CM 0180 S

STANDARD CHINESE

A MODULAR APPROACH

STUDENT TEXT

MODULE 1: ORIENTATION

MODULE 2: BIOGRAPHIC INFORMATION

SPONSORED BY AGENCIES OF THE

UNITED STATES AND CANADIAN GOVERNMENTS

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Foreign Language Center

NonresidentTraining Division

Presidio of Monterey, CA 93944-5006

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PREFACE

Standard Chinese: A Modular Approach originated in an interagency conference held at the Foreign Service Institute in August 1973 to address the need generally felt in the U.S. Government language training community for improving and updating Chinese materials, to reflect current usage in Beijing and Taipei.

The conference resolved to develop materials which were flexible enough in form and content to meet the requirements of a wide range of government agencies and academic institutions.

A Project Board was established consisting of representatives of the Central Intelligence Agency Language Learning Center, the Defense Language Institute, the State Department’s Foreign Service Institute, the Cryptologic School of the National Security Agency, and the U.S. Office of Education, later Joined by the Canadian Forces Foreign Language School. The representatives have included Arthur T. McNeill, John Hopkins, and John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz (CFFLS).

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

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

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

All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-chi Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus of dialogues.

Administrative assistance was provided at various times by Vincent Basciano, Lisa A. Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, Thomas E. Madden, Susan C. Pola, and Kathleen Strype.

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

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

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

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

James R. Frith, Chairman

Chinese Core Curriculum Project Board

CONTENTS

Preface

Introduction Section I:  About the Course

Section II:  Background Notes

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

List of Tapes

Target Lists

UNIT 1 Introduction

Reference List

Vocabulary

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

Full names and surnames Titles and terms of address Drills

UNIT 2 Introduction *

Reference List

Vocabulary

Reference Notes

Given names

Yes/no questions

Negative statements

Greetings Drills

UNIT 3 Introduction . .

Reference List ....

Vocabulary

Unit Map

Reference Notes

Nationality

Home state, province, and city Drills

UNIT U Introduction

Reference List

Vocabulary

Unit Map

Reference Notes

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

Drills

Criterion Test Sample

Appendices

• I. Map of China

• II. Map of Taiwan

• III. Countries and Regions

• IV. American States

• V. Canadian Provinces

• VI. Common Chinese Names

• VII. Chinese Provinces

• VIII.  Chinese Cities

MODULE 2: BIOGRAPHIC INFORMATION Objectives

List of Tapes

Target Lists

UNIT 1 Introduction

Reference List

Vocabulary

Reference Notes

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

UNIT 2 Introduction ...

Reference List

Vocabulary

Reference Notes .

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

UNIT 3 Introduction

Reference List

Vocabulary

Reference Notes

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

The adverb dōu ’’all"

Several ways to express "and" Drills . . .

UNIT U Introduction

Reference List.....'

Vocabulary

Reference Notes

Arrival and departure times

The marker le

The shi... de construction Drills

UNIT 5 Introduction

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

Vocabulary

Reference Notes

Date and place of birth

Days of the week

Ages

The marker le for new situations Drills

UNIT 6 Introduction .....

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

Vocabulary

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

Duration phrases

The marker le for completion

The "double le" construction

The marker guo

Action verbs

State verbs Drills

UNIT 7 Introduction..

Reference List

Vocabulary

Reference Notes

Drills

UNIT 8 Introduction

Reference List

Vocabulary

Reference Notes

More on duration phrases The marker le for new situations in negative sentences Military titles and branches of service The marker ne Process verbs Drills............................223

INTRODUCTION

SECTION I: ABOUT THE COURSE .

This course is designed to give you a practical command of spoken Standard Chinese. You will learn both to understand and to speak it. Although Standard Chinese is one language, there are differences between the particular form it takes in Beijing and the form it takes in the rest of the country. There are also, of course, significant nonlinguistic differences between regions of the country. Reflecting these regional differences, the settings for most conversations are Beijing and Taipei.

This course represents a new approach to the teaching of foreign languages. In many ways it redefines the roles of teacher and student, of classwork and homework, and of text and tape. Here is what you should expect:

The focus is on communicating in Chinese in practical situations—the obvious ones you will encounter upon arriving in China. You will be communicating in Chinese most of the time you are in class. You will not always be talking about real situations, but you will almost always be purposefully exchanging information in Chinese.

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

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

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

How the Course Is Organized

The subtitle of this course, "A Modular Approach,” refers to overall organization of the materials into MODULES which focus on particular situations or language topics and which allow a certain amount of choice as to what is taught and in what order. To highlight equally significant features of the course, the subtitle could just as well have been "A Situational Approach," "A Taped-Input Approach," or "A Communicative Approach."

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

Inside a Core Module

Each core module has from four to eight units. A module also includes

Objectives: The module objectives are listed at the beginning of the text for each module. Read these before starting work on the first unit to fix in your mind what you are trying to accomplish and what you will have to do to pass the test at the end of the module.

Target Lists: These follow the objectives in the text. They summarize the language content of each unit in the form of typical questions and answers on the topic of that unit. Each sentence is given both in roman-ized Chinese and in English. Turn to the appropriate Target List before, during, or after your work on a unit, whenever you need to pull together what is in the unit.

Review Tapes (R-l): The Target List sentences are given on these tapes. Except in the short Orientation Module, there are two R-l tapes for each module.

Criterion Test: After studying each module, you will take a Criterion Test to find out which module objectives you have met and which you need to work on before beginning to study another module.

Inside a Unit

Here is what you will be doing in each unit. First, you will work through two tapes:

• 1. Comprehension Tape 1 (C-l): This tape introduces all the new words and structures in the unit and lets you hear them in the context of short conversational exchanges. It then works them into other short conversations and longer passages for listening practice, and finally reviews them in the Target List sentences. Your goal when using the tape is to understand all the Target List sentences for the unit.

• 2. Production Tape 1 (P-1): This tape gives you practice in pronouncing the new words and in saying the sentences you learned to understand on the C-l tape. Your goal when using the P-1 tape is to be able to produce any of the Target List sentences in Chine^e? when given the English equivalent.

The C-l and P-1 tapes, not accompanied by workbooks, are "portable" in the sense that they do not tie you down to your desk. However, there are some written materials for each unit which you will need to work into your study routine. A text Reference List at the beginning of each unit contains the sentences from the C-l and P-1 tapes. It includes both the Chinese sentences and their English equivalents. The text Reference Notes restate and expand the comments made on the C-l and P-1 tapes concerning grammar, vocabulary, pronunciation, and culture.

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

• 3. Target List Review: In this first class activity of the unit, you find out how well you learned the C-l and P-1 sentences. The teacher checks your understanding and production of the Target List sentences. He also presents any additional required vocabulary items, found at the end of the Target List, which were not on the C-l and P-1 tapes.

• U. Structural Buildup: During this class activity, you work on your understanding and control of the new structures in the unit. You respond to questions from your teacher about situations illustrated on a chalkboard or explained in other ways.

After these activities, your teacher may want you to spend some time working on the drills for the unit.

• 5. Drill Tape: This tape takes you through various types of drills based on the Target List sentences and on the additional required vocabulary.

• 6. Drills: The teacher may have you go over some or all of the drills in class, either to prepare for work with the tape, to review the tape, or to replace it.

