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 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 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 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: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.

The Biographic Information Module provides you with linguistic and cultural skills needed for a simple conversation typical of a first-meeting situation in China. These skills include those needed at the beginning of a conversation (greetings, introductions, and forms of address), in the middle of a conversation (understanding and answering questions about yourself and your immediate family), and at the end of a conversation (leave-taking). Before starting this module, you must take and pass the ORN Criterion Test. The resource modules Pronunciation and Romanization and Numbers (tapes 1-1») are also prerequisites to the BIO Module. The Criterion Test will focus largely on this module, but material from Module 1 and associated resource modules may also be included. OBJECTIVES Upon successful completion of the module, the student should be able to 1. Pronounce correctly any word from the Target Lists of ORN or BIO, properly distinguishing sounds and tones, using the proper stress and neutral tones, and making the necessary tone changes. 2. Pronounce correctly any sentence from the BIO Target Lists, with proper pauses and intonation, that is, without obscuring the tones with English intonation. 3. Use polite formulas in asking and answering questions about identity (name), health, age, and other basic information. h. Reply to questions with the Chinese equivalents of "yes” and "no.” 5. Ask and answer questions about families, including who the members are, how old they are, and where they are. 6. Ask and answer questions about a stay in China, including the date of arrival, location-purpose-duration of stay, previous visits, traveling companions, and date of departure. 7. Ask and answer questions about work or study—identification of occupation, the location, and the duration. 8. Give the English equivalent for any Chinese sentence in the BIO Target Lists. 9. Be able to say any Chinese sentence in the BIO Target Lists when cued with its English equivalent. 10. Take part in a short Chinese conversation, using expressions included in the BIO Target List sentences. TAPES FOR BIO AND ASSOCIATED RESOURCE MODULES Biographic Information (BIO) Unit 1: Unit 2: 1 C-l 1 p-1 1&2 D-l 1 C-2 1 P-2 2 P-2 2 C-2 2 C-l 2 P-1 Unit 3: 3 C-l 3 P-1 3&U D-l 3 C-2 3 P-2 Unit U: U C-l 1» P-1 U C-2 U P-2 Unit 5: 5 C-l 5 P-1 5&6 D-l 5 C-2 5 P-2 Unit 6: 6 C-l 6 P-1 6 C-2 6 P-2 Unit 7: 7 C-l 7 P-1 7&8 D-l 7 C-2 7 P-2 Unit 8: 8 C-l 8 P-1 8 C-2 8 P-2 Units 1-1» R-l Units 5-8 R-l Classroom Expressions (CE) CE 2 Time and Dates (T&P) T&D 1 T&D 2 UNIT 1 TARGET LIST 1. Qingwèn, nl zhù zai nǎr? Wo zhù zai Beijing Fàndiàn. 2. Ni zhù zai něige fàndiàn? W3 zhù zai nèige fàndiàn. 3. Nl zhù zai zhèige fàndiàn ma? Bù, wó bú zhù zai zhèige fàndiàn. U. Nī zhù zai Mínzú Fàndiàn ma? Bù, w3 bú zhù zai Mínzú Fàndiàn. 5. Něiwèi shi Gāo Tóngzhì? Neiwèi shi Gāo Tóngzhì. 