Zhao, who have Just met. You will hear the conversation three times. The third time you hear it, a pause will follow each line. You may use these pauses to fill in the boxes in your booklet with appropriate information. (You do not have to wait for the second repetition of the conversation to. fill in the answers, of course.) For example: CYou will hear a conversation similar to conversations you heard on the C-2 tapes in this module.! Home State or Province Present Location Comrade Zhào Mr. Johnson (Yuēhànsūn) Comrade Zhao’s husband Mrs. Johnson 8. This section tests your ability to comprehend Chinese utterances by asking you for the English equivalents. For each item, the speaker will say a sentence from the Target List twice. You indicate your understanding of the sentence by circling the letter of the English sentence which most closely matches the meaning of the Chinese sentence. For example, you might hear: Nī shi shéi?...Nī shi shéi? 1. a. Who is she? b. Who is he? *cN Who are you? Part II 9. This section tests your general understanding of the Chinese system of personal names and titles. Read the family histories in your test booklet, and answer the questions. For example, Yang TÍngfèng is the Chinese name used by an American, Timothy Young, now that he is living in Taipei. His Chinese surname is: 1. (a} Yang b. Tíngfēng c. Yang Tíngfēng Part III 10. This section tests your ability to pronounce the four tones. Simple sound combinations have been chosen so that special attention may be given to tone production. For each item, choose one syllable and read it aloud. As you do so, put a circle around the one you choose. The instructor will note the syllable he hears. Be sure to choose a fair sampling of all four tones, and select them in random order. For example, you might say: ma 11. This section tests your ability to pronounce Chinese sounds from the Target Lists, as well as your ability to read romanization. For each item, choose one syllable and read it aloud. As you do so, put a circle around the one you choose. The instructor will note the syllable he hears. Be sure to choose syllables from each column as you go through this section of the test. For example, you might say: nín a. (nín 12. This section tests your ability to locate and name main cities and provinces in China. Using the map in your booklet, point out to your instructor five cities and five provinces and name them. Pronunciation is of secondary importance here. 13- This section tests your ability to produce sentences in Chinese. Your instructor will say an English sentence from the Target Lists, and you translate it into Chinese. Your Chinese sentence must be correct both in grammar and in content. 1U. This section tests your ability to make conversational use of the material covered in this module. Although limited in scope, this conversation between you and your instructor represents a situation which you are likely to encounter in the real world. As in any conversation, you are free to ask for a repetition or rephrasing of a sentence, or you may volunteer information on the subject. It is not so much the correctness of your pronunciation and grammar that is being tested as it is your ability to communicate effectively. CD o APPENDIX I: MAP OF CHINA

Afghanistan Āfùhàn Germany, West Xldé Albania Āěrbāníyà Ghana Jiānà Algeria Āǎrjílìyà Gibraltar Zhíbùluótuó Andorra Andàoěr Great Britain Dà Búlièdiān Angola Ān'gēlā Greece Xílà Argentina Agenting Greenland Gélínglán Australia Aodàlìyà^ Grenada Gélínnàdá Austria Aodìlì (Aoguó) Guam Guándǎo Bahama Is. BāhāmS Qúndǎo Guatemala Guādìmǎlā Bahrain Bālín(guá) Guinea Jīnèiyà Bangladesh Mèngjiālā(guó) Guinea-Bissau Jīnèiyà Bīshào Barbados Bābāduōsl Guyana Guīyànà Belgium Bílìshí Haiti Hǎidì Belize Bólìzl Honduras Hóngdūlǎsī Benin Bèiníng Hungary. Xiōngyálì Bermuda Bǎimùdá Iceland Bíngdǎo Bhutan Bùdān India Yìndù Bolivia Bōllwéiyà Indonesia Yīnní (Yìndùníxīyà) Botswana Bocíwǎnà Iran Yīlǎng Brazil Bāxí Iraq Yīlākè Britain Yīnggué Ireland Àiérlǎn Bulgaria Bǎojiālìyà Israel Yīsèliè Burma Miǎndiàn Italy Yīdàlì Burundi Bùlóngdí Ivory Coast Xiàngyá Hǎiàn Cabinda Kǎbēndǎ Jamaica Yámǎijiā Cameroun Kāmǎiláng Japan Rfbǎn Canada Jiānádà Java Zhǎowā Cape Verde Is. Fódé Jiao Jordan Yuēdàn Central Africa Zhōngfēi Kampuchea Jiǎnbǔzhài Chad Zhàdé Kenya Kǎnníyà Chile Zhìlì Korea Chaoxian (Béijīng), China Zhōngguó Hánguó (Taiwan) Colombia Gělúnbíyà Kuwait Kēwēitè Comoro Is. Kēmóluó Qúndǎo Laos Lǎowō (Bǎijīng), Congo Gāngguǒ Liáoguo (Taiwan) Costa Rica Gēsīdálíjiā Latvia Lātuōwéiyà Cuba Gǔbā Lebanon Líbánèn Cyprus Sàipǔlùsí Lesotho Láisuǒtuō Czechoslovakia Jiékè (Jiékèsīluáfíkè) Liberia Lìbīliyà Democratic Yemen Mínzhǔ Yemen Libya Lìbiyà Denmark Dānmài Liechtenstein Lièzhīdūnshìdēng Djibouti Jibuti Lithuania Lìtáowǎn Dominican Republic Duōmíníjiā (Gòngheguú) Luxemburg Lúsēnbǎo East Timor Dong Dtwén Madagascar MǎdájiǎsTjiā, Ecuador Eguāduōěr Mǎěrjiāshí Egypt Āijí Malawi Mǎlāwéi El Salvador Sàǎrwǎduō Malays}a Mǎláixiyà England Yīngguá Maldi’^e Is. MǎSrdàirū Equatorial Guinea Chìdào Jīnèiyà Mali Mali Estonia Aishāníyà Malta Mǎěrtā Ethiopia Āisàiébīyà (Beijing), Mauritania Máolitǎníyà Yīsuǒbíyà (Taiwan) Mauritius Máolīqiúsi Fiji Fěijì Mexico Mòxlgē Finland Fēnlán Monaco Mónàgē France Fǎguo, Fàguó Mongolia Měnggǔ French Polynesia Fǎshǔ Bōlìníxīyè Morocco Móluògē Gabon Jiāpéng Mozambique Mòsāngblkè Gambia, The Gāngbiyà Namibia Nàmíbíyà Germany Déguó Nauru Nǎolǔ Germany, East Dōngdé Nepal Níbóěr Netherlands Hélán United States Méiguó Netherlands Antilles Āndīlièsī Qúnd&o Upper Volta Shāng Wdārtā New Zealand Xīn Xīlán Uruguay Wūlāguī Nicaragua Níjiālāguā Venezuela Wéinèiruìlā Niger Nírìér Vietnam Yuènén Nigeria Nírilìyà Virgin Is. Weiérjīng QúndSo Norway Nuówēi Wales Wēiěrsī Okinawa Chōngshéng Western Sahara XI Sāhālā Oman Àmàn Western Samoa Xi Sāmóyā Pakistan BājīsītSn White Russia Bài Ěluósī Palestine BālēsitSn Yemen Yémén Panama BānámS Yugoslavia Nánsīlǎfū Papua New Guinea Bābùyà Xīn Jīnèiyà Zaire ZhāyīSr Paraguay Bāliguī Zambia Zànbiyà Peru Philippines Portugal Puerto Rico Qatar Réunion Rhodesia Romania Russia Rwanda San Marino SSo Tomé and Príncipe Saudi Arabia Scotland Senegal Seychelles Xs. Siberia Sierra Leone Sikkim Singapore Solomon Is. Somalia South Africa Soviet Russia Soviet Union Spain Sri Lanka Sudan Surinam Swaziland Sweden Switzerland Syria Tanzania Thailand Togo Tonga Trinidad and Tobago Tunisia Turkey Uganda Ukraine United Arab Itairates United Kingdom Mìlǔ Fēilùbīn Pútáoyá Bōduōlígè KStSSr Liúníwāng(dSo) Luódéxīyà LuómXníyà Éguó, Eguó Lúwàngdà Shèng MSlìnud Shèng Duōméi hé Pǔlínxībí Shātè Ālàbó (Bèijīng), Shāwūdí Álābó (Taiwan) Sūgélán Sàinèijiāér Sàishéěr Qúndāo Xībólìyà Sàilā Liang XI jin Xīnjiāpō Suóluómén QúndSo SuSmSlī Nánfēi Sūè (Taiwan) Sūlién Xibinyé SīlīlānkS Sudan Sūlinán Sīwèishìlán (Béijīng), Shīw&jilán (Taiwan) RuìdiSn Ruìshi Xùlìyà Tlnsāngníyā Tàiguó Duōgē Tāngj iā Tèlìnídá he Duōbāgē Túnísī Tǔěrqí Wūgāndá Wūkèlán Alābó Liànhé QiúzhSngguó Liànhé Wàngguó Zimbabwe Jīnbābùwéi

All the names of átates may be followed by the word zhōu "state,” for example, Ālābāmā zhōu. Alabama Alabama Alaska Ālāsljiā Arizona Yàlìsāngnà Arkansas Ākènsè, Akānsàsí 5 California Jiāzhōu, Jiālìfóníyà Colorado Kēluólāduō Connecticut Kāngnièdígé, KāngnSidígé Delaware Tèlāhuá, Délāwēi(Sr) Florida Fóluólídá Georgia Qiáozhìyà, Zuōzhìyà Hawaii Xiàwēiyí Idaho Àidáhé Illinois YīlìnuS(sI) Indiana Yìndìānnà Iowa Yīāhuá, Àiāhuá Kansas Kansas! Kentucky KSntājī Louisiana Lùytsīānnà Maine MiSnyln Maryland Mǎlílán Massachusetts MSsāzhūsài, MSshēng Michigan Mìxígēn, Mìxiěgēn, Mìzhíān Minnesota Míngnísūdá Mississippi Míxíxíbl Missouri Mìsūlī Montana Méngdànà Nebraska Nèibùlāsījiā Nevada Nèihuádá New Hampshire Xín HānbushíSr, Xín Hānbùxià New Jersey Xín Zéxí New Mexico Xín Mdxīgē New York Niǔyuē North Carolina BSi KKluSláinà, Bēi Kāluólínnà North Dakota Bēi Dákētā, Bēi Dákēdá Ohio ÉhàiS Oklahoma èkèlāhémǎ, Àkèlāhémā Oregon èlègāng Pennsylvania Bīnzhōu, Bínxífāníyà, Bīnxífánníyà Rhode Island Luádé Dāo, Luōdéàilán South Carolina Nán Kǎluoláinà, Nán KSluólínnà South Dakota Nan Dákētā Tennessee Tiánnāx! Texas Dézhōu, Děkèsàsi Utah YSutā, Yōuta Vermont Wēiméngtè, Fóméngtè Virginia Wéijíníyā, FSjíníyà Washington Huáshèngdùn West Virginia XI Fójíníyà Wisconsin Wēislkāngxín(g) Wyoming Huáiémíng

Alberta YSbódá British Columbia Yíngshtt Gēlúriblyà Manitoba Mànnítuōbā Nev Brunswick Xín Bùlúnzīvéikè Newfoundland Niǔfēnl&ndlo Northwest Territories XíbèilíngdI Nova Scotia Xin Sīkèshè Ontario Āndàluè Prince Edvard Island Àidéhuádio Quebec KuíbSikè Saskatchewan Sakèqíwàn Yukon Yùkōng

Surnames Huang Zhōu Wang Jiang Zhāng JiSng II Gāo Zhao Lin Mao Sun Táng Song MS Fang Given Kames (male) Dáll YSngpíng Mínglī Ziqiáng Dànián Jié Shìmín ZhīyuSn Huá GuSquán Déxián Liú Chen Yang SīmS Ouyáng Hú WG Liáng Shàowén Shìyīng Tíngfēng Cheng Zhènhàn Given Kames (female) Juān Huìvén Liróng Défēn W&nrG Lù MSiling BSolán Xiùfèng Yùzhēn Qi&oyún Méilì Mlnzhēn Huiran Bīngyíng Qīng Ziyàn Pinyin Spelling Ānbui Fújiàn Gānsù Gu&ngdōng GuSngxī Guizhou Héběi Heilongjiang Hénán Húběi Húnán Jiangsu Jiangxi Jílín Liáonfng Nèimínggǔ Níngxià Qingh&i Shāndōng Shanxi Sh&ixí Sichuan Taiwan Xinjiang Xizàng Yunnán ZhèJiang Map Spelling Anhwei Fukien Kansu Kwangtung Kwangsi Kweichou Hopeh Heilungkiang Honan Hupeh Hunan Kiangsu Kiangsi Kirin Liaoning Inner Mongolia Ningsia Tsinghai Shantung Shansi Shensi Szechuan Taiwan Sinkiang Tibet Yunnan Chekiang Pinyin Spelling BSijīng Peking Changsha Ch'ang-sha Chengdu Ch’eng-tu Dàtáng Ta-t’ung Gāoxióng Kao-hsiung GuSngzhōu Canton Hangzhou Hang-chou HànkSu .Han-k’ou Huáinán Huai-nan Jīlóng Chi-lung Kāifēng K’ai-feng Nánchāng Nan-ch*ang Nánjīng Nanking QIngdSo Tsingtao ShànghXi Shanghai TaibSi Taipei Táidōng T’ai-tung Tainan T’ai-nan Táizhōng T’ai-chung Tiānjīn Tientsin Wǔchāng Wu-ch’ang Wǔhàn Wu-han Xiān Sian Map Spelling

A MODULAR APPROACH STUDENT TEXT MODULE 1: ORIENTATION MODULE 2: BIOGRAPHIC INFORMATION SPONSORED BY AGENCIES OF THE UNITED STATES AND CANADIAN GOVERNMENTS This publication is to be used primarily in support of instructing military personnel as part of the Defense Language Program (resident and nonresident). Inquiries concerning the use of materials, including requests for copies, should be addressed to: Defense Language Institute Foreign Language Center NonresidentTraining Division Presidio of Monterey, CA 93944-5006 Topics in the areas of politics, international relations, mores, etc., which may be considered as controversial from some points of view, are sometimes included in the language instruction for DLIFLC students since military personnel may find themselves in positions where a clear understanding of conversations or written materials of this nature will be essential to their mission. The presence of controversial statements-whether real ōr apparent-in DLIFLC materials should not be construed as representing the opinions of the writers, the DLIFLC, or the Department of Defense. Actual brand names and businesses are sometimes cited in DLIFLC instructional materials to provide instruction in pronunciations and meanings. The selection of such proprietary terms and names is based solely on their value for instruction in the language. It does not constitute endorsement of any product or commercial enterprise, nor is it intended to invite a comparison with other brand names and businesses not mentioned. In DLIFLC publications, the words he, him, and/or his denote both masculine and feminine genders. This statement does not apply to translations of foreign language texts. The DLIFLC may not have full rights to the materials it produces. Purchase by the customer does net constitute authorization for reproduction, resale, or showing for profit. Generally, products distributed by the DLIFLC may be used in any not-for-profit setting without prior approval from the DLIFLC. 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

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 him6 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 KEY 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 Chinee? 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)

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.