Next, you use two more tapes. These tapes will give you as much additional practice as possible outside of class.

• 7. Comprehension Tape 2 (C-2): This tape provides advanced listening practice with exercises containing long, varied passages which fully exploit the possibilities of the material covered. In the C-2 Workbook you answer questions about the passages.

• 8. Production Tape 2 (P-2): This tape resembles the Structural Buildup in that you practice using the new structures of the unit in various situations. The P-2 Workbook provides instructions and displays of information for each exercise.

Following work on these two tapes, you take part in two class activities:

• 9. Exercise Review: The teacher reviews the exercises of the C-2 tape by reading or playing passages from the tape and questioning you on them. He reviews the exercises of the P-2 tape by questioning you on information displays in the P-2 Workbook.

• 10. Communication Activities: Here you use what you have learned in the unit for the purposeful exchange of information. Both fictitious situations (in Communication Games) and real-world situations involving you and your classmates (in "interviews”) are used.

  Materials and Activities for a Unit

  
  

  TAPED MATERIALS

  C-l, P-1 Tapes

  
  

  WRITTEN MATERIALS

  Target List Reference List Reference Notes

  
  

  D-l Tapes

  C-2, P-2 Tapes

  
  

  Drills

  Reference Notes C-2, P-2 Workbooks

  
  

  CLASS ACTIVITIES

  Target List Review

  Structural Buildup Drills

  Exercise Review

  Communication Activities

  
  
  
  
  

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

  
  

SECTION II

BACKGROUND NOTES: ABOUT CHINESE

The Chinese Languages

We find it perfectly natural to talk about a language called ’’Chinese. ’’ We say, for example, that the people of China speak different dialects of Chinese, and that Confucius wrote in an ancient form of Chinese. On the other hand, we would never think of saying that the people of Italy, France, Spain, and Portugal speak dialects of one language, and that Julius Caesar wrote in an ancient form of that language. But the facts are almost exactly parallel.

Therefore, in terms of what we think of as a language when closer to home, ’’Chinese” is not one language, but a family of languages. The language of Confucius is partway up the trunk of the family tree. Like Latin, it lived on as a literary language long after its death as a spoken language in popular use. The seven modern languages of China, traditionally known as the "dialects," are the branches of the tree. They share as strong a family resemblance as do Italian, French, Spanish, and Portuguese, and are about as different from one another.

The predominant language of China is now known as Putonghua, or "Standard Chinese" (literally "the common speech"). The more traditional term, still used in Taiwan, is Guoyǔ, or "Mandarin" (literally "the national language"). Standard Chinese is spoken natively by almost two-thirds of the population of China and throughout the greater part of the country.

The term "Standard Chinese" is often used more narrowly to refer to the true national language which is emerging. This language, which is already the language of all national broadcasting, is based primarily on the 'Peking dialect, but takes in elements from other dialects of Standard Chinese and even from other Chinese languages. Like many national languages, it is more widely understood than spoken, and is often spoken with some concessions to local speech, particularly in pronunciation.

The Chinese languages and their dialects differ far more in pronunciation than in grammar and vocabulary. What distinguishes Standard Chinese most from the other Chinese languages, for example, is that it has the fewest tones and the fewest final consonants.

The remaining six Chinese languages, spoken by approximately a quarter of the population of China, are tightly grouped in the southeast, below the Yangtze River. The six are: the Wu group (Wu), which includes the "Shanghai dialect"; Hunanese (Xiāng); the "Kiangsi dialect" (Gan); Cantonese (Yuè), the language of Guangdong, widely spoken in Chinese communities in the United States; Fukienese (Min), a variant of which is spoken by a majority on Taiwan and hence called Taiwanese; and Hakka (Kèjiā). spoken in a belt above the Cantonese area, as well as by a minority on Taiwan. Cantonese, Fukienese, and Hakka are also widely spoken throughout Southeast Asia.

There are minority ethnic groups in China who speak non-Chinese languages. Some of these, such as Tibetan, are distantly related to the Chinese languages. Others, such as Mongolian, are entirely unrelated.

Some Characteristics of Chinese

To us, perhaps the most striking feature of spoken Chinese is the use of variation in tone ("tones") to distinguish the different meanings of syllables which would otherwise sound alike. All languages, and Chinese is no exception, make use of sentence intonation to indicate how whole sentences are to be understood. In English, for example, the rising pattern in "He’s gone?" tells us that the sentence is meant as a question. The Chinese tones, however, are quite a different matter. They belong to individual syllables, not to the sentence as a whole. An inherent part of each Standard Chinese syllable is one of four distinctive tones. The tone does just as much to distinguish the syllable as do the consonants and vowels. For example, the only difference between the verb "to buy," m&i, and the verb "to sell," mài, is the Low tone (^w) and the Falling tone (-). And yet these words are just as distinguishable as our words "buy" and "guy," or "buy" and "boy." Apart from the tones, the sound system of Standard Chinese is no more different from English than French is.

Word formation in Standard Chinese is relatively simple. For one thing, there are no conjugations such as are found in many European languages. Chinese verbs have fewer forms than English verbs, and nowhere near as many irregularities. Chinese grammar relies heavily on word order and often the word order is the same as in English. For these reasons Chinese is not as difficult for Americans to learn to speak as one might think.

It is often said that Chinese is a monosyllabic language. This notion contains a good deal of truth. It has been found that, on the average, every other word in ordinary conversation is a single-syllable word. Moreover, although most words in the dictionary have two syllables, and some have more, these words can almost always be broken down into singlesyllable units of meaning, many of which can stand alone as words.

Written Chinese

Most languages with which we are familiar are written with an alphabet. The letters may be different from ours, as in the Greek alphabet, but the principle is the same: one letter for each consonant or vowel sound, more or less. Chinese, however, is written with "characters" which stand for whole syllables—in fact, for whole syllables with particular meanings. Although there are only about thirteen hundred phonetically distitìct syllables in standard Chinese, there are several thousand Chinese characters in everyday use, essentially one for each single-syllable unit of meaning. This means that many words have the same pronunciation but are written with different characters, as tiān, "sky," X, and tiān, "to add," "to increase,"

Chinese characters are often referred to as "ideographs," which suggests that they stand directly for ideas. But this is misleading. It is better to think of them as standing for the meaningful syllables of the spoken language.

Minimal literacy in Chinese calls for knowing about a thousand characters. These thousand characters, in combination, give a reading vocabulary of several thousand words. Full literacy calls for knowing some three thousand characters. In order to reduce the amount of time needed to learn characters, there has been a vast extension in the People’s Republic of China (PRC) of the principle of character simplification, which has reduced the average number of strokes per character by half.

During the past century, various systems have been proposed for representing the sounds of Chinese with letters of the Roman alphabet. One of these romanizations, Hànyǔ Pinyin (literally "Chinese Language Spelling," generally called "Pinyin" in English), has been adopted officially in the PRC, with the short-term goal of teaching all students the Standard Chinese pronunciation of characters. A long-range goal is the use of Pinyin for written communication throughout the country. This is not possible, of course, until speakers across the nation have uniform pronunciations of Standard Chinese. For the time being, characters, which represent meaning, not pronunciation, are still the most widely accepted way of communicating in writing.