6. Z&o. Nuòwākè Nushì! Nín hǎo. W5 hen hāo. 7. Ni shi Měiguo nǎrde rén? Wó shi Jiāzhōu Jiùjlnshān rén. May I ask, where are you staying? I'm staying at the BSijlng Hotel. Which hotel are you staying at? I'm staying at that hotel. Are you staying at this hotel? No, I'm not staying at this hotel. Are you staying at the Nationalities Hotel? No, I'm not staying at the Nationalities Hotel. Which one is Comrade Gāo? That one is Comrade Gāo. Good morning. Miss Novak.' How are you. I'm very well. Where are you from in America? I’m from San Francisco, California. UNIT 2 TARGET LIST 1. Nì péngyou jiā zài náli? Tā jiā zài Dàli Jiē. 2. Ni péngyoude dìzhl shi...? Tāde dìzhí shi Dàlǐ Jiē Sìshièr-hào. Where is your friend's house? His house is on Dàll Street. What is your friend’s address? His address is No. U2 Dàll Street 3. NX shi Wèi Shàoxiào ba? Shide. U. Nà shi Guóbīn Dà fan di an ba? Shide, nà shi Guobīn Dàfàndiàn. NX zhù zai nàli ma? Bù, wō zhù zai zhèli. 5. NX péngyou zài TaibSi gōngzuò ma? Tā bú zài TáibSi gōngzuò; tā zài Taizhōng gōngzuò. 6. NX zài náli gōngzuò? NX zài Wǔguānchù gōngzuò. OR Wō zài yínháng gōngzuò. You are Major Weiss, aren’t you? Yes. That is the Ambassador Hotel, isn't it? Yes, that's the Ambassador Hotel. Are you staying there? No, I'm staying here. Does your friend work in Taipei? He doesn't work in Taipei; he works in Taichung. Where do you work? I work at the defense attache's office. I work at a bank. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 7. lù                                   road UNIT 3 TARGET LIST 1. NXmen yōu háizi ma? Yōu, wōmen yōu. 2. Liu Xiānsheng méiyou Méiguo péngyou. 3. Nimen yōu jXge nánháizi, jlge nǔháizi? Wōmen yōu liǎngge nánháizi, yíge niiháizi. Do you have any children? Yes, we have. Mr. Liu doesn't have any American friends. How many boys and how many girls do you have? We have two boys and one girl. U. Hu Xiānsheng Hu Tàitai you Jīge háizi?- Tāmen y$u liǎngge háizi. Shi nánháizi, shi nūháizi? Dōu shi nūháizi. 5. Nīmen háizi dōu zài zhèli ma? Bù, liangge zài zhèli, yíge hái zài Měiguō. 6. Nl Jiāli y5u shénme rén? YSu wo tàitai gēn sānge háizi. 7. Ní Jiāli you shénme rén? Jiù you w3 fùqin, mǔqin How many children do Mr. and Mrs. Hú have? They have two children. Are they boys or girls? Both of them are girls. Are all your children here? No. Two are here, and one is still in America. What people are in your family? There’s my wife and three children. What people are in your family? Just my father and mother. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 8. zhí only 9. dìdi younger brother 10. gēge older brother 11. JièJie older sister 12. mèimei younger sister 13. xiōngdì brothers 1U. JiSmèi sisters 15. xiōngdì JiSmèi brothers and sisters 16. fùmǔ parents 17. zūfù paternal grandfather 18. zǔmǔ paternal grandmother 19. wàizǔfù maternal grandfather 20. wàizǔmǔu maternal grandmother 21. bàba papa, dad, father 22. mama momma, mom, mother UNIT 4 1. Tā míngtiān lai ma? Tā yījīng lai le. 2. Nī péngyou lai le ma? Tā hāi méi(you) lai. 3. Tā shi shénme shíhou dàode? Tā shi zuotiān dàode. U. NX shi yíge rén láide ma? Bú shi, wǒ bú shi yíge rén JLàide. 5. Nī néitiān zǒu? Wǒ jīntiān zǒu. TARGET LIST Is he coming tomorrow? He has already come. Has your friend come? She hasn't come yet. When did he arrive? He arrived yesterday. Did you come alone? No, I didn't come alone. What day are you leaving? I'm leaving today. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 6. hòutiān the day after tomorrow 7. qiàntiān the day before yesterday 8. tiāntiān every day 9. érzi son 10. nuer daughter UNIT 5 TARGET LIST 1. Nī shi zài nǎr shēngde? Wǒ shi zài Dézhōu shēngde. 2. Nīmen xīngqījī zǒu? Women Xīngqītiān zǒu. Where were you born? I was born in Texas. What day of the week are you leaving? We are leaving on Sunday. 3. Nī shi nēinián shēngde? Wǒ shi Yījiǔsānjifinián shēngde. U. Nī shi jīyǔè jīhào shēngde? Wǒ shi QÍyǔe sìhào shēngde. 