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.

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:7 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.

The Orientation Module and associated resource modules provide the linguistic tools needed to begin the study of Chinese. The materials also introduce the teaching procedures used in this course. The Orientation Module is not a typical course module in several respects. First, it does not have a situational topic of its own, but rather leads into the situational topic of the following module—Biographic Information. Second, it teaches only a little Chinese grammar and vocabulary. Third, two of the associated resource modules (Pronunciation and Romanization, Numbers) are not optional; together with the Orientation Module, they are prerequisite to the rest of the course. OBJECTIVES Upon successful completion of this module and the two associated resource modules, the student should 1. Distinguish the sounds and tones of Chinese well enough to be able to write the Hànyǔ Pinyin romanization for a syllable after hearing the syllable. 2. Be able to pronounce any combination of sounds found in the words of the Target Lists when given a romanized syllable to read. (Although the entire sound system of Chinese is introduced in the module, the student is responsible for producing only sounds used in the Target Sentences for ORN. Producing the remaining sounds is included in the Objectives for Biographic Information.) 3. Know the names and locations of five cities and five provinces of China well enough to point out their locations on a map, and pronounce the names well enough to be understood by a Chinese. U. Comprehend the numbers 1 through 99 well enough to write them down when dictated, and be able to say them in Chinese when given English equivalents. 5. Understand the Chinese system of using personal names, including the use of titles equivalent to "Mr.," "Mrs.," "Miss," and "Comrade." 6. Be able to ask. and understand questions about where someone is from. 7. Be able to ask and understand questions about where someone is. 8. Be able to give the English equivalents for all the Chinese expressions in the Target Lists. 9. Be able to say all the Chinese expressions in the Target Lists when cued with English equivalents.1 10. Be able to take part in short Chinese conversations, based on the Target Lists, about how he is, who he is, and where he is from. TAPES FOR ORN AND ASSOCIATED RESOURCE MODULES Orientation (ORN) Unit 1: Unit 2: 1 C-l 1 P-1 2 C-l 2 P-1 1&2 D-l Unit 3: 3 C-l 3 P-1 3 D-l      3 C-2      3 P-2 Unit U: 1» C-l h P-1 h D-l      U C-2      U P-2 Pronunciation and Romanization (P&R) P&R 1 P&R 2 P&R 3 P&R U P&R 5 P&R 6 Numbers (NUM) NUM 1      NUM 2 NUM 3 NUM U Classroom Expressions (CE) CE 1 UNIT 1 TARGET LIST 1. A: NX shi shéi? Who are you? B: WS shi Wang Dànián. I am Wang Dànián (Daniel King). A: WS shi Hu Měilíng. I am Hu Mailing. 2. A: Nī xìng s he nine ? What is. your surname? B: Wó xìng Wang. My surname is Wang (King). A: W3 xìng Hu. My surname is Hu. 3. A: Tā shi shéi? Who is he/she? B: Tā shi MS Mínglí. He is Ma Mínglí. A: Tā shi MS Xiānsheng. He is Mr. MS. B: Tā shi MS Tàitai. She is Mrs. Mǎ. A: Tā shi MS XiSojié. She is Miss Mǎ. B: Tā shi MS Tóngzhì. He/she is Comrade Mā. h. A: Wang Xiānsheng, tā shi shéi? Mr. Wang, who is he? B: Tā shi MS Mínglí Xiānsheng. He is Mr. Mǎ Mínglí. 5- A: Xiānsheng, tā shi shéi? Sir, who is she? B: Tā shi MS Mínglí Tàitai. She is Mrs. Mǎ Mínglí. 6. A: Tóngzhì, tā shi shéi? Comrade, who is she? B: Tā shi Fang Bǎolán Tóngzhì. She is Comrade Fang Bǎolán. UNIT 2 TARGET LIST 1. A: B: A: Nl shi Wang Xiānsheng ma? W5 shi Wang Dànián. Wo bú shi Wang Xiānsheng. Are you Mr. Wang? I am Wang Dànián. I’m not Mr. Wang. 2. A: Nī xìng Wáng ma? Is your surname Wáng? B: Wo xìng Wáng. My surname is Wáng. A: Wo bú xìng Wáng. My surname isn't Wang. 3. A: B: NÍn guìxìng? Wǒ xìng Wang. Your surname? (POLITE) My surname is Wang. U. A: Nī Jiao shénme? What is your given name? B: Wǒ Jiao Dàniǎn. My given name is Dàniǎn (Daniel). 5. A: Nī hǎo a? How are you? B: Wǒ hǎo. Nī ne? I’m fine. And you? A: Hǎo. Xièxie. Fine, thank you. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 6. míngzi                               given name UNIT 3 TARGET LIST 1. A: Nī shi Mǎiguo rén ma? B: Shì. B: Bu shi. 2. A: Nī shi Zhōngguo rén ma? B: Shì, wǒ shi Zhōngguo rén. B: Bú shi, wǒ bú shi Zhōngguo rén. 3. A:  Nī shi nǎlguo rén? B: Wǒ shi Mǎiguo rén. B: Wǒ shi Zhōngguo rén. B: Wǒ shi Yīngguo rén. h.  A:  Nī shi nǎrde rén? B:  Wǒ shi Jiāzhōu rén. B:  Wǒ shi Shànghǎi rén. Are you an American? Yes (I am). No (I'm not). Are you Chinese? Yes, I'm Chinese. No, I'm not Chinese. What's your nationality? I'm an American. I’m Chinese. I'm English. Where are you from? I'm a Californian. I'm from Shànghǎi. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 5. Déguó Germany 6. Eguo (Eguo) Russia 7. Fàguō (Fāguó) France 8. Rìběn Japan UNIT 4 TARGET LIST 1. A: Andésén Xiānsheng, nī shi nārde rén? B; Wo shi Dézhōu rén. A: Andésén Fūren ne? B: Tā yé shi Dézhōu rén. 2. A: Tā shi YIngguo rén ma? B: Bú shi, tā bú shi Yīngguo rén. A: Tā àiren ne? B: Tā yé bú shi YIngguo rén. 3. A: Qīngwèn, nī lāojiā zài nǎr? B: Wō lāojiā zài Shāndōng. U. A: Qingdao zài zhèr ma? B: Qingdao bú zài nàr, zài zhèr. 5. A: Nī àiren xiànzài zài nǎr? B: Tā xiànzài zài Jiānādà. Where are you from, Mr. Anderson? I’m from Texas. And Mrs. Anderson? She is from Texas too. Is he English? No, he is not English. And his wife? She isn’t English either. May I ask, where is your family from? My family is from Shāndōng. Is Qingdao here? (pointing to a map) Qingdao isn't there; it’s here (pointing to a map; Where is your spouse now? He/she is in Canada now. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 6. Learn the pronunciation and .location of any five cities and five provinces of China found on the maps on pages 30-81. On a Beijing street (courtesy of Pat Fox) UNIT 1

Topics Covered in This Unit 1. Questions and answers about full names and surnames. 2. Titles and terms of address ("Mr.,” "Mrs.," etc.). Prerequisites to the Unit (Be sure to complete these before starting the unit.) 1. Background Notes. 2. PiR 1 (Tape 1 of the resource module on Pronunciation and Romanization), the tones. 3. P&R 2 (Tape 2 of the resource module on Pronunciation and Romanization), the tones. Materials You Will Need 1. The C-l and P-1 tapes, the Reference List and Reference Notes. 2. The drill tape (1D-1). About the C-l and P-1 Tapes The C-l and P-1 tapes are your introduction to the Chinese words and structures presented in each unit. The tapes give you explanations and practice on the new material. By the time you have worked through these two tapes, you will be competent in understanding and producing the expressions introduced in the unit. With the C-l tape, you learn to understand the new words and structures. The material is presented in short conversational exchanges, first with English translations and later with pauses which allow you to translate. Try to give a complete English translation for each Chinese expression. Your goal when using the C-l tape is to learn the meanings of all the words and structures as they are used in the sentences. With the P-1 tape, you learn to put together these sentences. You learn to pronounce each new word and use each new structure. When the recorded instructions direct you to pronounce a word or say a sentence, do so out loud. It is important fop you to hear yourself speaking Chinese, so that you will know whether you are pronouncing the words correctly. Making the effort to say the expression is a big part of learning it. It is one thing to think about how a sentence should be put together or how it should sound. It is another thing to put it together that way or make it sound that way. Your goal when using the P-1 tape is to produce the Target List expressions in Chinese when given English equivalents. At the end of each P-1 tape is a review of the Target List which you can go over until you have mastered the expressions. At times, you may feel that the material on a tape is being presented too fast. You may find that there is not enough time allowed for working out the meaning of a sentence or saying a sentence the way you want to. When this happens, stop the tape. If you want to, rewind.' Use the control buttons on your machine to make the tape manageable for you and to get the most out of it. About the Reference List and the Reference Notes The Reference List and the Reference Notes are designed to be used before, during, or directly after work with the C-l and P-1 tapes. The Reference List is a summary of the C-l and P-1 tapes. It contains all sentences which introduce new material, showing you both the Chinese sentences written in romanization and their English equivalents. You will find that the list is printed so that either the Chinese or the English can be covered to allow you to test yourself on comprehension, production, or romanization of the sentences. The Reference Notes give you information about grammar, pronunciation, and cultural usage. Some of these explanations duplicate what you hear on the C-l and P-1 tapes. Other explanations contain new information. You may use the Reference List and Reference Notes in various ways. For example, you may follow the Reference Notes as you listen to a tape, glancing at an exchange or stopping to read a comment whenever you want to. Or you may look through the Reference Notes before listening to a tape, and then use the Reference List while you listen, to help you keep track of where you are. Whichever way you decide to use these parts of a unit, remember that they are reference materials. Don’t rely on the translations and romanizations as subtitles for the C-l tape or as cue cards for the P-1 tape, for this would rob you of your chance to develop listening and responding skills. About the Drills The drills help you develop fluency, ease of response, and confidence. You can go through the drills on your own, with the drill tapes, and the teacher may take you through them in class as well. Allow more than half an hour for a half-hour drill tape, since you will usually need to go over all or parts of the tape more than once to get full benefit from it. The drills include many personal names, providing you with valuable pronunciation practice. However, if you find the names more than you can handle the first time through the tape, replace them with the pronoun tā whenever possible. Similar substitutions are often possible with place names. Some of the drills involve sentences which you may find too long to understand or produce on your first try, and you will need to rewind for another try. Often, particularly the first time through a tape, you will find the pauses too short, and you will need to stop the tape to give yourself more time. The performance you should aim for with these tapes, however, is full comprehension and full, fluent, and accurate production while the tape rolls. The five basic types of drills are described below. Substitution Drills; The teacher (T) gives a pattern sentence which the student (S) repeats. Then the teacher gives a word or phrase (a cue) which the student substitutes appropriately in the original sentence. The teacher follows immediately with a new cue. Here is an English example of a substitution drill: T: Are you an American? S: Are you an American? T: (cue) English S: Are you English? T: (cue) French S: Are you French? Transformation Drills: On the basis of a model provided at the beginning of the drill, the student makes a certain change in each sentence the teacher says. Here is an English example of a transformation drill, in which the student is changing affirmative sentences into negative ones: ' T: I’m going to the bank. S: I’m not going to the bank. T: I’m going to the store. S: I’m not going to the store. Response Drills: On the basis of a model given at the beginning of the drill, the student responds to questions or remarks by the teacher as cued by the teacher. Here is an English example of-a response drill: T: What is his name? (cue) Harris S: His name is Harris. T: What is her name? (cue) Noss S: Her name is Noss. Expansion Drills: The student adds something to a pattern sentence as cued by the teacher. Here is an English example of an expansion drill (cue) Japanese He's Japanese. (cue) French She's French. T: He isn’t Chinese. S: He isn't Chinese. T: She isn’t German. S: She isn’t German. Combination Drills: On the basis of a model given at the beginning of the drill, the student combines two phrases or sentences given by the teacher into a single utterance. Here is an English example of a combination drill: T: I am reading a book. John gave me the book. S: I am reading a book which John gave me. T: Mary bought a picture. I like the picture. S: Mary bought a picture which I like.