Pinyin uses all of the letters in our alphabet except v, and adds the letter u. The spellings of some of the consonant sounds are rather arbitrary from our point of view, but for every consonant sound there is only one letter or one combination of letters, and vice versa. You will find that each vowel letter can stand for different vowel sounds, depending on what letters precede or follow it in the syllable. The four tones are indicated by accent marks over the vowels, and the Neutral tone by the absence of an accent mark:

High:     mā                     Falling:

Rising:   ma                     Neutral:

Low:

One reason often given for the retention of characters is that they can be read, with the local pronunciation, by speakers of all the Chinese languages. Probably a stronger reason for retaining them is that the characters help keep alive distinctions of meaning between words, and connections of meaning between words, which are fading in the spoken language. On the other hand, a Cantonese could learn to speak Standard Chinese, and read it alphabetically, at least as easily as he can learn several thousand characters.

Pinyin is used throughout this course to provide a simple written representation of pronunciation. The characters, which are chiefly responsible for the reputation of Chinese as a difficult language, are taught separately.

BACKGROUND NOTES: ABOUT CHINESE CHARACTERS

Each Chinese character is written as a fixed sequence of strokes. There are very few basic types of strokes, each with its own prescribed direction, length, and contour. The dynamics of these strokes as written with a brush, the classical writing instrument, show up clearly even in printed characters. You can tell from the varying thickness of the stroke how the brush met the paper, how it swooped, and how it lifted; these effects are largely lost in characters written with a ball-point pen.

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

If the character is written rapidly, in "running-style writing," one stroke glides into the next, like this.

If the strokes were written in any but the proper order, quite different distortions would take place as each stroke reflected the last and anticipated the next, and the character would be illegible.

The earliest surviving Chinese characters, inscribed on the Shang Dynasty "oracle bones" of about 1500 B.C., already included characters that went beyond simple pictorial representation. There are some characters in use today which are pictorial, like the character for "mouth." There are also some which are directly symbolic, like our Roman numerals I, II, and III. (The characters for these numbers—the first numbers you learn in this course—are like the Roman numerals turned on their sides.) There are some which are indirectly symbolic, like our Arabic numerals 1, 2, and 3. But the most common type of character is complex, consisting of two parts: a "phonetic," which suggests the pronunciation, and a "radical," which broadly characterizes the meaning. Let’s take the following character as an example.

This character means "ocean" and is pronounced yang. The left side of the character, the three short strokes, is an abbreviation of a character which means "water" and is pronounced shul. This is the "radical." It has been borrowed only for its meaning, "water." The right side of the character above is a character which means "sheep" and is pronounced yang. This is the "phonetic." It has been borrowed only for its sound value, yang. A speaker of Chinese encountering the above character for the first time could probably figure out that the only Chinese word that sounds like yang and means something like "water" is the word yang meaning "ocean." We, as speakers of English, might not be able to figure it out. Moreover, phonetics and radicals seldom work as neatly as in this example. But we can still learn to make good use of these hints at sound and sense.

Many dictionaries classify characters in terms of the radicals. According to one of the two dictionary systems used, there are 1?6 radicals; in the other system, there are 21U. There are over a thousand phonetics.

Chinese has traditionally been written vertically, from top to bottom of the page, starting on the right-hand side, with the pages bound so that the first page is where we would expect the last page to be. Nowadays, however, many Chinese publications paginate like Western publications, and the characters are written horizontally, from left to right.

BACKGROUND NOTES: ABOUT CHINESE PERSONAL NAMES AND TITLES

A Chinese personal name consists of two parts: a surname and a given name. There is no middle name. The order is the reverse of ours: surname first, given name last.

The most common pattern for Chinese names is a single-syllable surname followed by a two-syllable given name:²

Mao Zedong (Mao Tse-tung)

Zhōu Ēnlái (Chou En-lai)

Jiang Jièshí (Chiang Kai-shek)

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

Song Měilíng (Soong Mei-ling—Mme Chiang Kai-shek)

It is not uncommon, however, for the given name to consist of a single syllable:

Zhū De (Chu Teh)

Lin Biāo (Lin Piao)

Hu Shi (Hu Shih)

Jiang Qīng (Chiang Ch’ing—Mme Mao Tse-tung)

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

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

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

Sīmǎ Xiāngrú (Ssu-ma Hsiang-Ju)

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

Given names, as opposed to surnames, are not restricted to a limited list of characters. Men's names are often but not always distinguishable from women’s; the difference, however, usually lies in the meaning of the characters and so is not readily apparent to the beginning student with a limited knowledge of characters.

Outside the People’s Republic the traditional system of titles is still in use. These titles closely parallel our own "Mr.," "Mrs.," and "Miss." Notice, however, that all Chinese titles follow the name—either the full name or the surname alone—rather than preceding it.

The title "Mr." is Xiānsheng.

MS Xiānsheng

JIS Mínglī Xiānsheng

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

MS Tàitai

MS Mínglī Tàitai

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

Mǎ Xiǎojiě

MS Défēn XiSojiě

Even traditionally, outside the People’s Republic, a married woman does not take her husband’s name in the same sense as in our culture. If Miss Fang BSolán marries Mr. MS Mínglī, she becomes Mrs. MS Mínglī, but at the same time she remains Fāng BSolán. She does not become MS BSolán; there is no equivalent of "Mrs. Mary Smith." She may, however, add her husband’s surname to her own full name and refer to herself as Mǎ Fāng BSolán. At work she is quite likely to continue as Miss Fāng.

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

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

MS Tongzhì

Mǎ Mínglī Tongzhì

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

Fang Tóngzhì

Fang Bǎolán Tóngzhì

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

MS Tóngzhì

MS Défēn Tóngzhì

Their grown son could be

Fang Tóngzhì

Fang Zìqiáng Tóngzhì

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

The question of adapting foreign names to Chinese calls for special consideration. In the People’s Republic the policy is to assign Chinese phonetic equivalents to foreign names. These approximations are often not as close phonetically as they might be, since the choice of appropriate written characters may bring in nonphonetic considerations. (An attempt is usually made when transliterating to use characters with attractive meanings.) For the most part, the resulting names do not at all resemble Chinese names. For example, the official version of "David Anderson" is Dàiwéi Andésēn.

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

Sometimes, when a foreign surname has the same meaning as a Chinese surname, semantic suggestiveness is chosen over phonetic suggestiveness. For example, Wang, a common Chinese surname, means "king," so "Daniel King" might be rendered Wang Dànián.

Students in this course will be given both the official PRC phonetic equivalents of their names and Chinese-style names.

MODULE 2: BIOGRAPHIC INFORMATION

The Biographic Information Module provides you with linguistic and cultural skills needed for a simple conversation typical of a first-meeting situation in China. These skills include those needed at the beginning of a conversation (greetings, introductions, and forms of address), in the middle of a conversation (understanding and answering questions about yourself and your immediate family), and at the end of a conversation (leave-taking).

Before starting this module, you must take and pass the ORN Criterion Test. The resource modules Pronunciation and Romanization and Numbers (tapes 1-1») are also prerequisites to the BIO Module.

The Criterion Test will focus largely on this module, but material from Module 1 and associated resource modules may also be included.

OBJECTIVES

Upon successful completion of the module, the student should be able to

• 1. Pronounce correctly any word from the Target Lists of ORN or BIO, properly distinguishing sounds and tones, using the proper stress and neutral tones, and making the necessary tone changes.