5. Nī duō dà le? Wǒ sānshiwǔ le. 6. Nīmen nanháizi dōu jīsuì le? YÍge jiǔsuì le, yíge liùsuì le. What year were you born? I was born in 1939. What is your month and day of birth? I was born on July U. How old are you? I’m 35. How old are your boys? One is nine, and one is six. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 7. hòunián 8. jīnián 9. míngnián 10. qiánnián 11. qunian 12. niánnián the year after next this year next year the year before last last year every year UNIT 6 TARGET LIST 1. Nī zhù duo jiǔ? Wǒ zhù yìnián. 2. Nī tàitai zài Xiānggāng zhù duo jiǔ? Wǒ xiāng tā zhù liāngtiān. 3. Nī xiāng zài Taiwan zhù duǒ jiǔ? Wǒ xiāng zhù liùge yǔè. U. Nī láile duo jiǔ le? Wǒ láile liāngge xīngqī le. How long are you staying? I’m staying one year. How long is your wife staying in Hong Kong? I think she is staying two days. How long are you thinking of staying in Taiwan? I'm thinking of staying six months. How long have you been here? I have been here two weeks. 5. NX tàitai zài Xianggang zhùle duo Jiǔ? Tā zhùle liǎngtiān. 6. Lī Tàitai méi lai. 7. NX cōngqián láiguo ma? Wō cóngqián méi laiguo. Wō tàitai láiguo. How long did your wife stay in Hong Kong? She stayed two days. Mrs. Li didn’t come. Have you ever been here before? I have never been here before. My wife has been here. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 8. qfi                                       to go 9. Niù Yūē                             New York UNIT 7 TARGET LIST 1. Nín zài náli gōngzuò? Wō zài MSiguo Guōwùyuàn gōngzuò. 2. NX zài náli gōngzuò? Wō shi xùésheng. 3. NX lái zuò shénme? Wō lái niàn shū. h. NX niàn shénme? Wō xtté Zhōngwén. 5. NX zài dàxùé niànguo lìshX ma? Niànguo. 6. Nīmen huì shuō Zhōngwén ma? Wō tàitai bú huì shuō, wō huì shuō yìdiǎn. Where do you work? I work with the State Department. Where do you work? I’m a student. What did you come here to do? I came here to study. What are you studying? I’m studying Chinese. Did you study history in college? Yes. Can you speak Chinese? My wife can’t speak it; I can speak a little. 7. Nīde Zhōngguo huà hSn hǎo. Nall, náli. W3 jlù huì shuō yìdiān. 8. Nī shi zài náli xuéde Zhōngwén? W6 shi zài Huáshèngdùn xiiéde. Your Chinese is very good. Not at all, not at all. I can speak only a little. Where did you study Chinese? I studied it in Washington. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 9. JīngJixUé economics 10. Rìwén Japanese language 11. wenxue literature 12. zhèngzhixiié political science 13. nan to be difficult Ih. rōngyi to be easy 15. xiiéxí (xuéxi) to study, to learn (PRC) UNIT 8 TARGET LIST 1. Nī jīntiān hái you kè ma? Meiyou kè le. 2. Nī cóngqián niàn Yīngwén niànle duō jiǔ? W5 niàn Yīngwén niànle liùnián. 3. Nī niàn Fàwén niànle duo jiǔ le? W3 niànle yinian le. h. Qunián wō hái bú huì xiě Zhōngguo zì. Xiànzài w3 huì xiě yìdiān le. 5. Nī fùqin shi jùnrén ma? Shi, tā shi hāijǔn Junguān. Do you have any more classes today? I don't have any more classes. How long did you study English? I studied English for six years. How long have you been studying French? I've been studying it for one .year. Last year I couldn’t write Chinese characters. Now I can write a little. Is your father a military man? Yes, he's a naval officer. 6. W3 jintiān bù lai le. W3 bìng le. 7. Jintiān hǎo le méiyou? Jintiān hao le. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 8. kōngjun 9. lùjun 10. shìblng 11. zu8 shi 12. Déwén I’m not coming today. I'm sick. Are you better today' Today I'm better. air force army enlisted man to work German language UNIT 1

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).