1. A: B: Ni shi shéi? W3 shi Wáng Dànián. Who are you? I am Wang Danián. 2. A: B: NX shi shéi? W8 shi Hú Mǎilíng. Who are you? I am Hu Měilíng. 3. A: B: Tā shi shéi? Tā shi MS Mínglí. Who is he? He is MS Mínglí. U. A: B: Tā shi MS Mínglí. Tā shi Hú Mailing. He is Mǎ Mínglí. She is Hu Meilíng. 5- A: B: Ní xìng shénme? W8 xìng Wáng. What is your surname? My surname is Wang. 6. A: B: Tā xìng shénme? Tā xìng MS. What is his surname? His surname is Mǎ. 7. A: B: Tā shi shéi? Tā shi MS Xiānsheng. Who is he? He is Mr. Ma. 8. A: B: Tā shi shéi? Tā shi Mǎ Mínglí Xiānsheng. Who is he? He is Mr. Mǎ Mínglí. 9. A: Wáng Xiānsheng, tā shi shéi? Mr. Wáng, who is he? B: Tā shi MS Mínglí Xiānsheng. He is Mr. MS Mínglí. 10. A: B: Xiānsheng, tā shi shéi? Tā shi MS Xiānsheng. Sir, who is he? He is Mr. MS. 11. A: B: Xiānsheng, tā shi shéi? Tā shi MS Tàitai. Sir, who is she? She is Mrs. Ma. 12. A: B: Wáng Xiānsheng, tā shi shéi? Tā shi MS Mínglí Tàitai. Mr. Wáng, who is she? She is Mrs. MS Mínglí. 13. A: B: Wáng Xiānsheng, tā shi shéi? Tā shi MS Xiǎojiě. Mr. Wang, who is she? She is Miss Mǎ. 1U. A: B: Tā shi shéi? Tā shi MS Mínglí Tongzhì. Who is he? He is Comrade Mǎ Mínglí. 15.  A:  Tongzhì, tā shi shéi?         Comrade, who is she? B:  Tā shi Fāng BSolán.            She is Fāng Baolán. 16.  A:  Tongzhì, tā shi shéi?         Comrade, who is she? B:  Tā shi Fāng Baolán Tongzhì. She is Comrade Fāng BSolán.

nī you shéi who shénme what shi to be tā he, she tàitai Mrs. tongzhì Comrade w5 I xiānsheng Mr.; sir xiSojié (xiáojie) Miss xìng to be sumamed

1. A: B: NX shi shéi? WS shi Wang Dànián. Who are you? I am Wang Dànián. 2. A: NX shi shéi? Who are you? B: W5 shi Hú MSilíng. I am Hú MSilíng. 3. A: Tā shi shéi? Who is he? B: Tā shi MS MínglX. He is Mā MínglX. U. A: Tā shi Mā MínglX. He is Mā MínglX. B: Tā shi Hú MSilíng. She is Hú MSilíng. Notes on Nos. 1-b The verb shì means "to be" in the sense of "to be someone or something," as in "I am Daniel King." It expresses identity. (In Unit U you will learn a verb which means "to be" in another sense, "to be somewhere," as in "I am in BSijīng." That verb expresses location.) The verb shì is in the Neutral tone (with no accent mark) except when emphasized. Unlike verbs in European languages, Chinese verbs do not distinguish first, second, and third persons. A single form serves for all three persons. W8 shi Wang Dànián. (I am Wang Dànián.) NX shi Hú MSilíng. (You are Hú MSilíng.) Tā shi Mǎ MínglX. (He is MS MínglX.) Later you will find that Chinese verbs do not distinguish singular and plural, either, and that they dó not distinguish past, present, and future as such. You need to learn only one form for each verb. The pronoun tā is equivalent to both "he" and "she." The question Nl shi shéi? is actually too direct for most situations, although it is all right from teacher to student or from student to student. (A more polite question is introduced in Unit 2.) Unlike English, Chinese uses the same word order in questions as in statements. Tā shi shéi? (Who is he?) Tā shi MS Mínglī? (He is Mǎ Mínglī.) When you answer a question containing a question word like shéi. "who,” simply replace the question word with the information it asks for. 5.  A:  NX xìng shénme? B:  Wo xìng Wàng. 6.  a:  Tā xìng shénme? B:  Tā xìng MS. What is your surname? My surname is Wang. What is his surname? His surname is Mǎ. ■Notes on Nos. 5-6 Xìng is a verb, "to be surnamed.” It is in the same position in the sentence as shi, "to be." W8 shi Wang Dàniān. (I am Wǎng Dànian.) W8 xìng Wang. (I am surnamed Wang.) Notice that the question word shénme. "what," takes the same position as the question word shéi, "who." Nī shi shéi? (You are who?) Nī xìng shénme? (You are surnamed what?) Shénme is the official spelling. However, the word is pronounced as if it were spelled shémma, or even shéma (often with a single rise in pitch extending over "both syllables'^ Before another word which begins with a consonant sound, it is usually pronounced as if it were spelled shěm. 7. A: B: Tā shi shéi? Tā shi Mǎ Xiānsheng. Who is he? He is Mr. Mǎ. 8. A: Tā shi shéi? Who is he? B: Tā shi MS Mínglī Xiānsheng. He is Mr. Ma MÍnglī Notes on Nos. 7-8 After the verb shì you may have the full name alone, the surname plus title, or the full name plus title. Tā shi Mǎ Mínglī. Tā shi Mǎ Xiānsheng. Tā shi Mǎ Mínglī Xiānsheng. Xiānsheng. literally ’’first-born," has more of a connotation of respectfulness than "Mr." Xiānsheng is usually applied only to people other than oneself. Do not use the title Xiānsheng (or any other respectful title, such as Jiàoshòu, "Professor") when giving your own name. If you want to say "I am Mr. Jones," you may say W5 xìng Jones. When a name and title are said together, logically enough it is the name which gets the heavy stress: WANG Xiānsheng. You will often hear the title pronounced with no full tones: WĀNG Xiansheng. 9. A: Wang Xiānsheng, tā shi shéi? Mr. Wang, who is he? He is Mr. Mǎ Mínglī. Sir, who is he? He is Mr. Ma. B: Tā shi MS Mínglī Xiānsheng. 10. A: Xiānsheng, tā shi shéi? B: Tā shi Mǎ Xiānsheng. 11. A: B: Xiānsheng,- tā shi shéi? Tā shi MS Tàitai. Sir, who is she? She is Mrs. MS. 12. A: Wáng Xiānsheng, tā shi shéi? Mr. Wang, who is she? B: Tā shi MS Mínglí Tàitai. She is Mrs. MS Mínglí. Note on Nos. 9-12 When you address someone directly, use either the name plus the title or the title alone. Xiānsheng must be translated as "sir" when it is used alone, since "Mr." would not capture its respectful tone. (Tàitai, however, is less respectful when used alone. You should address Mrs. Mā as MS Taitai.) 13. A: B: Wáng Xiānsheng, tā shi shéi? Tā shi MS XiSojiS. Mr. Wang, who is she? She is Miss MS. Ih. A: Tā shi shéi? Who is he? B: Tā shi MS Mínglí Tóngzhì. He is Comrade Mǎ Mínglí. 15. A: Tóngzhì, tā shi shéi? Comrade, who is she? B: Tā shi Fang Bǎolán. She is Fang Bǎolán. 16. A: Tóngzhì, tā shi shéi? Comrade, who is she? B: Tā shi Fang Bǎolán Tóngzhì. She is Comrade Fang Bǎolán. Note on Nos. 13-16 See the Background Notes on Chinese Personal Names and Titles for Tóngzhì, "Comrade," and the use of maiden names.

A. Substitution Drill 1. Speaker: MS Mínglī 2. Hú Měilíng 3. Wang Dànián U. LĪ Shìmín 5. Liú Lìróng 6. Zhāng BSolán. You: Tā shi MS Mínglī. (He is Mǎ Mínglí.) Tā shi Hú MSilíng. (She is Hu Meiling.) Tā shi Wang Dànián. (He is Wang Danian.) Tā shi Lī Shìmín. (He is Li Shìmín.) Tā shi Liú Lìróng. (She is Liú Lìróng.) Tā shi Zhāng BSolán. (She is Zhāng BSolán.) B. Response Drill When the cue is given by a male speaker, male students should respond. When the cue is given by a female speaker, female students should respond. 1. Speaker: Nī shi shéi? (cue) Wáng Dànián (Who are you?) OR Nī shi shéi? (cue) Hú MSilíng (Who are you?) 2. Nī shi shéi? Liú Shìmín (Who are you?) 3. Nī shi shéi? Chén Huìrán (Who are you?) k. Nī shi shéi? Huáng Déxián (Who are you?) 5. Nī shi shéi? Zhao Wānrú (Who are you?) You: Wǒ shi Wáng Dànián. (I am Wang Dànián.) Wǒ shi Hú Měilíng. (I am Hú Měilíng.) Wǒ shi Liú Shìmín. (I am Liú Shìmín.) 6. Nī shi shéi? Jiang Bīngyíng (Who are you?) 7. Nī shi shéi? Gāo Yǒngpíng (Who are you?) C. Response Drill 1. Speaker: Tā shi shéi? (cue) Mā Xiānsheng (Who is he?) Wo shi Jiang Bīngyíng. (I am Jiang Bīngyíng.) W3 shi Gāo Yǒngpíng. (I am Gāo Yǒngpíng.) You: Tā shi Mā Xiānsheng. (He is Mr. Mā.) 2. Tā shi shéi? (Who is she?) Hú Tàitai Tā shi Hú Tàitai. (She is Mrs. Hú.) 3. Tā shi shéi? (Who is he?) Mao Xiānsheng Tā shi Mao Xiānsheng. (He is Mr. Máo.) U. Tā shi shéi? (Who is he?) Zhāng Tongzhì Tā shi Zhāng Tóngzhì. (He is Comrade Zhāng.) 5. Tā shi shéi? (Who is she?) Liu Xiāojiā Tā shi Liú Xiāojiā. (She is Miss Liú.) 6. Tā shi shéi? (Who is he?) Mā Xiānsheng Tā shi Mā Xiānsheng. (He is Mr. Mǎ.) 7. Tā shi shéi? (Who is she?) Zhào Tàitai Tā shi Zhào Tàitai. (She is Mrs. Zhàò.) UNIT 2

Topics Covered in This Unit 1. Questions and answers about given names. 2. Yes/no questions. 3. Negative statements. U. Greetings. Prerequisites to the Unit 1. P&R 3 and P&R U (Tapes 3 and U of the resource module on Pronunciation and Romanization). Materials You Will Need 1. The C-l and P-1 tapes, the Reference List and Reference Notes. 2. The 2D-1 tape.

1. A: B: Tā shi Wáng Tàitai ma? Tā shi Wáng Tàitai. Ib she Mrs. Wang? She is Mrs. Wang. 2. A: Nī shi Wáng Xiānsheng ma? Are you Mr. Wang? B: W3 shi Wáng Dànián. I am Wang Dànián. 3. A: Nī shi Mā Xiānsheng ma? Are you Mr. Mǎ? B: W3 shi Wáng Dànián. I am Wáng Dànián. U. A: Nī shi Mǎ Xiānsheng ma? Are you Mr. Mǎ? B: WS bú shi Mǎ Xiānsheng. I’m not Mr. Mǎ. 5. A: WS shi Wáng Dànián. I am Wáng Danián. B: WS bú shi Wáng Dànián. I'm not Wáng Dànián. 6. A: Nī xìng Fāng ma? Is your surname Fāng? B: W3 bú xìng Fāng. My surname isn’t Fāng. 7. A: W3 xìng Wáng. My surname is Wáng. B: WS bú xìng Wáng. My surname isn't Wáng. 8. A: Nī xìng Mǎ ma? Is your surname Mǎ? B: Bú xìng Mǎ. Xìng Wáng. My surname isn't Mǎ. It's Wáng. 9. A: Nín guìxìng? Your surname? (POLITE) B: W3 xìng Wáng. My surname is Wáng. 10. A: Nī jiao shénme? What is your given name? B: W3 jiàc Dànián. My given name is Dànián. 11. A: Nī hǎo a? How are you? B: W3 hǎo. I'm fine. 12. A: Nī hǎo a? How are you? B: W3 hǎo. Nī ne? I'm fine. And you? A: Hǎo, xièxie. Fine, thanks. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 13* míngzi given name VOCABULARY a (question marker) bù/bú bú shi not not to be guìxìng (honorable) surname hSo to be fine, to be well Jiao to be called ma míngzi (question marker) given name ne (question marker) xièxie thank you