• 2. Pronounce correctly any sentence from the BIO Target Lists, with proper pauses and intonation, that is, without obscuring the tones with English intonation.

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

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

• 5. Ask and answer questions about families, including who the members are, how old they are, and where they are.

• 6. Ask and answer questions about a stay in China, including the date of arrival, location-purpose-duration of stay, previous visits, traveling companions, and date of departure.

• 7. Ask and answer questions about work or study—identification of occupation, the location, and the duration.

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

• 9. Be able to say any Chinese sentence in the BIO Target Lists when cued with its English equivalent.

• 10. Take part in a short Chinese conversation, using expressions included in the BIO Target List sentences.

TAPES FOR BIO AND ASSOCIATED RESOURCE MODULES

Biographic Information (BIO)

Units 1-1» R-l

Units 5-8 R-l

Classroom Expressions (CE)

CE 2

Time and Dates (T&P)

T&D 1 T&D 2

UNIT 1 TARGET LIST

UNIT 2 TARGET LIST

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

7. lù                                   road

UNIT 3 TARGET LIST

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

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

UNIT 5 TARGET LIST

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

the year after next this year next year

the year before last last year every year

UNIT 6 TARGET LIST

• 1. Nī zhù duo jiǔ?

Wǒ zhù yìnián.

• 2. Nī tàitai zài Xiānggāng zhù duo jiǔ?

Wǒ xiāng tā zhù liāngtiān.

• 3. Nī xiāng zài Taiwan zhù duǒ jiǔ?

Wǒ xiāng zhù liùge yǔè.

• U. Nī láile duo jiǔ le?

Wǒ láile liāngge xīngqī le.

How long are you staying?

I’m staying one year.

How long is your wife staying in Hong Kong?

I think she is staying two days.

How long are you thinking of staying in Taiwan?

I'm thinking of staying six months.

How long have you been here?

I have been here two weeks.

• 5. NX tàitai zài Xianggang zhùle duo Jiǔ?

Tā zhùle liǎngtiān.

• 6. Lī Tàitai méi lai.

• 7. NX cōngqián láiguo ma?

Wō cóngqián méi laiguo. Wō tàitai láiguo.

How long did your wife stay in Hong Kong?

She stayed two days.

Mrs. Li didn’t come.

Have you ever been here before?

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

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

• 8. qfi                                       to go

• 9. Niù Yūē                             New York

UNIT 7 TARGET LIST

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

UNIT 8 TARGET LIST

• 1. Nī jīntiān hái you kè ma?

Meiyou kè le.

• 2. Nī cóngqián niàn Yīngwén niànle duō jiǔ?

W5 niàn Yīngwén niànle liùnián.

• 3. Nī niàn Fàwén niànle duo jiǔ le?

W3 niànle yinian le.

h. Qunián wō hái bú huì xiě Zhōngguo zì.

Xiànzài w3 huì xiě yìdiān le.

5. Nī fùqin shi jùnrén ma?

Shi, tā shi hāijǔn Junguān.

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

How long did you study English?

I studied English for six years.

How long have you been studying French?

I've been studying it for one .year.

Last year I couldn’t write Chinese characters.

Now I can write a little.

Is your father a military man?

Yes, he's a naval officer.

UNIT 1

INTRODUCTION

Topics Covered in This Unit

• 1. Where people are staying (hotels).

• 2. Short answers.

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

Materials You Will Need

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

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

• 3. The drill tape (1D-1).

REFERENCE LIST

(in Béijīng)

VOCABULARY

REFERENCE NOTES

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

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

Notes on No. 1

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

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

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

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

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

Note on No. 2

Shi; The usual way to give a short affirmative answer is to repeat the verb used in the question. Some verbs, however, may not be repeated as short answers. Zhù is one such verb. Others not to be used are xìng, "to be surnamed," and jiào, "to be given-named." Many speakers do not repeat the verb zài as a short answer. To give a short "yes" answer to questions containing these verbs, you use shi.

• 3. A: Ni zhù zai něige fàndiàn?

• B: WS zhù zai Beijing Fàndiàn.

U. B: Něiwèi shi Zhang Tóngzhì?

A: Tā shi Zhang Tóngzhì.

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

Which one is Comrade Zhāng? She is Comrade Zhāng.

• 5. B: Nèige rén shi Méi Tongzhì?

• A: Nèige rén shi Méi Tongzhì.

• 6. B: Neiwèi shi Gāo Tongzhì?

• A: Nèiwèi shi Gāo Tongzhì.

• 7. A: Nī zhù zai zhèige fàndiàn ma?

B: Bù, w3 hú zhù zai zhèige fàndiàn.

Which person is Comrade Mei?

That person is Comrade Méi.

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

Are you staying at this hotel?

No, I’m not staying at this hotel

Notes on Nos. 3-7

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

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

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

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

Both question words are in the Low tone, while the other four words are in the Falling tone.

Many people pronounce the words for "which?" "that," and "this" with the usual vowels for "where?" "there," and "here": nǎge? nàge, and zhège.

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

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

Notes on No. 8

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

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

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

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

Nǐ hāo ma?                      How are you?

Nì hāo.                          How are you.

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

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

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

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

How to identify yourself: You have now learned several ways to introduce yourself. One simple, direct way is to extend your hand and state your name in Chinese—for instance, Mǎ Mínglì. Here are some other ways:

W8 shi MS Mínglì.               I am MS Mínglì.

Wǒ xìng MS.                      My surname is MS.

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

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

Notes on No. 9

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

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

A. Response Drill

• B. Response Drill

Give affirmative responses to all questions.

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

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

(Is Miss Gáo staying             Nationalities Hotel.)

at the Nationalities Hotel?)

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

Fàndiàn ma?

• 3. Jiāng Nushì zhù zai zhèige fàndiàn ma?

’i. Huang Nushì zhù zai nèige fàndiàn ma?

• 5. Wang Nushì zhù zai BSijlng Fàndiàn ma?

• 6. LÍn Nushì zhù zai MÍnzú Fàndiàn ma?

• 7. Mao Nushì zhù zai zhèige fàndiàn ma?

Shi, tā zhù zai zhèige fàndiàn.

Shi, tā zhù zai nèige fàndiàn.

Shi, tā zhù zai Bèijìng Fàndiàn

Shi, tā zhù zai MÍnzú Fàndiàn.

Shi, tā zhù zai zhèige fàndiàn.

• C. Response Drill

Give negative responses to all

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

(Is Mr. Jiāng staying at this hotel?)

• 2. MS Xiānsheng zhù zai nàge fàndiàn ma?

• 3. Lì Xiānsheng zhù zai Guobīn Dàfàndiàn ma?

U. Zhào Xiānsheng zhù zai Yuánshān Dàfàndiàn ma?

• 5. Liú Xiānsheng zhù zai Yuánshān Dàfàndiàn ma?

• 6. Tang Xiānsheng zhù zai nàge fàndiàn ma?

• 7. Song Xiānsheng zhù zai zhège fàndiàn ma?

  questions.

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

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

  Bú shi, tā bú zhù zai nàge fàndiàn.

  
  

Bú shi, tā bú zhù zai Guóbīn Dàfàndiàn.