(in Béijīng) 1. A: B: Qīngwèn, nī zhù zai nǎr? W6 zhù zai Bāijīng Fàndiàn. May I ask, where are you staying? I’m staying at the Béijīng Hotel. 2. B: Nī zhù zai Mínzú Fàndiàn Are you staying at the Nationalities ma? Hotel? A: Shi, wS zhù zai Mínzú Yes, I’m staying at the Nationalities Fàndiàn. Hotel. 3. A: Nī zhù zai něige fàndiàn? Which hotel are you staying at? B: W5 zhù zai Běijīng Fàndiàn. I’m staying at the Běijīng Hotel. 1*. B: Nèiwèi shi Zhāng Tongzhì? Which one is Comrade Zhāng? A: Tā shi Zhāng Tongzhì. She is Comrade Zhāng. 5-* B: Něige rén shi Méi Tongzhì? Which person is Comrade Mei? A: Nèige rén shi Méi Tongzhì. That person is Comrade Méi. 6. B: Něiwèi shi Gāo Tóngzhì? A: Nèiwèi shi Gāo Tǒngzhì. 7.3 A: Hi zhù zai zhèige fàndiàn ma? B: Bù, wǒ bú zhù zai zhèige fàndiàn. 8. B: Jiang Tongzhì! Nín zāo. A: Zāo. Nuowǎkè Nushì! Nín hāo. B: Wǒ hen hāo. 9. A: QXngwèn, ni shi Měiguo nārde rén? B: Wǒ shi Jiāzhōu Jiùjlnshān rén. Which one is Comrade Gāo? That one is Comrade Gāo. Are you staying at this hotel? No, I’m not staying at this hotel. Comrade Jiāng! Good morning. Good morning. Miss Novak! How are you. I’m very well. May I ask, where are you from in America? I’m from San Francisco, California.

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

1. A: Qlngwèn, ni zhù zai nār?       May I ask, where are you staying? B: WS zhù zai BSiJing Fàndiàn.    I'm staying at the BéiJIng Hotel. Notes on No. 1 The verb zhù, "to live," or "to reside," may be used to mean "to stay at" (temporary residence) or "to live in" (permanent residence). Zhù zai nār literally means "live at where." The verb zài, "to be in/ at/on,” is used here as a preposition, "at." It loses its tone in this position in a sentence. (The use of zài as a preposition is treated more fully in Unit 2.) Fàndiàn has two meanings—"restaurant" and "hotel" (a relatively large hotel with modern facilities).* Literally, fàndiàn means "rice shop." 2. B: Ni zhù zai Mínzú Fàndiàn ma? Are you staying at the Nationalities Hotel? A: Shi, wS zhù zai Mínzú Fàndiàn. Yes, I'm staying at the Nationalities Hotel. Note on No. 2 Shi; The usual way to give a short affirmative answer is to repeat the verb used in the question. Some verbs, however, may not be repeated as short answers. Zhù is one such verb. Others not to be used are xìng, "to be surnamed," and jiào, "to be given-named." Many speakers do not repeat the verb zài as a short answer. To give a short "yes" answer to questions containing these verbs, you use shi. 3. A: Ni zhù zai něige fàndiàn? B: WS zhù zai Beijing Fàndiàn. U. B: Něiwèi shi Zhang Tóngzhì? A: Tā shi Zhang Tóngzhì. Which hotel are you staying at? I'm staying at the Běijīng Hotel. Which one is Comrade Zhāng? She is Comrade Zhāng. 5. B: Nèige rén shi Méi Tongzhì? A: Nèige rén shi Méi Tongzhì. 6. B: Neiwèi shi Gāo Tongzhì? A: Nèiwèi shi Gāo Tongzhì. 