1. At B: Tā shi Wáng Tàitai ma? Tā shi Wáng Tàitai. Is she Mrs. Wang? She is Mrs. Wang. 2. A: Nī shi Wáng Xiānsheng ma? Are you Mr. Wang? B: WS shi Wáng Dànián. I am Wang Dànián. 3. A: Nī shi Mā Xiānsheng ma? Are you Mr. Mǎ? B: WS shi Wáng Dànián. I am Wáng Dànián. Notes cn Nos. 1-3 ".he marker ma may be added to any which may be answered ’’yes’’ or ’’no.’’ statement to turn it into a question Tā shi Wáng Tàitai. (She is Mrs. Wáng.) Tā shi Wáng Tàitai ma? (Is she Mrs. Wáng?) The reply to a yes/no question is commonly a complete affirmative or negative statement, although, as you will see later, the statement may be stripped down considerably. h. A: Nī shi Mā Xiānsheng ma? Are you Mr. Mǎ? I'm not Mr. Mā. I am Wang Dànián. I'm not Wang Dànián. B: WS bú shi Mā Xiānsheng. 5. A: WS shi Wang Dànián. B: WS bú shi Wang Dànián. Notes on Nos, The negative of the verb shi, ’’to be,’’ is bú shi, ’’not to be.’’ The equivalent of "not" is the syllable bù. The tone for the syllable bù depends on the tone of the following syllable. When followed by a syllable with a High, Rising, or Low tone, a Falling tone is used (bù). When followed by a syllable with a Falling or Neutral tone, a Rising tone is used (bú). bù fēi (not to fly) bù féi (not to be fat) bù fSi (not to slander) bú fèi (not to waste) Almost all of the first few verbs you learn happen to be in the Falling tone, and so take bú. But remember that bù is the basic form. That is the form the syllable takes when it stands alone as a short "no” answer—Bù— and when it is discussed, as in "Bù means 'not'.” Notice that even though shì, "to be,” is usually pronounced in the Neutral tone in the phrase bú shi, the original Falling tone of shì still causes bù to be pronounced with a Rising tone: bú. 6. A: NX xìng Fang ma? B: WS bú xìng Fang. 7. A: WS xìng Wáng. B: WS bú xìng Wang. 8. A: NX xìng MS ma? B: Bú xìng MS. Xìng Wang. Is your surname Fang? My surname isn't Fang. My surname is Wang. My surname isn't Wang. Is your surname Mǎ? My surname isn't Mǎ. It's Wang. WS shi Wang Dànián. (I am Wang Dànián.) WS bú shi MS Xiānsheng. (I am not Mr. Mǎ.) Note on No. 8 It is quite common in Chinese—much commoner than in English--to omit the subject of a sentence when it is clear from the context. 9. A: Nín guìxìng? B: Wǒ xìng Wang. Your surname? (POLITE) My surname is Wáng. Notea on No. 9 Nín is the polite equivalent of nī, "you." Guìxìng is a polite noun, "surname." Guì means "honorable." Xìng, which you have learned as the verb "to be surnamed," is in this case a noun, "surname." Literally, Nín guìxìng? is "Your surname?" The implied question is understood, and the "sentence" consists of the subject alone. 10. A: Nī jiào shénme? B: Wǒ jiào Dànián. What is your given name? My given name is Dànián. Note on No. 10 Jiào is a verb meaning "to be called." In a discussion of personal names, we can say that it means "to be given-named." 11. A: B: Nī hǎo a? Wǒ hǎo. How are you? I’m fine. Notes on No. 11 Notice that the Low tones of wo and nī change to Rising tones before the Low tone of hǎo: NÍ hǎo a? W§*hǎo. Hǎo is a verb—"to be good," "to be well," "to be fine." Since it functions like the verb "to be" plus an adjective in English, we will call it an adjectival verb. Wǒ hǎo. (I am fine.) Nī hǎo a? (You are fine ?) 12. A: Nī hào a? How are you? I’m fine. And you? Fine, thanks. B: W3 háo. Nī ne? A: H&o, xièxie. Notes on No. 12 The marker ne makes a question out of the single word nī, ’’you": ’’And you?” or ”How about you?" Xiè is the verb "to thank." "I thank you" would be W8 xièxie nī. Xièxie is often repeated: Xièxie, xièxie. 13. míngzi                             given name Note on No. 13 One way to ask what someone’s given name is: Nī jiao shénme míngzi?

A. Transformation Drill 1. Speaker: Tā shi Wang Xiānsheng* (He is Mr. Wang.) 2. Tā shi Hú Tàitai. (She is Mrs. Hu.) 3. Tā shi Liú Tóngzhì. (He is Comrade Liú.) U. Tā shì Zhāng XiǎojiS. (She is Miss Zhāng.) J. Tā shi Mā Xiānsheng. (He is Mr. Ma.) 6. Tā shi Fāng Xiāojiā. (She is Miss Fāng.) 7. Tā shi Lin Tongzhì. (He is Comrade Lin.) You: Tā shi Wáng Xiānsheng ma? (Is he Mr. Wáng?) Tā shi Hú Tàitai ma? (Is she Mrs. Hú?) Tā shi Liú Tongzhì ma? (Is he Comrade Liú?) Tā shi Zhāng Xiǎojiě ma? (Is she Miss Zhāng?) Tā shi Mā Xiānsheng ma? (Is he Mr. Mā?) Tā shi Fāng XiSojiě ma? (Is she Miss Fāng?) Tā shi Lin Tóngzhì ma? (Is he Comrade Lin?) B. Response Drill 1. Speaker: Tā shi Wang Xiānsheng ma? (Is he Mr. Wang?) 2. Tā shi Zhao Tàitai ma? (Is she Mrs. Zhào?) 3. Tā shi Chen Tóngzhì ma? (Is she Comrade Chen?) U. Tā shi Liú Xiāojiā ma? (Is she Miss Liú?) 5. Tā shi Song Xiānsheng ma? (Is he Mr. Song?) 6. Tā shi Sūn Tàitai ma? (Is she Mrs. Sūn?) 7. Tā shi Zhāng Xiānsheng ma? (Is he Mr. Zhāng?) You: Shì. Tā shi Wáng Xiānsheng (Yes. He is Mr. Wáng.) Shì. Tā shi Zhào Tàitai. (Yes. She is Mrs. Zhào.) Shì. Tā shi Chen Tóngzhì. (Yes. She is Comrade Chen.) Shì. Tā shi Liú Xiāojiā. (Yes. She is Miss Liú.) Shì. Tā shi Song Xiānsheng. (Yes. He is Mr. Song.) Shì. Tā shi Sūn Tàitai. (Yes. She is Mrs. Sun.) Shì. Tā shi Zhāng Xiānsheng. (Yes. He is Mr. Zhāng.) C. Response Drill All of your answers will be negative. Give the correct name according to the cue. 1. Speaker: Tā shi Wang Xiānsheng ma? (cue) Liú (Is he Mr. Wang?) You: Bú shi. Tā shi Liú Xiānsheng. (No. He is Mr. Liú,) 2. Tā shi Gāo Xiǎojiě ma? (Is she Miss Gāo?) Zhào Bú shi. Tā shi Zhào Xiǎojiě. (No. She is Miss Zhào.) 3. Tā shi Huáng Tongzhì ma? (Is she Comrade Huáng?) Wáng Bú shi. Tā shi Wáng Tongzhì. (No. She is Comrade Wang.) U. Tā shi Yáng Tàitai ma? (Is she Mrs. Yang?) Jiāng Bú shi. Tā shi Jiang Tàitai. (No. She is Mrs. Jiang.) 5- Tā shi MS Xiānsheng ma? (Is he Mr. Ma?) Máo Bú shi, Tā shi Máo Xiānsheng. (No. He is Mr. >&o.) 6. Tā shi Zhou XiSojiě ma? (Is she Miss Zhōu?) Zhào Bú shi. Tā shi Zhào XiSojiS. (No. She is Miss Zhào.) 7. Tā shi Jiāng Xiānsheng ma? Jiāng Bú shi. Tā shi Jiāng Xiānsheng. (No. He is Mr. Jiāng.) (Is he Mr. Jiāng?) D. Response Drill This drill is a combination of the two previous drills. Give an affirmative or a negative answer according to the cue. 1. Speaker: Tā shi Liú Tàitai ma? (cue) Liú (is she Mrs. Liú?) OR    Tā shi Liú Tàitai ma? Huáng (Is she Mrs. Liú?) 2. Tā shi Wáng Xiānsheng ma? Wáng (is he Mr. Wang?) 3. Tā shi Gāo Tàitai ma? Zhào (Is she Mrs. Gāo?) U. Tā shi Tang Xiǎojiě ma? Tang (Is she Miss Tang?) You: Shi. Tā shi Liú Tàitai. (Yes. She is Mrs. Liú.) Bú shi. Tā shi Huáng Tàitai. (No. She is Mrs. Huáng.) Shi. Tā shi Wáng Xiāpsheng. (Yes. He is Mr. Wáng.) Bú shi. Tā shi Zhào Tàitai. (No. She is Mrs. Zhào.) Shi. Tā shi Táng Xiǎojiě. (Yes. She is Miss Táng.) 5. Tā shi Huang Xiānsheng ma? Wang (Is he Mr. Huang?) 6. Tā shi Zhāng Tàitai ma? Jiāng (Is she Mrs. Zhāng?) E. Transformation Drill 1. Speaker: Nī shi Zhāng Xiānsheng ma? (Are you Mr. Zhāng?) 2. Nī shi Zhào Tàitai ma? (Are you Mrs. Zhào?) 3. Nī shi Jiāng XiSojlě ma? (Are you Miss Jiāng?) U. Nī shi Liú Tóngzhì ma? (Are you Comrade Liú?) 5. - Nī shi Sdng Tàitai ma? (Are you Mrs. Song?) 6. Nī shi Lī Xiānsheng ma? (Are you Mr. Lī?) 7. Nī shi Sun Tóngzhì ma? (Are you Comrade Sun?) F. Transformation Drill 1. Speaker: WS king Zhāng. (My surname is Zhāng.) 2. W3 xìng Chén. 3. W5 xìng Huang. U. W3 xìng Gāo. 5. W3 xìng Sūn. Bú shi. Tā shi Wáng Xiānsheng. (No. He is Mr. Wang.) Bú.shi. Tā shi Jiāng Tàitai. (No. She is Mrs. Jiāng.) You: Nī xìng Zhāng ma? (Is your surname Zhāng?) Nī xìng Zhào ma? (Is your surname Zhào?) Nī xìng Jiāng ma? (Is your surname Jiāng?) Nī xìng Liú ma? (Is your surname Liú?) Nī xìng Sdng ma? (Is your surname Sdng?) Nī xìng Lī ma? (Is your surname LI?) Nī xìng Sūn ma? (Is your surname Sūn?) You: W3 bú xìng Zhāng. (My surname is not Zhāng.) W3 bú xìng Chén. W3 bú xìng Huáng. W3 bú xìng Gāo. W6 bú xìng Sūn. 6. W3 xìng Zhāng. 7. WS xìng Zhōu. G. Transformation Drill 1. Speaker: WS bú shi LI Xiānsheng. (I am not Mr. LI.) 2. WS bú shi Wáng Tàitai. 3. WS bú shi Chán Xiānsheng. h. WS bú shi Lin Tóngzhì. 5. WS bú shi Zhōu XiSoJiS. 6. WS bú shi JiSng Xiānsheng. 7. WS bú shi Sōng Tàitai. H. Expansion Drill 1. Speaker: Tā bú shi Wang Xiānsheng. (cue) Huang (He is not Mr. Wáng.) 2. Tā bú shi JiSng Tàitai. Jiāng 3. Tā bú shi Liú Tóngzhì.    Lin U. Tā bú shi Song Xiǎojiě.    Sūn 5. Tā bú shi Zhào Xiānsheng. Zhōu 6. Tā bú shi Jiāng Tóngzhì. Zhāng. 7« Tā bú shi Sūn Tàitai.    Song Wǒ bú xìng Zhāng. WS bú xìng Zhōu. You: WS bú xìng Li. (My surname is not Li.) WS bú xìng Wang. WS bú xìng Chén. WS bú xìng Lin. WS bú xìng Zhōu. WS bú xìng JiSng. WS bú xìng Sōng. You: Tā bú shi Wang Xiānsheng, tā xìng Huang. (He is not Mr. Wáng; his surname is Huáng.) Tā bú shi JiSng Tàitai, tā xìng Jiāng. Tā bú shi Liú Tóngzhì, tā xìng Lin. Tā bú shi Sōng XiSojiS, tā xìng Sūn. Tā bú shi Zhào Xiānsheng, tā xìng Zhōu. Tā bú shi Jiāng Tóngzhì, tā xìng Zhāng. Tā bú shi Sūn Tàitai, tā xìng Sōng. I. Expansion Drill 1. Speaker: W6 bú xìng Fang. (cue) Hú (My surname is not Fang.) You: Wō bú xìng Fāng, xìng Hú. (My surname is not Fāng; it’s Éú.) 2. W8 bú xìng Sūn. Song WS bú xìng Sūn, xìng Sōng. 3- W3 bú xìng Yang. Tang WS bú xìng Yáng, xìng Táng. U. W8 bú xìng Jiāng. Zhāng WS bú xìng Jiāng, xìng Zhāng. 5. W8 bú xìng Zhōu. Zhào WS bú xìng Zhōu, xìng Zhào. 6. W8 bú xìng Wáng. Huang WS bú xìng Wáng, xìng Huáng. 7. W8 bú xìng Jiāng. Jiāng WS bú xìng Jiāng, xìng Jiāng. J. Response Drill 1. Speaker: Tā shi Wáng Xiānsheng ma? (cue) Wáng You: Shi. Tā shi Wáng Xiānsheng. (Yes. He is Mr. Wáng.) Tā bú shi Wáng Xiānsheng. Tā xìng Huáng. (He is not Mr. Wang. His surname is Huáng.) OR (is he Mr. Wáng?) Tā shi Wang Xiānsheng ma? Huáng (Is he Mr. Wang?) 2. Tā shi Liú Tàitai ma? Lin Tā bú shi Liú Tàitai. Tā xìng Lin. 3. Tā shi Chén Xiāojiā ma? Chén Shi. Tā shi Chén Xiāojié. 1*. Tā shi Mao Xiānsheng ma? Mao Shi. Tā shi Máo Xiānsheng. 5- Tā shi Jiāng Tóngzhì ma? Zhāng Tā bú shi Jiāng Tóngzhì. Tā xìng Zhāng. 6. Tā shi Sdng Tàitai ma? Sdng Shi. Tā shi Sdng Tàitai. 7. Tā shi Li Xiānsheng ma? Wáng Tā bú shi Lī Xiānsheng. Tā xìng Wáng. K. Transformation Drill 1. Speaker: W3 xìng Wang. (My surname is Wang.) 2. W3 xìng Chén. 3. WS xìng Liú. U. WS xìng Huáng. 5. WS xìng Song. 6. WS xìng Li. 7. WS xìng Wáng. L. Transformation Drill 1. Speaker: WS xìng Wáng jiào Dànián. (My surname is Wáng, and my given name is Dànián.) 2. WS xìng Hú jiào MSilíng. 3. WS xìng Lī jiào Shìyīng. U. WS xìng Fāng Jiào BSolán. 5. WS xìng Sun jiào Déxián. 6. WS xìng Chén jiào Huìrán. 7. WS xìng Zhāng jiào Zhènhàn. Student 1: Tā xìng shénme? (What is his surname?) Student 2; Tā xìng Wáng. (His surname is Wang.) SI: Tā xìng shénme? S2: Tā xìng Chén. SI: Tā xìng shénme? S2: Tā xìng Liú. SI: Tā xìng shénme? S2: Tā xìng Huáng. SI: Tā xìng shénme? S2: Tā xìng Song. SI: Tā xìng shénme? S2: Tā xìng Li. SI: Tā xìng shénme? S2: Tā xìng Wáng. You: Nī xìng Wang jiào shénme? (Your surname is Wáng, and what is your given name?) Speaker: Dànián. (Dànián.) Nī xìng Hú jiào shénme?     Milling. Nī xìng Lī jiào shénme?     Shìyīng. Nī xìng Fāng Jiào shénme? Baolán. Nī xìng Sun jiào shénme?    Déxián. Nī xìng Chén jiào shénme? Huìrán. Nī xìng Zhāng jiào shénme? Zhènhàn. M. Combination Drill 1. Speaker: Tā xìng Chen. Tā Jiào Bāolán. (Her surname is Chen'. Her given name is Baolan.) You; Tā xìng Chen, Jiào Bāolán. (Her surname is Chén, given name Bāolán.) 2. Tā xìng LI. Tā Jiào Mínglī. Tā xìng LI, Jiào Mínglī. 3. Tā xìng Hú. Tā jiao Bāolān. Tā xìng Hú, Jiào Bāolán. k. Tā xìng Jiāng, Tā Jiào Dexián. Tā xìng Jiāng, jiào Dexián. 5. Tā xìng Zhōu. Tā jiào Zīyàn. Tā xìng Zhōu, Jiào Ziyàn. 6. 7ā xìng Zhāng. Tā jiào Tíngfēng. Tā xìng Zhāng, Jiào Tíngfēng. 7. Tā xìng Chen. Tā jiào Huìrán. Tā xìng Chén, Jiào Huìrán. UNIT 3