Bú shi, tā bú zhù zai Yuánshān Dàfàndiàn.

Bú shi, tā bú zhù zai Yuánshān Dàfàndiàn.

Bú shi, tā bú zhù zai nàge fàndiàn.

Bú shi, tā bú zhù zai zhège fàndiàn

D. Response Drill

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

• G. Response Drill

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

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

Wang Déxián?                   (That person is Wang Déxián.)

(May I ask, which person

is Wang Déxián?)

• H. Transformation Drill

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

Pagoda in central Taiwan (courtesy of Thomas Madden)

UNIT 2

INTRODUCTION

Topics Covered in Tills Unit

• 1. Where people are staying (houses).

• 2. Where people are working.

• 3. Addresses.

U. The marker de.

5. The marker ba.

6. The prepositional verb zài.

Materials You Will Need

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

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

• 3. The 2D-1 tape.

REFERENCE LIST

(in Taipei)

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

VOCABULARY

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

REFERENCE NOTES

Notes on Nos. 1-2

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

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

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

Peking Other

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

Note on Nos. 3-U

The possessive relationships in péngyou jiā, ’’friend’s house,” nì péngyou jiā, ’’your friend’s house," and tā jiā, "his house," are unmarked, while the English must include -’s. or the possessive form of the pronoun ("your," "his"). In Chinese, possessive relationships may be expressed by simply putting the possessor in front of the possessed when the relationship between the two is particularly close, like the relationship between a person and his home, family, or friends.

Notes on No. 5

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

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

You are learning possessive phrases in which the marker -de is used (tāde dìzhī) and some possessive phrases which do not contain -de (nī péngyou jiā). There are certain reasons for the inclusion or omission of -de. If a close relationship exists between the possessor and the possessed, the marker -de might not be used. If a phrase is long and complex, as Lī Xiānsheng péngyoude tàitai, the marker -de is used to separate the possessor from the possessed.

Hú Meilíng           -de l&ojiā

nī péngyou           -de dìzhī

Lī Xiānsheng péngyou -de tàitai

But these are not hard and fast rules. The use or omission of -de is not determined solely by the number of syllables in a phrase or by the closeness between the possessor and the possessed, although both of these considerations do play a big part in the decision.

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

You might expect the question Nī péngyoude dìzhl shi...? to be completed with a word such as shénme. "what.¹¹However, the incomplete form given in this exchange, with the voice trailing off, inviting completion, is also commonly used.

Addresses: The order in which addresses are given in Chinese is the reverse of that used in English. In Chinese, the order is from the general to the specific: country, province or state, city, street name, street number.

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

Notes on Nos. 6-7

Ba is a marker for a question which expresses the speaker's supposition as to what the answer will be. It is the type of question which asks for a confirmation from the listener.

There are three ways to translate the two questions in exchanges 6 and 7 into English:

Aren’t you Major Weiss?

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

Nèi shi Guóbīn Dàfàndiàn?           Isn’t that the Ambassador Hotel?

That is the Ambassador Hotel, isn’t it?

That must be the Ambassador Hotel.

Each translation reflects a different degree of certainty on the part of the speaker. (While the differences in certainty are expressed in English by variation in wording, they can be expressed in Chinese by intonation.) You will probably find that the ’’isn't it”/”aren't you” translation fits most situations.

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

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

Notes on Nos. 8-11

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

Zài...gōngzuò: Compare these two sentences:

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

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

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

A. Response Drill

• 1. Speaker; Li Xiānsheng zhù zai nali?

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

• 2. Gāo Xiānsheng zhù zai nāli? Yuánshān Dàfàndiàn

• 3. Yang Xiānsheng zhù zai náli? Dìyī Dàfàndiàn

• U. Tang Xiānsheng zhù zai náli? zhèli

• 5. Sīmá Xiānsheng zhù zai náli? péngyou jiā

• 6. Liú Xiānsheng zhù zai náli? nàli

• 7. Wang Xiānsheng zhù zai náli? Dìyī Dàfàndiàn

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

  Tā zhù zai Yuánshān Dàfàndiàn.

  Tā zhù zai Dìyī Dàfàndiàn.

  Tā zhù zai zhèli.

  Tā zhù zai péngyou jiā.

  Tā zhù zai nàli.

  Tā zhù zai Dìyī Dàfàndiàn.

  
  

  B. Response Drill

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

  (Where is his/her friend’s house?)

  2. Lī Xiānsheng jiā zài náli?

  
  

Dūnhuà Lu

3. Wang Xiānsheng jiā zài náli? Nóngān Jiē

U. Hé Xiānsheng jiā zài náli? Dàlī Jiē

• 5. Bāo Xiānsheng jiā zài náli? Nánjīng Lù

• 6. MS Xiānsheng jiā zài náli? Zhōngshān LÙ

You; Tā jiā zài Boài Lù.

(His/her house is on Boài Road.)

Tā jiā zài Dūnhuà Lù.

Tā jiā zài Nóngān Jiē.

Tā jiā zài Dàlī Jiē.

Tā jiā zài Nánjīng Lù.

Tā jiā zài Zhōngshān Lù.

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

  Tā Jiā zài Zhèjiāng Jiā.

  
  

• C. Response Drill

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

  
  

Dall Jiē.

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

(cue) h2hào

(What is your friend’s address?)

• 2. Nī péngyoude dìzhī shi...? UOhào

• 3. Nī péngyoude dìzhī shi...? 95hào

h. Nī péngyoude dìzhī shi...? 26hào

• 5. NĪ péngyoude dìzhī shi...? TThào

• 6. Nī péngyoude dìzhī shi...? 68hào

• 7. Nī péngyoude dìzhī shi...? UUhào

You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

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

Tāde dìzhī shi Dàlī Jiē Sìshihào.

Tāde dìzhī shi Dàlī Jiē Jiǔshiwǔ-hào.

Tāde dìzhī shi Dàlī Jiē Èrshiliù-hào.

Tāde dìzhī shi Dàlī Jiē Qīshiqíhào

Tāde dìzhī shi Dàlī Jiē Liùshibá-hào.

Tāde dìzhī shi Dàlī Jiē Sìshisìhào

• D. Response Drill

Give the appropriate Taiwan street addresses according to the cues.

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

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

address?)

• 2. Nī péngyoude dìzhī shi...?

Boài Lù 9Hhào

You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

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

Tāde dìzhī shi Boài Lù Jiǔshisìhào

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

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

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

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

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

Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào.

Tāde dìzhī shi Nóngān Jiē Qíshiwǔ-hào.

Tāde dìzhī shi Dàlī Jiē Sìshièrhào

Tāde dìzhī shi Dūnhuà Lù Wǔshiwfi-hào.

Tāde dìzhī shi Bóài Lù Jiǔshisìhào

E. Transformation Drill

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

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

• 2. Zhào Tàitai jiā zài Bóài Lù Jiǔshisìhào.

• 3. Lī Tàitai jiā zài Dūnhuà Lù Wǔshiwǔhào.

U. Hé Tàitai jiā zài Nóngān Jiē Qīshiwǔhào.

• 5. Bāo Tàitai Jiā zài Dàlī Jiē Sìshièrhào.

• 6. Wang Tàitai jiā zài Bóài Lù Jiǔshisìhào.