7. A: Nī zhù zai zhèige fàndiàn ma? B: Bù, w3 hú zhù zai zhèige fàndiàn. Which person is Comrade Mei? That person is Comrade Méi. Which one is Comrade Gāo? That one is Comrade Gāo. Are you staying at this hotel? No, I’m not staying at this hotel Notes on Nos. 3-7 Nèige is the question word "which." In the compound nèiguó, you found the hound word nèi-, which was attached to the noun guó. In the phrase nèige rén, "which person," the hound word něi- is attached to the general counter -ge. (You will learn more about counters in Unit 3. For now, you may think of -ge as an ending which turns the hound word nèi- into the full word nèige.) Nèige rén/Nèiwèi: To he polite when referring to an adult, you say nèiwèi or nèiwèi, using the polite counter for people -wèi rather than the general counter -ge. though -ge is used in many informal situations. Notice that the noun rén is not used directly after -wèi: Nèiwèi Mèiguo rén shi shéi? Nèiwèi zhù zai Mínzú Fàndiàn? Compare the specifying words "which?" "that," and "this" with the location words you learned in Unit U of ORN: specifying words nèige? (nāge?) (which?) nèige (nàge) (that) zhèige (zhège) (this) location words nǎr? (where?) nàr (nèr) (there) zhèr (zhàr) (here) Both question words are in the Low tone, while the other four words are in the Falling tone. Many people pronounce the words for "which?" "that," and "this" with the usual vowels for "where?" "there," and "here": nǎge? nàge, and zhège. Bù: A short negative answer is usually formed by bù plus a repetition of the verb used in the question. When a verb, like zhví (zai), cannot be repeated, bù is used as a short answer and is followed by a complete answer. Notice that when used by itself bù is in the Falling tone, but when followed by a Falling-tone syllable bù is ih the Rising tone. Bù, tā xiànzai bú zài zher. No, he's not here now. 8. B: Jiang Tóngzhì! Nín zāo. A: Zāo. Nuòwākè Nushì! Nín hāo. B: Wǒ hen hāo. Comrade Jiāng! Good morning. Good morning. Miss Novak! How are you. I'm very well. Notes on No. 8 Name as greeting: A greeting may consist simply of a person's name: Wang Tóngzhì! "Comrade Wáng!" The name may also be used with a greeting phrase: Wáng Tóngzhì! Nín zāo. "Comrade Wáng! Good morning."--or, in reverse order, Nín zāo. Wang Tóngzhì! "Good morning. Comrade Wáng!" The name is pronounced as an independent exclamation acknowledging that person's presence and status. It is not de-emphasized like "Comrade Wáng" in the English sentence "Good morning, Comrade Wáng." Nín zāo means "good morning"—literally, "you are early." You may also say either nì zāo or simply zāo. Nushì, "Ms.," is a formal, respectful title for a married or unmarried woman. It is used after a woman's own surname, not her husband's. Traditionally, this title was used for older, educated, and accomplished women. In the PRC, where people use Tóngzhì, "Comrade," in general only foreign women are referred to and addressed as (so-and-so) Nushì. On Taiwan, however, any woman may be called (so-and-so) Nushì in a formal context, such as a speech or an invitation. Nín hāo: This greeting may be said either with or without a question marker, just as in English we say "How are you?" as a question or "How are you" as a simple greeting. Nǐ hāo ma?                      