Topics Covered in This Unit 1. Nationality. 2. Home state, province, and city. Prerequisites to the Unit 1. PSR 5 and P&R 6 (Tapes 5 and 6 of the resource module on Pronunciation and Romanization). 2. NUM 1 and NUM 2 (Tapes 1 and 2 of the resource module on Numbers), the numbers from 1 to 10. 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 3D-1 tape.

1. A: B: Nī shi Měiguo rén ma? Wō shi MSiguo rén. 2. A: B: Nī shi Zhōngguo rén ma? Wō shi Zhōngguo rén. 3. A: Wang Xiānsheng, nī shi YIngguo rén ma? B: WS bú shi YIngguo rén. 1». A: Nī shi Zhōngguo rén ma? B. Bú shi. A: Nī shi Māiguo rén ma? B: Shì. 5. A: MS XiSojiě shi Méiguo rén ma? B: Bú shi, tā bú shi Měiguo rén. A: Tā shi Zhōngguo rén ma? B: Shì, tā shi Zhōngguo rén. 6. A: mt shi nSiguo rén? B: WS shi Měiguo rén. 7. A: Tā shi něiguo rén? B: Tā shi YIngguo rén. 8. A: NI shi nārde rén? B: WS shi ShànghSi rén. 9. A: Tā shi Fāng Bāolánde xiānsheng. 10. A: Tā shi nārde rén? B: Tā shi Shāndōng rén. 11. A: Ni shi nārde rén? B: WS shi Jiāzhōu rén. Are you an American? I’m an American. Are you Chinese? I’m Chinese. Mr. Wáng, are you English? I’m not English. Are you Chinese? No. Are you an American? Yes, I am. Is Miss Mā an American? No, she is not American. Is she Chinese? Yes, she is Chinese. What is your nationality? I'm American. What is his nationality? He is English. Where are you from? I'm from ShànghSi. He is Fāng BSolán's husband. Where is he from? He's from Shāndōng. Where are you from? I'm a Californian. 12. A: NX shi Méiguo rén ma? A: NX shi něiguo rén? A: NX shi n&rde rén? ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 13. Déguó 1U. èguó (ègu6) 15. Fàgufi (FAguó) 16. Rìhén Are you an American? What’s your nationality? Where are you from? Germany Russia France Japan

-de Déguo (possessive marker) Germany Eguó (Egué) Russia Fàguó (Faguó) France -guó country Jiāzhōu California Méiguo America, United States nǎr néi- * nSiguo where? which? which country rén Rìbén person Japan Shandong Shanghai (a province name) (a city name) Yīngguo England Zhōngguo China

1. A: Nī shi Měiguo rén ma? Are you an American? I’m an American. Are you Chinese? I'm Chinese. Mr. Wang, are you English? I'm not English. B: Wō shi Měiguo rén. 2. A: NX shi Zhōngguo rén ma? B: WS shi Zhōngguo rén. 3. A: Wáng Xiānsheng, nī shi YIngguo rén ma? B: Wō bú shi YIngguo rén. Notes on Nos. 1-3 Rén is a noun, "person" or "persons"; so Měiguo rén is a noun phrase, literally "America person." Sometimes, however, it is preferable or necessary to translate expressions of this sort as adjectives or prepositional phrases. Tā shi Měiguo rén.                  He is an American. (noun phrase) Tā shi Zhōngguo rén.                He is Chinese. (adjective) Tā shi Shāndōng rén.               He is from Shāndōng. (prepositional phrase) Although Měiguo rén is translated here as "an American," in other contexts it may be translated as "the American," "American," or "the Americans." Later you will learn the various ways to indicate in Chinese whether a noun is definite or indefinite, singular or plural. The syllable -guō usually loses its tone in expressions like Měiguo rén. (Some speakers drop the tone when the word stands alone: Měiguo.) h. A: Nī shi Zhōngguo rén ma? Are you Chinese? No. Are you an American? Yes, I am. Is Miss Mǎ an American? No, she is not American Is she Chinese? Yes, she is Chinese. B: Bú shi. A: Nī shi Měiguo rén ma? B: Shì. 5. A: MS Xiǎojiě shi Měiguo rén ma? B: Bú shi, tā bú shi Měiguo rén. A: Tā shi Zhōngguo rén ma? B: Shì, tā shi Zhōngguo rén. Notes on Nos. U-5 The short "yes" answer shì is really the verb "am" of the longer, more complete answer. The short "no" answer bú shi is really the "am not" of the longer answer. It is possible to reduce a "no" answer to bù (note the Falling tone), but polite usage requires that you follow it up with a more complete answer. Both the short answers shì and bú shi are commonly followed by complete answers. 6.  A:  Nl shi néiguo rén? B:  W8 shi Méiguo rén. 7.  A:  Tā shi néiguo rén? B:  Tā shi Yīngguo rén. What is your nationality? I'm American. What is his nationality? He is English. Notes on Nos. 6-7 Néi- is the question word "which." It is a bound word—a word which cannot stand alone—not a free word. néi- guo rén (which country person) Notice that the syllable -guó, "country," in the phrase néiguo rén may lose its Rising tone. 8. A: B: Nl shi nǎrde rén? Wǒ shi Shànghǎi rén. Where are you from? I'm from Shànghǎi. 9. A: Tā shi Fāng Bǎolánde xiānsheng. He is Fāng Bǎolán's husband. 10. A: Tā shi nǎrde rén? Where is he from? B: Tā shi Shandong rén. He's from Shandong. 11. A: Nī shi nǎrde rén? Where are you from? B: Wǒ shi Jiāzhōu rén. I'm a Californian. Notes on Nos. 8-11 . N&r is the question word "where." The syllable -de is the possessive marker; it functions like the English possessive ending -*£. nir -de rén (where *s person) By reversing the word order, a slightly more idiomatic translation is possible: "a person of where." The closest English equivalent is "a person from where." To clarity the role of -de in this expression, the tape gives the following example of -de functioning like the English possessive ending -’s: Fang B&olán -de xiānsheng (Fang B&olán *8 husband) 12. A: NX shi Méiguo rén ma? A: NX shi nSiguo rén? A: NX shi n&rde rén? Are you an American? What's your nationality? Where are you from?

A. Response Drill All responses will be affirmative. 1. Speakei :: Tā shi Zhōngguo rén ma? (Is he Chinese?) You: Tā shi Zhōngguo rén. (He is Chinese.) 2. Tā shi RibSn rén ma? Tā shi RibSn rén. 3. Tā shi Zhōngguo rén ma? Tā shi Zhōngguo rén. U. Tā shi MSiguo rén ma? Tā shi MSiguo rén. 5. Tā shi Déguo rén ma? Tā shi Déguo rén. 6. Tā shi Jiānādà rén ma? Tā shi Jiānādà rén. 7. Tā shi Fàguo rén ma? Tā shi Fàguo rén. B. Response Drill 1. Speaker: Tā shi Jiānádà ren ma? (cue) Yingguo (Is he a Canadian?) You: Tā bú shi Jiānádà rén. Yingguo rén. (He is not Canadian. English.) Shi He is 2. Tā shi RibSn rén ma? Zhōngguo 3. Tā shi Yingguo rén ma? MSiguō h. Tā shi MSiguo rén ma? J iānádà 5. Tā shi Èguo rén ma? Déguō 6. Tā shi Yuènán rén ma? Zhōngguō 7. Tā shi Fàguo rén ma? Yingguo Tā bú shi RibSn rén. Shi Zhōngguo rén. Tā bú shi Yingguo rén. Shi MSiguo rén. Tā bú shi MSiguo rén. Shi Jiānádà rén. Tā bú shi Èguo rén. Shi Déguo rén. Tā bú shi Yuènán rén. Shi Zhōngguo rén. Tā bú shi Fàguo rén. Shi Yingguo rén. C. Response Drill 1. Speaker: Tā shi néiguo rén?           You: Tā shi Fàguo rén. (cue) Fàguō                      (He is French.) (What is his nationality?) 2. Tā shi néiguo rén? Zhōngguo Tā shi Zhōngguo rén. 3. Tā shi néiguo rén? Méiguō Tā shi Méiguo rén. U. Tā shi néiguo rén? Jiānádā Tā shi Jiānádà rén. 5. Tā shi néiguo rén? Rìbén Tā shi Rìbén rén. 6. Tā shi néiguo rén? Eguo Tā shi èguo rén. 7. Tā s'.ii néiguo rén? Déguó Tā shi Déguo rén. D. Response Drill 1. Speaker: Tā shi nǎrde rén? (cue) Béijīng (Where is he from?) You: Tā shi Béijīng rén. (He is from Béijīng.) 2. Tā shi nǎrde rén? Shànghǎi Tā shi Shànghǎi rén. 3. Tā shi nǎrde rén? Chángshā Tā shi Chángshā rén. U. Tā shi nǎrde rén? Taizhōng Tā shi Táizhōng rén. 5. Tā shi nǎrde rén? Táibéi Tā shi Táibéi rén. 6. Tā shi nǎrde rén? Tiānjīng Tā shi Tiānjīng rén. 7. Tā shi nǎrde rén? BéiJIng Tā shi Béijīng rén. 2. Tā shi Jiānádà rén. 3. Tā shi TáibSi rén. U. Tā shi Shànghāi rén. 5. Tā shi YIngguo rén. 6. Tā shi MSiguo rén. 7. Tā shi Táizhōng rén. F. Transformation Drill 1. Speaker: Tā shi Li Tàitai. (She is Mrs. Lī.) 2. Tā xìng Gāo. 3. Tā shi TáibSi rén. U. Tā xìng Liú. 5. Tā shi MSiguo rén. 6. Tā shi Jiānádà rén. G. Transformation Drill Ask the appropriate ma question. 1. Speaker: Tā xìng Hú. (His surname is Hú.) 2. Tā shi BSijlng rén. 3. Tā shi Wang Dànián. U. Tā xìng LÍn. 5. Tā shi Zhōngguo rén. Tā shi nSiguo rén? Tā shi nārde rén? Tā shi nārde rén? Tā shi nSiguo rén? Tā shi nSiguo rén? Tā shi nārde rén? You: Tā bú shi Lī Tàitai. (She is not Mrs. LI.) Tā bú xìng Gāo. Tā bú shi TáibSi rén. Tā bú xìng Liú. Tā bú shi MSiguo rén. Tā bú shi Jiānádà rén. You: Tā xìng Hú ma? (is his surname Hú?) Tā shi Beijing rén ma? Tā shi Wang Dànián ma? Tā xìng Lin ma? Tā shi Zhōngguo rén ma? H. Transformation Brill 1. Speaker: Tā xing Zhāng.                You: Tā xìng shénme? (His surname is Zhāng.)            (What’s his surname?) 2. Tā shi Béijìng rén. Tā shi nǎrde rén? 3. Tā shi Wáng Dànián. Tā shi shéi? It. Tā shi RibSn rén. Tā shi nSiguo rén? 5. Tā shi Shāndōng rén. Tā shi nārde rén? 6. Tā shi Chén Tóngzhì. Tā shi shéi? E. Transformation Drill 1. Speaker: Tā shi Béijīng rén. (He is from Béijīng.) OR Tā shi Zhōngguo rén. (He is Chinese.) You: Tā shi nǎrde rén? (Where is he from?) Tā shi néiguo rén? (What's his nationality?) UNIT 4

Topics Covered in This Unit 1. Location of people and places. 2. Where people's families are from. Prerequisites to the Unit 1. NUM 3 and NUM h (Tapes 3 and U of the resource module on Numbers). 2. CE 1, on Classroom Expressions. 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 HD-1 tape.