• 7. Lin Tàitai Jiā zài Dūnhuà Lù Wǔshiwǔhào.

You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

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

Tāde dìzhī shi Bóài Lù Jiǔshisìhào.

Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào.

Tāde dìzhī shi Nóngān Jiē Qīshiwǔhào.

Tāde dìzhī shi Dàlī Jiē Sìshièrhào.

Tāde dìzhī shi Bóài Lù Jiǔshisìhào.

Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào.

F. Transformation Drill

Change each ma question to a ba question.

• H. Response Drill

• 1. Speaker: Tā zài yōuzhèngju gōngzuò ma?

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

• 2. Tā zài Wǔguānchù gōngzuò ma?

• 3. Tā zài yínháng gōngzuò ma?

U. Tā zài Měiguo Yínháng gōngzuò ma?

• 5. Tā zài Taiwan Yínháng gōngzuò ma?

• 6. Tā zài Wǔguānchù gōngzuò ma?

• 7. Tā zài yōuzhèngju gōngzuò ma?

You: Duì le, tā zài yōuzhèngju gōngzuò.

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

Duì le, tā zài Wǔguānchù gōngzuò.

Duì le, tā zài yínháng gōngzuò.

Duì le, tā zài Měiguo Yínháng gōngzuò.

Duì le, tā zài Táiwān Yínháng gōngzuò.

Duì le, tā zài Wǔguānchù gōngzuò.

Duì le, tā zài yōuzhèngju gōngzuò.

I. Transformation Drill

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

• 1. Speaker: Zhōu Xiānsheng zài Táiběi gōngzuò.

(Mr. Zhōu works in Taipei.)

• 2. Zhāng Xiānsheng zài Táizhōng gōngzuò.

• 3. Hú XiSojiě zài Táinán gōngzuò.

U. MS XiSojiě zài Gāoxiōng gōngzuò.

• 5. Zhāo Xiānsheng zài Jīlōng gōngzuò.

• 6. Chen Xiānsheng zài Táiběi gōngzuò.

• 7. Jiāng XiSojiě zài Gāoxiōng gōngzuò.

You: Zhōu Xiānsheng xiànzài zài Táiběi gōngzuò.

(Mr. Zhōu is working in Taipei now.)

Zhāng Xiānsheng xiànzài zài Táizhōng gōngzuò.

Hú XiSojiě xiànzài zài Táinán gōngzuò.

MS XiSojiě xiànzài zài Gāoxiōng gōngzuò.

Zhào Xiānsheng xiànzài zài Jilōng gōngzuò.

Chen Xiānsheng xiànzài zài Táiběi gōngzuò.

Jiāng XiSojiě xiànzài zài Gāoxiōng gōngzuò.

J. Transformation Drill

Make each statement negative by changing zài to bú zài.

• 1. Speaker: Hu Tóngzhì zài Bèijing gōngzuò.

(Comrade Hu works in Bèijing.)

• 2. Li Tóngzhì zài Nanjing gōngzuò.

• 3. Tā zài QīngdSo gōngzuò.

U. Lin Tóngzhì zài GuSngzhōu gōngzuò.

• 5. Zhào Tóngzhì zài Shanghai gōngzuò.

• 6. Chen Tóngzhì zài QīngdSo gōngzuò.

• 7. Huang Tóngzhì zài Bèijing gōngzuò.

You: Hú Tóngzhì bú zài Bèijing gōngzuò.

(Comrade Hu doesn't work in Beijing.)

Li Tóngzhì bú zài Nánjīng gōngzuò

Tā bú zài Qingdao gōngzuò.

Lin Tóngzhì bú zài GuSngzhōu gōngzuò.

Zhào Tóngzhì bú zài ShànghSi gōngzuò.

Chen Tóngzhì bú zài QingdSo gōngzuò.

Huáng Tóngzhì bú zài Bèijing gōngzuò.

K. Response Drill

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

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

(cue) Táinán

(Does Miss Hú work in Taipei?)

• 2. Li Tàitai zài Táizhōng gōngzuò ma?    Jīlóng

• 3. MS Xiānsheng zài zhèli gōngzuò ma?    Gāoxióng

U. Tā zài Wuguānchù gōngzuò ma? Mèiguo YÍnháng

• 5. Tā zài yóuzhèngjú gōngzuò ma? Táiwān YÍnháng

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

Tā bú zài Táizhōng gōngzuò; tā zài Jīlóng gōngzuò.

Tā bú zài zhèli gōngzuò; tā zài Gāoxióng gōngzuò.

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

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

• 6. Lin Xiānsheng zài nàli gōngzuò ma?    zhèli

• 7. Liú XiSoJiS zài TáibSi gōngzuò ma?    Táizhōng

Tā bú zài nàli gōngzuò; tā zài zhèli gōngzuò.

Tā bú zài TáibSi gōngzuò; tā zài Táizhōng gōngzud.

L. Response Drill

Give an affirmative or negative

• 1. Speaker: Tā zài TáibSi gōngzuò ma?

(cue) TáibSi

(Does he/she work in Taipei?)

OR Tā zài TáibSi gōngzuò ma?

(cue) Tainán

(Does he/she work in Taipei?)

• 2. Tā zài Táizhōng gōngzuò ma? Jīlōng

• 3. Tā zài zhèli gōngzuò ma? zhèli

U. Tā zài yóuzhèngju gōngzuò ma? Táiwān Yínháng

5. Tā zài Wǔguānchù gōngzuò ma? zhèli

6. Tā zài MSiguo Yínháng gōngzuò ma? MSiguo Yínháng

response according to each cue.

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

Tā bú zài TáibSi gōngzuò; tā zài Táinán gōngzuò.

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

Tā bú zài Táizhōng gōngzuò; tā zài Jīlōng gōngzuò.

Duì le, tā zài zhèli gōngzuò.

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

Tā bú zài Wǔguānchù gōngzuò; tā zài zhèli gōngzuò.

Duì le, tā zài MSiguo Yínháng gōngzuò.

UNIT 3

INTRODUCTION

Topics Covered in This Unit

• 1. Members of a family.

• 2. The plural ending -men.

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

U. The adverb dōu "all."

5. Several ways to express "and."

Materials You Will Weed

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

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

• 3. The 3D-1 tape.

  REFERENCE LIST

  
  

(in Taipei)

• 1. A: Nīmen you háizi ma?

B: You, women you.

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

• A: Tā méiyou Měiguo péngyou.

A:  Tā you Yīngguo péngyou.

• 3. A:~  Nīmen you jīge háizi?

• B: Women you sānge háizi.

h.  A:  Nīmen you jīge nánháizi,

jīge nuháizi?

• B: Wōmen you liǎngge nánháizi, yíge nuháizi.

• 5. B: Shi nánháizi, shi nuháizi?

• A: Tāmen dōu shi nuhaizi.

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

• A: Tāmen you liǎngge háizi.

• B: Shi nánháizi, shi nuháizi?

A: Dōu shi nuháizi.

• 7. A: Nīmen háizi dōu zài zhèli ma?

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

• 8. A: Nī jiāli yōu shénme rén?

• B: Yōu wō tàitai gēn sānge háizi.

• 9. B: Nī Jiāli yōu shénme rén?

• A: Jiù yōu wō fùqin, mǔqin.