How are you? Nì hāo.                          How are you. Also Just as in English, you may respond to the greeting by repeating it rather than giving an answer. Lì Tóngzhì! Nín hāo.            Comrade Lì! How are you. Nín hāo. Gāo Tóngzhì!           How are you. Comrade Gāo! Literally, hSn means ’’very." The word often accompanies adjectival verbs (like h&o, "to be good"), adding little to their meaning. (See also Module 3, Unit 3.) How to identify yourself: You have now learned several ways to introduce yourself. One simple, direct way is to extend your hand and state your name in Chinese—for instance, Mǎ Mínglì. Here are some other ways: W8 shi MS Mínglì.               I am MS Mínglì. Wǒ xìng MS.                      My surname is MS. Wǒ xìng MS, Jiào MS Mínglì. My surname is MS; I am called MS Mínglì. WSde Zhōngguo míngzi Jiao My Chinese name is MS MÍnglì. MS MÍnglì. 9. A: Qlngwèn, nī shi Měiguo nSrde rén? B: Wō shi Jiāzhōu Jiùjīnshān rén. May I ask, where are you from in America? I’m from San Francisco, California. Notes on No. 9 Order of place names: Notice that Jiāzhōu Jiùjīnshān is literally "California, San Francisco." In Chinese, the larger unit comes before the smaller. Similarly, in the question Nī shi Meiguo nǎrde rén? the name of the country comes before the question word nǎr, which is asking for a .mere detailed location. The larger -unit is usually repeated in the answer: Nī shi Shandong I nār 1 S' 1 ____1 i éi.? 1 1 Wǒ shi Shandong | Cīngdǎo ! 'í GA Literally, Jiùjīnshān means "Old Gold Mountain." name to San Francisco during the Gold Bush days. The Chinese gave this

A. Response Drill Respond according to the cues. 1. Speaker: Tā zhù zai nǎr? (cue) Běijīng Fàndiàn (Where is he/she staying?) 2. Nī àiren zhù zai nǎr? Mínzú Fàndiàn (Where is your spouse staying?) 3. Li Tongzhì zhù zai nǎr? zhèige fàndiàn (Where is Comrade LĪ staying?) U. Fāng Tongzhì zhù zai nār? nèige fàndiàn (Where is Comrade Fāng staying?) 5. Chen Tongzhì zhù zai nǎr? Běijīng Fàndiàn (Where is Comrade Chen staying?) 6. LÍn Tongzhì zhù zai nǎr? Mínzú Fàndiàn (Where is Comrade LÍn staying?) 7. Huang Tongzhì zhù zai nǎr? zhèige fàndiàn (Where is Comrade Huǎng staying?) You: Tā zhù zai Běijīng Fàndiàn. (He/she is staying at the Beijing Hotel.) Tā zhù zai Mínzú Fàndiàn. (He/she is staying at the Nationalities Hotel.) Tā zhù zai zhèige fàndiàn. (He/she is staying at this hotel.) Tā zhù zai nèige fàndiàn. (He/she is staying at that hotel.) Tā zhù zai Běijīng Fàndiàn. (He/she is staying at the Beijing Hotel.) Tā zhù zai Mínzú Fàndiàn. (He/she is staying at the Nationalities Hotel.) Tā zhù zai zhèige fàndiàn. (He/she is staying at this hotel.) B. Response Drill Give affirmative responses to all questions. 1. Speaker: Gāo Nushì zhù zai         You: Shi, tā zhù zai Mínzú Fàndiàn. Mínzú Fàndiàn ma?            (Yes, she is staying at the (Is Miss Gáo staying             Nationalities Hotel.) at the Nationalities Hotel?) 