(in Béijīng) 1. A: Qīngwèn, nl shi nǎrde rén? B: WS shi De zhōu rén. 2. A: Qīngwèn, Āndésēn Fūren shi nǎrde rén? B: Tā yǎ shi Dézhōu rén. 3. A: Tǎ shi Yīngguo rén ma? B: Bú shi, tā bú shi Yīngguo rén. A: Tā àiren ne? B: Tā yé bú shi Yīngguo rén. A: Qīngwèn, Qīngdǎo zài nǎr? B: Qīngdǎo zǎi Shandong. 5. A: Qīngwèn, nī lǎojiā zài nǎr? B: WS lǎojiā zǎi Āndàluè. C: WS lǎojiā zǎi Shāndōng. 6. A: Chen Shìmín Tóngzhì zài nǎr? B: Tā zài nàr. 7. A: Qīngdǎo zài nǎr? B: Zài zhèr. 8. A: Nī àiren xiànzài zài nǎr? B: WS àiren xiànzài zài Jiānádà. May I ask, where are you from? I'm from Texas. May I ask, where is Mrs. Anderson from? She is from Texas too. Is he English? No, he is not English. And his wife?’ She isn't English either. May I ask, where is Qīngdǎo? Qīngdǎo is in Shāndōng. May I ask, where is your family from? My family is from Ontario. My family is from Shāndōng. Where is Comrade Chen Shìmín? He's there. Where is Qīngdǎo? It's here. Where is your wife now? My wife is in Canada now. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 9. Learn the pronunciation and locations of any five cities and five provinces of China found on the maps on pages 80-81. VOCABULARY àiren Āndàlūè spouse Ontario Dézhōu Texas fūren Lady, Madame, Mrs.; wife (of a high-ranking person) Jiānádà Canada iSojiā "original home" nàr (nèr) there QīngdSo Qlngwèn . . . (a city name) May I ask . . . xiànzài now yé also, too, either zài zhèr to be in/at/on here cn

1. A: Qīngwèn, nī shi nSrde rén?        May I ask, where are you from? B: W3 shi Dézhōu rén.                 I’m from Texas. Note on No. 1 Qīngwèn: Literally, qīng means ’’request,” and wèn means "ask (for information).’’ Qīngwèn is used as English speakers use "excuse me," to get someone's attention in order to ask him a question.8 2. A: Qīngwèn, Āndésēn Fūren shi nSrde rén? May I ask, where is Mrs. Anderson from? She is from Texas too. B: Tā yě shi Dézhōu rén. Notes on No. 2 Names: In the People’s Republic, a foreigner is known by the standard phonetic equivalent of his full name. His given name is followed by his surname, which is followed by the appropriate title. Mr. David Anderson will be called Dàiwéi Āndésēn Xiānsheng. In Taiwan, there is no set way of giving names to foreigners. Sometimes, as in the PRC, a phonetic equivalent of the full name is used (though there are no standard versions). Sometimes, the equivalent is based entirely on the surname. Mr. Anderson, for instance, might be Ān Désēn Xiānsheng. The surname may also be translated, as when "King" is translated into Wáng. It is also common to base the Chinese surname on the first syllable of the original surname, and the Chinese given name on something else (often the original given name). In Taiwan, Dāwèi is a common phonetic equivalent for "David." "Mr. David Anderson," therefore, might be Ān Dāwèi Xiānsheng. Here is a chart of SOME of the Chinese names that might be given to Mr. David Anderson. PRC: Dàiwéi Āndésēn |    Xiānsheng TAIWAN: Ān Désēn Xiānsheng Ān Dāwèi Xiānsheng Titles: In the PRC, a foreign man is addressed as Xiānsheng. and a married woman as either Fūren or Tàitai. depending on her status. The term fūren is an expecially respectful term used to address the wife of a high-ranking official or businessman. Fūren is also used this way on Taiwan. An unmarried foreign woman in the PRC may be addressed as Xiaoj18, ”Miss." Married or unmarried women may be addressed as Nushì, ’’Ms.” or "Ma’am.” Nushì will be introduced in BIO, Unit 1. The term Tongzhì, ’’Comrade," was originally used only by members of the Communist Party to address other members. It is now the general term of address used by all Chinese adults in the PRC. It should be remembered, though, that Tongzhì does carry a distinct political implication. Visitors in the People’s Republic, who are not citizens and who do not take part in efforts to realize Communist ideals, will not be addressed as Tongzhì and should not feel obliged to address anyone else as such. Y8 is an adverb meaning "also" or "too." It always comes before the verb. 3. A: Tā shi Yingguo rén ma? B: Bú shi, tā bú shi Yingguo rén. A: Tā àiren ne? B: Tā yě bú shi Yingguo rén. Is he English? No, he is not English. And his wife? She isn't English either Notes on No. 3 Àiren, which originally meant "loved one," "sweetheart," or "lover," is used in the PRC for either "husband" or "wife,” i.e., for "spouse." The possessive phrase tā àiren. "his wife" (or "her husband"), is formed by putting the words for "he" (or "she") and "spouse" together. The marker -de (which you have seen in n&rde rén) is not needed when the possessive relationship is felt to be very close. (See also the notes on No. 5.) Y6 in a negative sentence is usually translated as "either." In this case, bù comes between y8 and the verb. Possible English translations for y8, in both affirmative and negative sentences, are Tā yě shi Yingguo rén.                  She is English too. She is also English. Tā yě bú shi Yingguo rén.              She is not English either. She is also not English. U. A: Qīngwèn, Qīngdǎo zài nǎr? B: Qīngdǎo zài Shāndōng. May I ask, where is Qingdao? Qingdao is in Shāndōng. Note on No. U Zài is the verb "to be in/at/on," that is, "to be somewhere." Zài involves location, while shi involves identity, "to be someone/something." identity WS (I shi am MSiguo rén. an American.) location WS (I zài am in Zhōngguo. China.) 5. A: Qingwèn, nī lǎojiā zài nǎr? B: WS lǎojiā zài Āndàluè. C: Wǒ lǎojiā zài Shāndōng. May I ask, where is your family from? My family is from Ontario. My family is from Shāndōng. Notes on No. 5 Literally, lǎojiā is "old home" ("original home," "ancestral home," "native place"), that is, the place you and your family are from. When a Chinese asks you about your lǎojiā, he probably wants to know about your hometown, the place where you grew up. When you ask a Chinese about his lǎojiā, however, he will tell you where his family came from originally. A Chinese whose grandparents came from the province of Guangdong will give that as his lǎojiā, even if he and his parents have spent all of their lives in Sichuan. Nī lǎojiā zài nǎr? (literally "Where is your original home?") asks for the LOCATION of the town you come from.  The question is answered with zài plus the name of the province (or state) that the town is located in:  W5 lǎojiā zài Dézhōu (Āndàluè, Shāndōng). Nī lǎojiā shi nǎr? (translated into English as "What is your original home?") asks about the IDENTITY of the town you come from. That question is answered with shi plus the name of the town (or city): WS lǎojiā shi Jiùjlnshān (Qīngdǎo, Shànghǎi). Compare: Wǒ lǎojiā zài Guǎngdōng.               My original home is in Guǎngdōng. WS lǎojiā shi Guǎngzhōu.              My original home is Guangzhou. The possessive nl lǎojiā, like tā àiren, does not require a possessive marker. However, if more than one word must be used to indicate the possessor, -de is often inserted after the last word: nl àirende lǎojiā, "your spouse’s original home" or "where your spouse’s family comes from.” 6. A: Chen Shìmín Tongzhì zài nǎr? Where is Comrade Chen Shìmín? He’s there. Where is Qīngdǎo? It’s here. Where is your wife now? tyy wife is in Canada now. B: Tā zài nàr. 7. A: Qīngdǎo zài nǎr? B: Zài zhèr. 8. A: Nī àiren xiànzài zài nǎr? B WS àiren xiànzài zài Jiānádà. Notes on Nos. 6-8 You have learned three words for asking and telling about locations. nǎr? (where?) nàr (nèr) (there) zhèr (here) Notice that the question word nǎr is in the Low tone, while the answer words nàr and zhèr are both in the Falling tone. Also notice that the vowel sound in zhèr is different from that in nǎr and nàr. (Some speakers prefer nèr to nàr.) When you are talking about movable things and people that you presume are not nearby ("nearby" being approximately within pointing range), you usually ask where they are NOW. The "present time" word may be omitted if the time has been established earlier in the conversation. Nī àiren xiànzài zài nǎr?             Where is your wife now? Tā zài Béijīng.                        She's in Béijīng (now). If you ask about someone or something you presume to be nearby (a pair of scissors in a drawer, for instance, or a person in a group across the room), you do not use xiànzài. In English, the words "here" and "there" are used to refer to locations of any size. In Chinese, however, zhèr and nàr are usually not used for cities, provinces, and countries (with the exception that you may use zhěr to refer to the city you are in). Instead, you repeat the name of the place. Compare these two exchanges in Beijing: COUNTRY: MSdlng Xiānsheng xiànzài zài Zhōngguo ma? Tā xiànzài zài Zhōngguo. (He’s here now.) CITY: MSdlng Xiānsheng xiànzài zài Shànghǎi ma? Tā bú zài ShànghSi; tā zài zhěr. (He’s not there; he’s here.) Jiānádà. "Canada": Although the middle syllable of this word is marked with the Rising tone, at a normal rate of speech you will probably hear Jiànādà.