Do you have any children?

Yes, we have.

Does Mr. Liu have any American friends?

He doesn’t have any American friends.

He has .English friends.

OR He has an English friend.

How many children do you have?

We have three children.

How many hoys and how many girls do you have?

We have two boys and one girl.

Are they boys or girls?

All of them are girls.

How about Mr. and Mrs. Hu? How many children do they have?

They have two children.

Are they boys or girls?

Both of them are girls,

Are all your children here?

No. Two are here, and one is still in America.

What people are (there) in your family?

There’s my wife and three children

What people are (there) in your family?

Just my father and mother.

VOCABULARY

(introduced in Communication Game)

(I’ve) won

REFERENCE NOTES

1. A: Nimen y6u háizi ma?

B: Y5u, w3men you.

Do you have any children? Yes, we have.

Notes on No. 1

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

(You have already seen these pronoun forms used as possessives: "my," "our," etc. Later you will find that they are also used as objects: "me," "us," etc.)

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

2. B: Liu Xiānsheng you Měiguo péngyou ma?

A: Tā méiyou Měiguo péngyou.

A: . Tā you YIngguo péngyou.

Does Mr. Liú have any American friends?

He doesn’t have any American friends.

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

Note on No. 2

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

Notes on Nos. 3-H

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

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

The counter used in a particular instance depends on the noun being specified or counted. Many nouns have special counters. You have already learned the polite counter for persons, -wèi. Other special counters refer in some way to the kind of thing the noun represents. The word for "hotel," for instance, has a special counter -jiā, "house," used for counting or specifying business establishments.

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

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

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

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

The number 2 has a special form before a counter: liǎng-. Notice that the words for 1, 7, and 8 have Rising tones before -ge, because -ge is basically a Falling-tone syllable. (See also Unit 5, notes on No. 9 and No. 10.)

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

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

Notes on Nos. 5-7

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

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

Notes on Nos. 8-9

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

Nī jiāli - you - shénme rén? Phrase by phrase, this question is: "In your family - there are - what people?" The word "family" can be taken to mean either all your relatives or only those living in your household.

By itself, the verb you means "to be," "to exist.” You have now seen it translated two ways: 1) as "have," with a personal subject: Women ^ǒu sānge háizi. "We have three children." 2) as "there is/are," in the so-called impersonal construction: Nī Jiāli yǒu,shénme rén? "What people are (there) in your family?"

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

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

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

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

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

NOT PARALLEL

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

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

Notes on Additional Required Vocabulary

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

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

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

father's side        mother's side

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

A. Response Drill

Give affirmative answers, using y5u.

• 1. Speaker: Tā y3u Měiguo péngyou ma?

(Does he/she have any American friends?)

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

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

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

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

• 6. Tā y8u èguo péngyou ma?

(Does he/she have Russian friends?)

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

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

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

Y3u, tā you Déguo péngyou.

(Yes, he/she has German friends.)

You, tā y3u Rìběn péngyou.

(Yes, he/she has Japanese friends.)

Y3u, tā y3u Jiānádà péngyou.

(Yes, he/she has Canadian friends.)

You, tā y3u èguo péngyou.

(Yes, he/she has Russian friends.)

Y3u, tā y3u Yīngguo péngyou.

(Yes, he/she has English friends.)

B. Response Drill

D. Response Drill

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

• 1. Speaker: Nī y3u dìdi ma?

(cue) y3u

(Do you have a younger brother?)

OR Nī you dìdi ma?

(cue) méiyou

(Do you have a younger brother?)

You: Y3u, w3 y3u dìdi.

(Yes, I have a younger brother.)

Méiyou, w3 méiyou dìdi.

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

• 2. Tā yǒu mèimei ma? méiyou

• 3. Wáng Tongzhì yǒu gēge ma? méiyou

• h. Tāmen yǒu háizi ma? you

5. Guō Tóngzhì you Yīngguo péngyou ma? méiyou

6. Chén Xiānsheng yǒu Fàguo péngyou ma? you

Méiyou, tā méiyou mèimei.

Méiyou, Wáng Tóngzhì méiyou gēge.

Yǒu, tāmen you háizi.

Méiyou, Guō Tóngzhì méiyou Yìngguo péngyou.

You, Chén Xiānsheng you Fàguo péngyou.

Ē. Transformation Drill

Change each ma question to a jī question.

• 1. Speaker: Tāmen yǒu háizi ma?

(Do they have children?)

• 2. Wáng Xiānsheng yǒu jiējie ma?

• 3. Tāmen yǒu nánháizi ma?

U. Nīmen you nuháizi ma?

• 5. Fāng Xiāojiě yǒu gēge ma?

• 6. Zhào Tàitai yǒu dìdi ma?

• 7. Tā yǒu Zhōngguo péngyou ma?

F. Response Drill

Respond to the questions according

• 1. Speaker: Zhāng Tóngzhì yǒu jīge háizi?

(cue) 2

(How many children does Comrade Zhāng have?)

• 2. Zhào Tóngzhì yǒu jīge nuháizi?

  You: Tāmen yǒu jīge háizi?

  (How many children do they have?)

  Wáng Xiānsheng yǒu jīge jiējie?

  Tāmen yǒu Jige nánháizi?

  Nīmen yǒu jīge nuháizi?

  Fāng Xiaojiě yǒu jīge gēge?

  Zhào Tàitai yǒu jīge dìdi?

  Tā you jīge Zhōngguo péngyou?

  
  

  to the cues.

  You: Zhāng Tóngzhì yǒu liǎngge háizi.

  (Comrade Zhāng has two children.)

  Zhào Tóngzhì yǒu yíge nūháizi.

  
  

• 3. Chen Tongzhì you Jīge nanháizi? 3

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

• 5. Fāng Tongzhì yōu jīge mèimei? 1

• 6. Wang Xiānsheng you jīge Zhongguo péngyou? 2

• 7. Tā yōu jīge gēge? 3

Chén Tongzhì you sānge nánháizi.

Jiāng Tongzhì you wǔge Měiguo péngyou.

Fāng Tongzhì you yíge mèimei.

Wang Xiānsheng yōu liSngge Zhōngguo péngyou.

Tā you sānge gēge.

• G. Expansion Drill

Add the cues to the questions.

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

(How many sons does he/ she have?)

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

• 3. Lī Tàitai you Jīge gēge? dìdi

U. Sun XiSojiě you jīge jiějie? mèimei

• 5. Tāmen yōu jīge Yīngguo péngyou? Déguo péngyou

• 6. Song Xiānsheng yōu jīge nánháizi? nuháizi

• 7. Tā yōu jīge gēge? jiějie

You: Tā you jīge nánháizi, Jīge nuháizi?

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

Huang Xiānsheng you jīge Měiguo péngyou, jīge Fàguo péngyou?

Lī Tàitai you jīge gēge, Jīge dìdi?

Sun Xiǎojiě yōu Jīge-jiějie, jīge mèimei?

Tāmen yōu jīge Yīngguo péngyou, jīge Déguo péngyou?

Song Xiānsheng yōu Jīge nánháizi, jīge nuháizi?

Tā yōu jīge gēge, jīge Jiějie?

• H. Response Drill

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

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

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

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

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

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

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

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

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

You: Tā Jiù yōu liangge nánháizi, méiyou nuháizi.