2. Zhāng Nushì zhù zai Běijīng        Shi, tā zhù zai Běijīng Fàndiàn. Fàndiàn ma? 3. Jiāng Nushì zhù zai zhèige fàndiàn ma? ’i. Huang Nushì zhù zai nèige fàndiàn ma? 5. Wang Nushì zhù zai BSijlng Fàndiàn ma? 6. LÍn Nushì zhù zai MÍnzú Fàndiàn ma? 7. Mao Nushì zhù zai zhèige fàndiàn ma? Shi, tā zhù zai zhèige fàndiàn. Shi, tā zhù zai nèige fàndiàn. Shi, tā zhù zai Bèijìng Fàndiàn Shi, tā zhù zai MÍnzú Fàndiàn. Shi, tā zhù zai zhèige fàndiàn. C. Response Drill Give negative responses to all 1. Speaker: Jiāng Xiānsheng zhù zai zhège fàndiàn ma? (Is Mr. Jiāng staying at this hotel?) 2. MS Xiānsheng zhù zai nàge fàndiàn ma? 3. Lì Xiānsheng zhù zai Guobīn Dàfàndiàn ma? U. Zhào Xiānsheng zhù zai Yuánshān Dàfàndiàn ma? 5. Liú Xiānsheng zhù zai Yuánshān Dàfàndiàn ma? 6. Tang Xiānsheng zhù zai nàge fàndiàn ma? 7. Song Xiānsheng zhù zai zhège fàndiàn ma? questions. You: Bu shi, tā bú zhù zai zhège fàndiàn. (No, he isn’t staying at this hotel.) Bú shi, tā bú zhù zai nàge fàndiàn. Bú shi, tā bú zhù zai Guóbīn Dàfàndiàn. Bú shi, tā bú zhù zai Yuánshān Dàfàndiàn. Bú shi, tā bú zhù zai Yuánshān Dàfàndiàn. Bú shi, tā bú zhù zai nàge fàndiàn. Bú shi, tā bú zhù zai zhège fàndiàn D. Response Drill the Give either a negative or an affirmative response, according to cues. 1. Speaker: Tang Tongzhì zhù zai zhèige fàndiàn ma? (cue) zhèige fàndiàn (Is Comrade Tang staying at this hotel?) OR Ma Tongzhì zhù zai nèige fàndiàn ma? (cue) zhèige fàndiàn (Is Comrade MS staying at this hotel?) 2. Mǎ Tongzhì zhù zai nèige fàndiàn ma? zhèige fàndiàn 3. LĪ Tongzhì zhù zai Bǎijīng Fàndiàn ma?    Bǎijīng Fàndiàn U. Zhào Tongzhì zhù zai Mínzú Fàndiàn ma?    Bǎijīng Fàndiàn 5. Liu Tongzhì zhù zai zhèige fàndiàn ma?    nèige fàndiàn 6. Jiang Tongzhì zhù zai nèige fàndiàn ma?    nèige fàndiàn 7. Zhāng Tongzhì zhù zai Bǎijīng Fàndiàn ma? Mínzú Fàndiàn You: Shi, tā zhù zai zhèige fàndiàn (Yes, he is staying at this hotel.) Bú shi, tā hú zhù zai nèige fàndiàn. (No, he isn't staying at that hotel.) Bú shi, tā hú zhù zai nèige fàndiàn Shi tā zhù zai Bǎijīng Fàndiàn. Bú shi, tā bú zhù zai Mínzú Fàndiàn Bú shi, tā bú zhù zai zhèige fàndiàn. Shi, tā zhù zai nèige fàndiàn. Bú shi, tā bú zhù zai Bǎijīng Fàndiàn. E. Transformation Drill Change the less polite forms nèige forms nèiwèi and zhèiwèi. 1. Speaker: Nèige rén shi LÍ Tongzhì. (That person is Comrade LI.) 2. Zhèige rén shi Fāng Tongzhì. 3. Nèige rén shi Jiāng Tongzhì. rén and zhèige rén to the more polite You: Nèiwèi shi Li Tongzhì. (That one is Comrade LĪ.) Zhèiwèi shi Fāng Tongzhì. Nèiwèi shi Jiāng Tongzhì. 2. Zhāng Tóngzhì zhù zai nèige Tā zhù zai Bèijīng Fàndiàn. fàndiàn? Bèijīng Fàndiàn 3. Jiāng Tóngzhì zhù zai nèige fàndiàn? nèige fàndiàn Tā zhù zai nèige fàndiàn. U. Wang Tóngzhì zhù zai nèige fàndiàn? zhèige fàndiàn Tā zhù zai zhèige fàndiàn. 5. Huáng Tóngzhì zhù. zai nèige fàndiàn? Mínzú Fàndiàn Tā zhù zai Mínzú Fàndiàn. 6. Lin Tóngzhì zhù zai nèige fàndiàn? Bèijīng Fàndiàn Tā zhù zai Bèijīng Fàndiàn. 7. Liú Tóngzhì zhù zai nèige fàndiàn?    zhèige fàndiàn Tā zhù zai zhèige fàndiàn. U. Zhèige rén shi Zhōu Tongzhì. 5. Nèige rén shi Zhāng Tongzhì. 