A. Response Drill Respond to the question "Where is he/she from?" according to the cue. 1. Speaker: Tā shi nārde rén?            You: Tā shi Hunan rén. (cue) Hunan                      (He/she is from Hunan.) (Where is he/she from?) p • Tā shi nārde rén?    Shāndōng (Where is he/she from?) Tā shi Shāndōng rén. (He/she is from Shāndōng.) 3. Tā sbi nārde rén?    Héběi (Where is he/she from?) Tā shi Hébāi rén. (He/she is from Hebei.) U. Tā shi nārde rén? Jiāngsū (Where is he/she from?) Tā shi Jiāngsū rén. (He/she is from Jiāngsū.) 5. Tā shi nārde rén? Guǎngdōng (Where is he/she from?) Tā shi Guǎngdōng rén. (He/she is from Guǎngdōng.) 6. Tā shi nārde rén? Hūbǎi (Where is he/she from?) Tā shi Hūbāi rén. (He/she is from Hubei.) 7. Tā shi nārde rén? Sìchuān (Where is he/she from?) Tā shi Sìchuān rén. (He/she is from Sìchuān.) B. Transformation Drill Ask the appropriate "where" question 1. Speaker: Zhāng Tóngzhì Fūren shi Běijīng rén. (Comrade Zhang’s wife is from Beijing.) 2. Huáng Tongzhì Fūren shi Shanghai rén. 3. Wáng Tóngzhì Fūren shi Nánjíng rén. U. Lī Tóngzhì Fūren shi Guāngzhōu rén. 5. Zhào Tóngzhì Fūren shi Xiānggāng rén. as in the example. You: Qīngwèn, Zhāng Fūren shi nārde rén? (May I ask, where is Mrs. Zhāng from?) Qīngwèn, Huáng Fūren shi nārde rén? Qīngwèn, Wáng Fūren shi nārde rén? Qīngwèn, Lī Fūren shi narde rén? Qīngwèn, Zhào Fūren shi nārde rén? 6. Máo Tongzhì Fūren shi Qingdao         Qìngwèn, Máo Fūren shi narde rén? rén. 7. Chén Tōngzhì Fūren shi Běijīng        Qīngwèn, Chén Fūren shi narde rén.                                    rén? C. Transformation Drill Change affirmative statements to negative statements. 1. Speaker: Tā shi Héběi rén. (He/she is from Hebei.) 2. Tā shi Shāndōng rén. 3. Tā shi Jiangsū rén. U. Tā shi Fújiàn rén. 5. Tā shi Zhèjiāng rén. 6. Tā shi Húnán rén. 7. Tā shi Sìchuān rén. D. Transformation Drill Add yě to the statements. 1. Speaker: Tā shi HébSi rén. (He/she is from Hebei.) 2. Tā shi ZhèJiāng rén. 3. Tā shi Fūjiàn rén. U. Tā shi Húnán rén. 5. Tā shi Jiāngsū rén. 6. Tā shi Shāndōng rén. 7. Tā shi Hénán rén. You: Tā bú shi Héběi rén. (He/she isn’t from Héběi.) Tā bú shi Shāndōng rén. Tā bú shi Jiāngsū rén. Tā bú shi Fújiàn rén. Tā bú shi Zhèjiāng rén. Tā bú shi Húnán rén. Tā bú shi Sìchuān rén. You: Tā yě shi Héběi rén. (He/she is from Héběi too.) Tā yě shi Zhèjiāng rén. Tā yě shi Fújiàn rén. Tā yě shi Húnán rén. Tā yě shi Jiāngsū rén. Tā yě shi Shāndōng rén. Tā yě shi Hénán rén. E. Transformation Drill Add yě to the statements. 1. Speaker: Zhào Xiānsheng bú shi' Taiwan rén. (Mr. Zhào isn’t from Taiwan.) 2. Li Xiānsheng bú shi Táiběi rén. (Mr. Li isn’t from Taiběi.) 3. Wang Xiānsheng bú shi Táizhōng rér.. (Mr Wáng isn’t from Taizhōng.) U. Huang Xiānsheng bú shi Tainan rén. (Mr. Huáng isn’t from Tainan.) 5. Liú Xiānsheng bú shi Táidōng rén. (Mr. Liú isn’t from Táidōng.) 6. Hú Xiānsheng bú shi Jīlōng rén. (Mr. Hu isn’t from Jīlong.) 7. Chén Xiānsheng bú shi Gǎoxiong rén. (Mr. Chén isn’t from Gǎoxiong.) You: Zhào Xiānsheng yě bú shi Taiwan rén. (Mr. Zhào isn’t from Taiwan either.) Li Xiānsheng yě bú shi Táiběi rén. (Mr. Lī isn’t from Taiběi either.) Wáng Xiānsheng yě bú shi Táizhōng rén. (Mr. Wáng isn’t from Táizhōng either.) Huáng Xiānsheng yě bú shi Táinán rén. (Mr. Huáng isn’t from Tainan either.) Liú Xiānsheng yě bú shi Táidōng rén. (Mr. Liú isn’t from Táidōng either.) Hú Xiānsheng yě bú shi Jīlong rén. (Mr. Hu isn’t from Jīlong either.) Chén Xiānsheng yě bú shi Gǎoxiong rén. (Mr. Chén isn’t from Gǎoxiong either.) F. Response Drill 1. Speaker: Mǎ Tongzhì shi Běijīng rén ma? (Is Comrade Mǎ from Běijīng?) Tā àiren ne? (And his/her spouse?) You: Tā bú shi Běijīng rén. (He/she isn’t from Běijīng.) Tā àiren yě bú shi Běijīng rén. (He/she isn’t from Běijīng either.) 2. Zhāng Tongzhì shi Shànghǎi rén ma? (is Comrade Zhāng from Shànghǎi?) Tā àiren ne? (And his/her spouse?) 3. Jiāng Tóngzhì shi Nánjīng rén ma? (Is Comrade Jiāng from Nanjing?) Tā àiren ne? (And his/her spouse?) U. Chén Tóngzhì shi Guāngzhōu rén ma? (Is Comrade Chén from Guāngzhōu?) Tā àiren ne? (And his/her spouse?) 5. Sūn Tóngzhì bú shi Chéngdū rén ma? (Is Comrade Sūn from Chéngdū?) Tā àiren ne? (And his/her spouse?) 6. Máo Tóngzhì shi Qingdǎo rén ma? (Is Comrade Mio from Qīngdǎo?) Tā àiren ne? (And his/her spouse?) 7. Yang Tóngzhì shi Běijīng rén ma? (Is Comrade Yáng from Běijīng?) Tā àiren ne? (And his/her spouse?) Tā bú shi Shànghǎi rén. (He/she isn’t from Shànghǎi.) Tā àiren yě bú shi Shànghǎi rén. (He/she isn’t from Shànghǎi either.) Tā bú shi Nánjīng rén. (He/she isn’t from Nánjīng.) Tā àiren yě bú shi Nánjīng rén. (He/she isn’t from Nánjīng either.) Tā bú shi Guāngzhōu rén. (He/she isn’t from Guāngzhōu.) Tā yě bú shi Guāngzhōu rén. (He/she isn’t from Guāngzhōu either.) Tā bú shi Chéngdū rén. (He/she isn't from Chéngdū.) Tā àiren yě bú shi Chéngdū rén. (He/she isn’t from Chéngdū either.) Tā bú shi Qīngdǎo rén. (He/she isn't from Qīngdǎo.) Tā àiren yě bú shi Qīngdǎo rén. (His/her spouse isn’t from Qingdao either.) Tā bú shi Běijīng rén. (He/she isn't from Běijīng.) Tā àiren yě bú shi Běijīng rén. (His/her spouse isn't from Běijīng either.) G. Response Drill 1. Speaker: Qīngwèn, Qīngdǎo zài nǎr? (cue) Shāndōng (May I ask, where is Qīngdǎo?) You: Qīngdǎo zài Shandong. (Qingdao is in Shāndōng.) 2. Qingwèn, Nánjīng zài nàr? Jiāngsū (May I ask, where is Nánjīng?) 3. Qingwèn, Guangzhou zài nǎr? Guangdong (May I ask, where is Guǎngzhōu?) U. Qingwèn, Shànghǎi zài nǎr? Jiāngsū (May I ask, where is Shànghǎi?) 5. Qīngwèn, Béijīng zài nǎr? Hebei (May I ask, where is Béijīng?) 6. Qīngwèn, Qīngdǎo zài nǎr? Shāndōng (May I ask, where is Qīngdǎo?) 7. Qīngwèn, Shànghǎi zài nǎr? Jiāngsū (May I ask, where is Shanghai?) Nánjīng zài Jiāngsū. (Nánjīng is in Jiāngsū.) Guǎngzhōu zài Guǎngdōng.) (Guǎngzhōu is in Guǎngdōng.) Shànghǎi zài Jiāngsū. (Shànghǎi is in Jiāngsū.)9 Béijīng zài Hébéi. (Béijīng is in Hébéi.) Qīngdǎo zài Shāndōng. (Qīngdǎo is in Shāndōng.) Shànghǎi zài Jiāngsū. (Shànghǎi is in Jiāngsū.) 5. Li Tongzhì shi Sìchuān rén. (Comrade Lì is from Sìchuān.) 6. Zhōu Tongzhì shi Zhèjiāng rén. (Comrade Zhōu is from Zhejiang.) 7. Mao Tōngzhì shi Hunán rén. (Comrade Mao is from Hunán.) I. Response Drill 1. Speaker: Tā àiren zài nǎr? (cue) Měiguo (Where is his/her spouse?) 2. Tā àiren zài nār? Jiānádà (Where is his/her spouse?) 3. Tā àiren zài nǎr? Yingguo (Where is his/her spouse?) h. Tā àiren zài nǎr? Déguō (Where is his/her spouse?) 5. Tā àiren zài nǎr? Měiguo (Where is his/her spouse?) 6. Tā àiren zài nǎr? Fàguō (Where is his/her spouse?) 7. Tā àiren zài nǎr?    Eguo (Where is his/her spouse?) Li Tōngzhìde lǎojiā zài Sìchuān. (Comrade Li’s family is from Sìchuān.) Zhōu Tōngzhìde lǎojiā zài Zhèjiāng. (Comrade Zhou's family is from Zhèjiāng.) Máo Tongzhìde lǎojiā zài Húnán. (Comrade Mao's family is from Hunán.) You: Tā àiren xiànzài zài Měiguo. (His/her spouse is in America now.) Tā àiren xiànzài zài Jiānádà. (His/her spouse is in Canada now. Tā àiren xiànzài zài Yingguo. (His/her spouse is in England now.) Tā àiren xiànzài zài Déguō. (His/her spouse is in Germany now.) Tā àiren xiànzài zài Fàguō. (His/her spouse is in America now.) Tā àiren xiànzài zài Fàguō. (His/her spouse is in France now. Tā àiren xiànzài zài Èguó. (His/her spouse is in Russia now. CRITERION TEST SAMPLE The purpose of the Criterion Test at the end of each module is to show you not only how much of the material you have learned, hut also what points you need to work on before beginning to study smother module. Since the primary goal of ORN is to introduce the sound system of Standard Chinese, this test focuses on your ability to discriminate and produce tones, vowels, and consonants. Additionally, there are sections which test your ability to comprehend and produce numbers from 1 through 99 and the material in the ORN Target Lists. Your knowledge of personal names and titles and the romanization system is also tested. Read the Objectives at the beginning of the module for a description of exactly what the test covers. Note: Although the entire sound system is introduced in the Pronunciation and Romanization Module, you will be tested here only on those sounds which occur in the Target Sentences. Other sounds will be included in Criterion Tests for later modules. Following is a sample of the Criterion Test for this module. Each section of the test, with directions and a sample question, is represented here so that you may know exactly what is expected of you after studying the ORN Module. Minimum scores are suggested for each section of the test. Achieving thesescores means that you are adequately prepared for the next module. If you fall below the minimum criterion on any section, you should review relevant study materials. You will use a tape to complete Part I of the test. Part II is written, and you will complete Part III with your instructor. Part IV of the test (Diagnostics) indicates the passing score for each section and review materials for each section. H. Transformation Drill 1. Speaker: Lin Tóngzhì shi Hūbéi rén. (Comrade LÍn is from Hubei. ) 2. Wáng Tóngzhì shi Shānxī rén. (Comrade Wang is from Shānxī.) 3. Huáng Tóngzhì shi Shānxī rén. (Comrade Huáng is from Shanxī.) U. Gāo Tóngzhì shi Fūjiàn rén. (Comrade Gāo is from Fūjiàn.) You: LÍn Tóngzhìde lǎojiā zài Hūbéi. (Comrade Lin's family is from Hubei.) Wáng Tóngzhìde lǎojiā zài Shānxī. (Comrade Wang’s family is from Shānxī.) Huáng Tóngzhìde lǎojiā zài Shānxī (Comrade Huang’s family is from Shānxī.) Gāo Tóngzhìde lǎojiā zài Fūjiàn. (Comrade Gao’s family is from Fūjiàn.) Part I 1. This section tests your ability to distinguish the four tones. In your test booklet you will see two syllables after each letter. The speaker will pronounce both syllables, and then say one of them again. You are to decide which syllable was repeated, and circle the appropriate one to indicate your choice. The syllables may occur in any of the four tones, regardless of which tone was used previously in the module. The same syllable may occur more than once in this section. For example, the speaker might say. fēi...fSi and then repeat fēi. 2. This section tests your ability to recognize the four tones in isolated syllables. The speaker will pronounce a syllable twice; you add to the written syllable the tone that you hear. Again, the syllables may occur in any of the four tones, regardless of which tone was used previously in the module. For example, the speaker might say: fěi...fSi a. 3. This section tests your ability to recognize the four tones in two-syllable combinations. The speaker pronounces each two-syllable item twice and then pauses a moment for you to mark tones on the written syllables. For the first ten items, one of the two tones is already marked. For the last ten items, you must fill in both tones. For example, the speaker might say: chábei...chábei chabei U. In this section, you are tested on syllables which differ minimally in sound. The speaker will pronounce each syllable in an item once; then he will pronounce one of the syllables again. Decide which of the syllables was repeated, and indicate your choice by circling that written syllable in your test booklet. The syllables in this test do not necessarily correspond in every way to syllables in the Target Lists. They may vary in tone, for example. For example, the speaker might say: fan...fang and then repeat fang. a. fan fang 5. In this section, you complete the romanization for the syllables that you hear. As the speaker says a syllable, write the appropriate vowel or consonant letter(s) in the blank. This tests your ability to recognize the sounds of a