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

Tā Jiù yōu yíge gēge, méiyou JiěJie.

Tā Jiù yōu liāngge JiěJie, méiyou mèimei.

Tā Jiù yōu yíge gēge, méiyou dìdi

Tā Jiù yōu liāngge dìdi, méiyou mèimei.

Tā Jiù yōu liāngge Fàguo péngyou, méiyou Déguo péngyou.

Tāmen Jiù gōu yíge nánháizi, méiyou nuháizi.

I. Response Drill

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

(cue) 2, 3

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

• 2. Zhōu Tongzhì yōu Jīge gēge,

Jīge dìdi? 1, 2

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

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

You: Tā yōu liāngge nánháizi, sānge nuháizi.

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

Zhōu Tongzhì yōu yíge gēge, liāngge dìdi.

Zhāng Tongzhì yōu sānge JiěJie, yíge mèimei.

Tāmen yōu wǔge Zhōngguo péngyou, yíge Rìběn péngyou.

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

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

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

Chén Tóngzhì y3u sānge Yīngguo péngyou, liǎngge Déguo péngyou.

Liú Tóngzhì_wy3u liǎngge nánháizi, liǎngge nuháizi.

Tā y3u yíge JiǎJie, sānge gēge.

• J. Response Drill

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

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

(cue) 2

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

Shi nánháizi, shi nuháizi? Dōu shi nánháizi.

(Are they boys or girls?

• 2. Qingwèn, tā y3u Jīge xiōngdì?

3

Shi gēge, shi dìdi?

• 3. Qingwèn, tā yǒu Jige Jiēmèi?

2

Shi JiǎJie, shi mèimei?

U. Qingwèn, tā yǒu Jīge Zhōngguo péngyou? U

Shi nánpéngyou, shi nupéngyou?

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

Shi nánpéngyou, shi nupéngyou?

• 6. Qingwèn, tā yǒu Jīge háizi? 3

Shi nánháizi, shi nuháizi?

• 7- Qingwèn, tāmen y3u Jīge háizi?

5

Shi nánháizi, shi nuháizi?

• K. Substitution Drill

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

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

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

Zhāng Xiǎojiě

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

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

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

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

You: Qīngwèn, tāmen jiāli you shénme rén?

Qīngwèn, Fāng Xiānsheng jiāli you shénme rén?

Qīngwèn, Zhāng Xiǎojiě jiāli y5u shénme ren?

Qīngwèn, Lī Mínglī jiāli y3u shénme rén?

Qīngwèn, nī gēge jiāli you shénme rén?

Qīngwèn, nī péngyou jiāli y3u shénme rén?

• L. Expansion Drill

Add the cue and gēn to each sentence.

tàitai

• M. Response Drill

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

(cue) MSiguo •

(Are all of their children here?)

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

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

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

Bù, yíge zài zhèli, yíge hái zài Jiāzhōu.

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

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

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

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

• 7. Tāmen háizi dōu zài Xiānggáng ma? MSiguō

Bù, yíge zài zhèli, yíge hái zài Táizhōng.

Bù, yíge zài Zhōngguo, yíge hái zài Dezhōu.

Bù, yíge zài Dezhōu, yíge hái zài Jiāzhōu.

Bù, yíge zài ShànghSi, yíge hái zài Qingdao.

Bù, yíge zài XiānggSng, yíge hái zài Měiguo.

UNIT 4

INTRODUCTION

Topics Covered in This Unit

• 1. Arrival and departure times.

• 2. The marker le.

• 3. The shi... de construction.

Materials You Will Need

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

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

• 3. The UD-1 tape.

  REFERENCE LIST

  
  

(in Beijīng)

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

13. érzi

11». nuér                                   daughter

VOCABULARY

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

to get married, to be married not to be married

(introduced in Communication Game)

késhi                         but

xiǎng                         to think, to think that

1. A: Nī àiren lai ma?

B: Tā lái.

Notes on No. 1

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

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

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

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

Notes on No. 2

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

"Completion" and "new situation" are not tenses but aspects. Aspect is a way of talking about events or activities in relation to time. While tenses categorize action in terms of features such as completedness and change. Aspect markers are very different from tense markers because the same aspect may be used in past, present, and future contexts.. We may speak of an action that will be completed as of a future time, for example, or of a situation that was new as of a past time. English communicates these ideas to a certain extent through the use of many different tenses for the verb (future perfect, simple past, etc.). Chinese does this through the use of aspect markers and time words. The verbs themselves do not change form.

Le is used in exchange 2 to indicate two aspects—completion and new situation, (it is, however, often used to indicate only one aspect.) Here, it indicates that the person has come, meaning that the action is completed, and that the person is now here, a changed situation. When the marker le refers to both these aspects, we call it "combined le." Combined le can be thought of as a telescoping of the completion le followed by a new-situation le: le le becomes le. In the next two units, you will see the marker le used to indicate each of these aspects separately.

Notes on No. 3

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

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

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

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

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

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

Tā láile méiyou?                Did he come?

and you would he answered either

Tā láile.                        He came.

or

Tā méi lái.                      He didn't come.

In this question and answer, you use le or its negative méi(you) because the focus is on whether the action took place or not.

The purpose of the (shi)... de construction, on the other hand, is to focus on additional information about a completed action; that is, the construction is used when the center of interest is NOT whether or not a certain action took place. For example, once it has been established that Mr. Sun did in fact come, the (shi)... de construction will probably be used for any additional questions and answers about his coming. For example:

Tā shi shénme shíhou láide? When did he come?

Tā shi zuótiān láide.            He came yesterday.

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

These questions and answers use the (shi)... de construction because you already know that Mr. Sun came and now you are asking for additional information about his visit. Many types of additional information can be focus points for which the (shi)... de construction is used. In Tā shi shénme shíhou láide? the additional information is the time when something happens. In Tā shi yíge rén láide ma? the information asked for is the manner in which something takes place. Other possible focus points are place, cause of action, goal of action, and performer of action.

Now let’s take a look at how shi and de function separately in this construction. The verb shi, coming before the phrase which is the center of interest, serves as a signal that what follows is emphasized. The verb ”to be" is often used in a similar way in English to mark the center of interest:

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

Another way of showing the center of interest in English is by word stress. Here is a comparison between focusing in Chinese with (shi)... de and focusing in English with stress:

Tā lái le ma?                    Has he come?

Lái le.                            Yes, he has.

Tā shi zuótiān láide ma?        Did he come YESTERDAY?

Shi, tā shi zuótiān láide. Yes, YESTERDAY.

The marker de coming after the verb indicates completion. When the marker de is not used in the sentence, that sentence no longer describes a completed event. The marker shi by itself emphasizes something about the action. Compare these sentences:

Tā shi jintiān lái.                   She is coming (later) today.

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

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

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

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

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

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

Bú shi, wS bú shi yíge rén láide.    No, I didn’t come alone.

The (shi)... de construction is not used in every completed-action sentence containing a time, place, or manner phrase. If the center of interest is still whether or not the action took place, le is used. If, for example, you knew that someone was expected to come yesterday and you wanted to find out only whether he actually did come, the conversation might go as follows:

• A: Tā zuótiān méi lái ma?           Didn’t he COME yesterday?

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

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

Note on Nos. 8-9

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