syllable and to use the romanization system correctly. The speaker will say each syllable twice. For example, the speaker might say: pang...pang; then you would write 6. This section tests your ability to understand the numbers 1 through 99 in Chinese. For each item, the speaker will say a number, and you write down the numerals for that number. For example, you might hear: shí-sān a- ____ 7. This section tests your ability to understand questions and answers about where someone is from and where he is now. Listen to a conversation between Mr. Johnson and Comrade Zhào, who have Just met. You will hear the conversation three times. The third time you hear it, a pause will follow each line. You may use these pauses to fill in the boxes in your booklet with appropriate information. (You do not have to wait for the second repetition of the conversation to. fill in the answers, of course.) For example: CYou will hear a conversation similar to conversations you heard on the C-2 tapes in this module.! Home State or Province Present Location Comrade Zhào Mr. Johnson (Yuēhànsūn) Comrade Zhao’s husband Mrs. Johnson 8. This section tests your ability to comprehend Chinese utterances by asking you for the English equivalents. For each item, the speaker will say a sentence from the Target List twice. You indicate your understanding of the sentence by circling the letter of the English sentence which most closely matches the meaning of the Chinese sentence. For example, you might hear: Nī shi shéi?...Nī shi shéi? 1. a. Who is she? b. Who is he? *cN Who are you? Part II 9. This section tests your general understanding of the Chinese system of personal names and titles. Read the family histories in your test booklet, and answer the questions. For example, Yang TÍngfèng is the Chinese name used by an American, Timothy Young, now that he is living in Taipei. His Chinese surname is: 1. (a} Yang b. Tíngfēng c. Yang Tíngfēng Part III 10. This section tests your ability to pronounce the four tones. Simple sound combinations have been chosen so that special attention may be given to tone production. For each item, choose one syllable and read it aloud. As you do so, put a circle around the one you choose. The instructor will note the syllable he hears. Be sure to choose a fair sampling of all four tones, and select them in random order. For example, you might say: ma 11. This section tests your ability to pronounce Chinese sounds from the Target Lists, as well as your ability to read romanization. For each item, choose one syllable and read it aloud. As you do so, put a circle around the one you choose. The instructor will note the syllable he hears. Be sure to choose syllables from each column as you go through this section of the test. For example, you might say: nín a. (nín 12. This section tests your ability to locate and name main cities and provinces in China. Using the map in your booklet, point out to your instructor five cities and five provinces and name them. Pronunciation is of secondary importance here. 13- This section tests your ability to produce sentences in Chinese. Your instructor will say an English sentence from the Target Lists, and you translate it into Chinese. Your Chinese sentence must be correct both in grammar and in content. 1U. This section tests your ability to make conversational use of the material covered in this module. Although limited in scope, this conversation between you and your instructor represents a situation which you are likely to encounter in the real world. As in any conversation, you are free to ask for a repetition or rephrasing of a sentence, or you may volunteer information on the subject. It is not so much the correctness of your pronunciation and grammar that is being tested as it is your ability to communicate effectively. CD o APPENDIX I: MAP OF CHINA APPENDIX III: COUNTRIES AND REGIONS Afghanistan Āfùhàn Germany, West Xldé Albania Āěrbāníyà Ghana Jiānà Algeria Āǎrjílìyà Gibraltar Zhíbùluótuó Andorra Andàoěr Great Britain Dà Búlièdiān Angola Ān'gēlā Greece Xīlà Argentina Agenting Greenland Gélínglán Australia Aodàlīyà^ Grenada Gélínnàdá Austria Aodìlì (Aoguó) Guam Guándǎo Bahama Is. BāhāmS Qúndǎo Guatemala Guādìmǎlā Bahrain Bālín(guá) Guinea Jīnèiyà Bangladesh Mèngjiālā(guó) Guinea-Bissau Jīnèiyà Bīshào Barbados Bābāduōsī Guyana Guīyànà Belgium Bīlìshí Haiti Hǎidì Belize Bólìzī Honduras Hóngdūlǎsī Benin Bèiníng Hungary. Xiōngyálì Bermuda Bǎimùdá Iceland Bíngdǎo Bhutan Bùdān India Yìndù Bolivia Bōlìwéiyà Indonesia Ylnní (Yìndùníxīyà) Botswana Bocíwǎnà Iran Yīlǎng Brazil Bāxí Iraq Yīlākè Britain Yingguo Ireland Àiérlán Bulgaria Bǎojiālìyà Israel Yīsèliè Burma Miǎndiàn Italy Yīdàlì Burundi Bùlóngdí Ivory Coast Xiàngyá Hǎiàn Cabinda Kǎbēndá Jamaica Yámǎijiā Cameroun Kāmàiláng Japan Rfbǎn Canada Jiānádà Java Zhǎowā Cape Verde Is. Fódé Jiao Jordan Yuēdàn Central Africa Zhōngfēi Kampuchea Jiǎnbǔzhài Chad Zhàdé Kenya Kǎnníyà Chile Zhìlì Korea Chaoxian (Bèijīng), China Zhōngguo Hánguó (Taiwan) Colombia Gělúnbīyà Kuwait Kēwēitè Comoro Is. Kēmóluó Qúndǎo Laos Lǎowō (Bǎijīng), Congo Gāngguǒ Liáoguo (Taiwan) Costa Rica Gēsīdálíjiā Latvia Lātuōwéiyà Cuba Gubā Lebanon Líbánèn Cyprus Sàipǔlùsí Lesotho Láisuǒtuō Czechoslovakia Jiékè (Jiékèsīluáfákè) Liberia Lìbīlīyà Democratic Yemen Mínzhǔ Yemen Libya Lìbīyá Denmark Dānmài Liechtenstein Lièzhīdūnshìdēng Djibouti Jibuti Lithuania Lìtáowǎn Dominican Republic Duōmīníjiā (Gòngheguú) Luxemburg Lúsēnbǎo East Timor Dong Dtwén Madagascar Mǎdájiǎsljiā, Ecuador Eguāduōěr Mǎěrjiāshí Egypt Āijí Malawi Mǎlāwéi El Salvador Sàǎrwǎduō Malays}a Mǎláixīyà England Yīngguá Maldi’^e Is. MǎSrdàirū Equatorial Guinea Chìdào Jīnèiyà Mali Mali Estonia Aishāníyà Malta Mǎěrtā Ethiopia Āisàiébīyà (Beijing), Mauritania Máolītǎníyà Yīsuǒbíyà (Taiwan) Mauritius Máollqiúsí Fiji Fěijì Mexico Mòxīgē Finland Fēnlán Monaco Mónàgē France Fǎguo, Fàguó Mongolia Měnggǔ French Polynesia Fǎshǔ Bōlìníxlyè Morocco Móluògē Gabon Jiāpéng Mozambique Mòsāngbīkè Gambia, The Gāngbīyà Namibia Nàmībǐyà Germany Déguó Nauru Nǎolǔ Germany, East Dōngdé Nepal Níbóěr Netherlands Hélán United States Měiguó Netherlands Antilles Āndīlièsī Qúnd&o Upper Volta Shèng Wděrtā New Zealand Xīn Xīlán Uruguay Wūlāguī Nicaragua Níjiālāguā Venezuela Wěinèiruìlā Niger Nírìér Vietnam Yuènán Nigeria Nírilìyà Virgin Is. Weiěrjīng QúndSo Norway Nuówēi Wales Wēiěrsī Okinawa Chōngshéng Western Sahara XI Sāhālā Oman Àmàn Western Samoa Xi Sèmóyā Pakistan BājīsītSn White Russia Bài Ěluósī Palestine BālēsitSn Yemen Yémén Panama BānámS Yugoslavia Nánsīlǎfū Papua New Guinea Bābùyà Xīn Jīnèiyà Zaire ZhāyīSr Paraguay Bāliguī Zambia Zànbiyà Peru Philippines Portugal Puerto Rico Qatar Réunion Rhodesia Romania Russia Rwanda San Marino SSo Tomé and Príncipe Saudi Arabia Scotland Senegal Seychelles Xs. Siberia Sierra Leone Sikkim Singapore Solomon Is. Somalia South Africa Soviet Russia Soviet Union Spain Sri Lanka Sudan Surinam Swaziland Sweden Switzerland Syria Tanzania Thailand Togo Tonga Trinidad and Tobago Tunisia Turkey Uganda Ukraine United Arab Itairates United Kingdom Mìlǔ Fēilùbīn Pútáoyá Bōduōlígè KStSSr Liúníwāng(dSo) Luódéxīyà LuómXníyà Éguó, Eguó Lúwàngdá Shèng MSlìnud Shèng Duōméi hé Pǔlínxībí Shātè Ālàbó (Běijīng), Shāwūdí Álābó (Taiwan) Sūgélán Sàinèijiāěr Sàishéěr Qúndāo Xībóliyà Sàilā Liang XI jin Xinjiāpō Suóluómén QúndSo SuěmSlī Nánfēi Sūè (Taiwan) Sūlién Xibinyé SīlīlánkS Sudan Sūlinán Sīwèishìlán (Běijīng), Shīw&jilán (Taiwan) RuìdiSn Ruìshi Xùlìyà T&nsāngníyà Tàiguó Duōgē Tāngj iā Tèlìnídá he Duōbāgē Túnísī Tǔěrqí Wūgāndá Wūkèlán Alābó Liànhé QiúzhSngguó Liànhé Wàngguó Zimbabwe Jīnbābùwéi APPENDIX IV: AMERICAN STATES All the names of átates may be followed by the word zhōu "state,” for example, Ālābāmā zhōu. Alabama Alabama Alaska Ālāsljlā Arizona Yàlìsāngnà Arkansas Ākēnsè, Akānsàsí 10 California Jiāzhōu, Jiālìfóníyà Colorado Kēluólāduō Connecticut Kāngnièdígé, Kāngnāidígé Delaware Tèlāhuá, Délāwēi(Sr) Florida Fóluólídà Georgia Qiáozhìyà, Zuōzhìyā Hawaii Xiàwēiyí Idaho Àidáhé Illinois Yīlìnuō(sī) Indiana Yìndìānnà Iowa Yīāhuá, Àiāhuá Kansas Kansas! Kentucky KSnt&jī Louisiana Lùytsīānnà Maine Miānyln Maryland Mǎlílán Massachusetts MSsāzhūsài, MSshēng Michigan Mìxígēn, Mìxiěgēn, Mìzhíān Minnesota Míngnísūdā Mississippi Míxíxíbl Missouri Mìsūlī Montana Méngdànà Nebraska Nèibùlāsījiā Nevada Nèihuádá New Hampshire Xín HānbushíSr, Xín HSnbùxià New Jersey Xín Zéxí New Mexico Xín Mdxīgē New York Niǔyuē North Carolina BSi KSluōláinā, Bèi Kāluōlínnā North Dakota Bēi Dákētā, Bēi Dákēdá Ohio Éhàié Oklahoma èkèlāhémǎ, Àkèlāhémā Oregon èlègāng Pennsylvania Bīnzhōu, Bínxīfāníyà, Bínxīfánníyā Rhode Island Luōdé Dāo, Luōdéāilán South Carolina Nán Kǎluoláinà, Nán Kāluōlínnā South Dakota Nan Dákētā Tennessee Tiánnāx! Texas Dézhōu, Dékèsèsī Utah Yōutā, Yōuta Vermont Wēiméngtè, Fóméngtè Virginia Wéijíníyā, Fōjíníyà Washington Huáshèngdùn West Virginia XI Fójíníyà Wisconsin Wēislkāngxín(g) Wyoming Huáiémíng APPENDIX V: CANADIAN PROVINCES Alberta Yábódá British Columbia Yīngshtt Gēlúribīyà Manitoba Mànnítuōbā Nev Brunswick Xīn Bùlúnzīvéikè Newfoundland Niǔfēnl&ndlo Northwest Territories XíbèilíngdI Nova Scotia Xīn Sīkèshè Ontario Āndàluè Prince Edvard Island ÀidéhuádXo Quebec Kuíběikè Saskatchewan Sákèqíwàn Yukon Yùkōng APPENDIX VI: COMMON CHINESE NAMES Surnames Huáng Zhōu Wáng Jiāng Zhāng JiSng II Gāo Zhào LÍn Máo Sūn Táng Sōng MS Fāng Given Names (male) Dili Yōngpíng Mínglī Zìqiáng Dànián Jié Shìmín ZhīyuSn Huá Guōquán Dáxián Liú Chén Yang SīmS Ouyáng Hú Wú Liáng Shàowén Shìylng Tíngfēng Cheng Zhènhàn Given Names (female) Juān Huìvén Lìróng Dáfēn W&nrú Lù MSilíng BSolán Xiùfàng Yùzhēn QiSoyún MSilì Mlnzhēn Hutran Bīngyíng Qīng Zlyàn Pinyin Spelling Ānbui Fújiàn Gānsù Guāngdōng Guāngxi Guizhou Héběi Heilongjiang Hénán Húbéi Húnán Jiāngsū Jiangxi Jílín Liáoníng Nèiměnggǔ Níngxià Qingh&i Shāndōng Shānxi Shānxi Sìchuān Taiwan Xīnjiāng Xizàng Yúnnán Zhèjiāng Map Spelling Anhwei Fukien Kansu Kwangtung Kwangsi Kweichou Hopeh Heilungkiang Honan Hupeh Hunan Kiangsu Kiangsi Kirin Liaoning Inner Mongolia Ningsia Tsinghai Shantung Shansi Shensi Szechuan Taiwan Sinkiang Tibet Yunnan Chekiang Pinyin Spelling BSiJīng Peking Changsha Ch'ang-sha Chéngdū Ch’eng-tu Dàténg Ta-t’ung Gāoxióng Kao-hsiung GuSngzhōu Canton Hangzhou Hang-chou HànkSu .Han-k’ou Huáinán Huai-nan Jīlóng Chi-lung Kāifēng K’ai-feng Nánchāng Nan-ch*ang Nánjīng Nanking QīngdSo Tsingtao ShànghXi Shanghai Táibéi Taipei Táidōng T*ai-tung Tainan T’ai-nan Táizhōng T’ai-chung Tiānjīn Tientsin Wǔchāng Wu-ch’ang Wǔhàn Wu-han Xiān Sian Map Spelling 88 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 Qīngwèn is NOT the word used for saying "excuse me" when you step on someone’s foot. For that, you say duìbuqī. 4 Although Shànghǎi is physically located in Jiāngsū Province, it is a separate political entity. (The cities of Beijing and Tiānjīn are also separate entities.) 5 The alternative forms given in this list are not exhaustive, but are meant to give an idea of the range of transliterations. 6 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.) 7 The first version of each example is in the Pinyin system of romanization. The second, parenthesized version is the conventional, or anglicized, spelling. 8 Qīngwèn is NOT the word used for saying "excuse me" when you step on someone’s foot. For that, you say duìbuqī. 9 Although Shànghǎi is physically located in Jiāngsū Province, it is a separate political entity. (The cities of Běijīng and Tiānjīn are also separate entities.) 10 The alternative forms given in this list are not exhaustive, but are meant to give an idea of the range of transliterations.