6. Zhèige rén shi Chén Tóngzhì. 7. Nèige rén shi Hú Tóngzhì. Zhèiwèi shi Zhōu Tóngzhì. Nèiwèi shi Zhāng Tóngzhì. Zhèiwèi shi Chén Tóngzhì. Nèiwèi shi Hu Tóngzhì. F. Response Drill Respond to nèige fàndiàn? "which hotel?" according to the cues. 1. Speaker: Tā zhù zai nèige fàndiàn? (cue) Mínzú Fàndiàn (Which hotel is he/she staying at?) You: Tā zhù zai Mínzú Fàndiàn. (He/she is staying at the Nationalities Hotel.) G. Response Drill Respond to nèige rén? "which person?" with nèige rén, "that person." 1. Speaker: Qlngwèn, nèige rén shi You: Nèige rén shi Wang Déxián. Wang Déxián?                   (That person is Wang Déxián.) (May I ask, which person is Wang Déxián?) 2. Qíngwèn, nèige rén Shimin? 3. Qíngwèn, nèige rén Bǎolán? 1*. Qíngwèn, nèige rén Tíngfēng? 5. Qingwèn, nèige rén Wǎnrú? 6. Qíngwèn, nèige rén Mèilíng? 7. Qíngwèn, nèige rén Zhīyuǎn? shi Zhao        Nèige shi Lin         Nèige shi Gāo         Nèige shi Zhang       Nèige shi Hu          Nèige shi Sòng        Nèige rén shi Zhao Shinin, rén shi Lin Bǎolán. rén shi Gāo Tíngfēng rén shi Zhāng Wǎnrú. rén shi Hú Mèilíng. rén shi Song Zhīyuǎn H. Transformation Drill Ask the appropriate "which” or ’’where” question according to statements. 1. Speaker: Tā lǎojiā zài Qingdao. (His/her family is from Qingdao.) OR Tā xiànzài zài Jiānádà. (He/she is in Canada now.) OR Tā zhù zai Bèijīng Fàndiàn. (He/she is staying at the Bèijing Hotel.) 2. Tā xiànzài zài Shāndōng. (He/she is in Shāndōng now.) 3* Tā zhù zai MÍnzú Fàndiàn. (He/she is staying at the Nationalities Hotel.) U. Tā lǎojiā zài Húbèi. (His/her family is from Hubei.) 5. Tā xiànzài zài Mèiguō. (He/she is in America now.) You? Tā lǎojiā zài nǎr? (Where is his/her family from?) Tā xiànzài zài nǎr? (Where is he/she now?) Tā zhù zai nèige fàndiàn? (in which hotel is he/she staying?) Tā xiànzài zài nǎr? (Where is he/she now?) Tā zhù zai nèige fàndiàn? (In which hotel is he/she staying?) Tā lǎojiā zài nǎr? (Where is his/her family from?) Tā xiànzài zài nǎr? (Where is he/she now?) ó. Tā zhù zai zhèige fàndiàn. (He/she is staying at this hotel.) 7. Tā lāojiā zài Guangdong. (His/her family is from Guangdong.) Tā zhù zai neige fàndiàn? (In which hotel is he/she staying?) Tā lāojiā zài nǎr? (Where is his/her family from?) Pagoda in central Taiwan (courtesy of Thomas Madden) UNIT 2

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.

(in Taipei) 1. A: B: Nì zhù zai náli? Where are you staying? I’m staying at the Ambassador Hotel Wǒ zhù zai Guōbīn Dàfàndiàn. 2. A: Nī zhù zai náli? Where are you staying? B: Wǒ zhù zai zhèli. I’m staying here. A: Tā ne? How about him? B: Tā zhù zai nàli. He is staying there. 3. A: Nī zhù zai náli? Where are you staying? B: Wǒ zhù zai péngyou jiā. I’m staying at a friend’s house. U. A: Nī péngyou jiā zài náli? Where is your friend’s house? B: Tā jiā zài Dàlī Jiē. His house is on Dàlī Street. 5. A: Nī péngyoude dìzhī shi...? What is your friend’s address? B: Tāde dìzhī shi Dàlī Jiē Sìshièrhào. His address is No. 1*2 Dàlī Street. 6. * A: Nī shi Wèi Shàoxiào ba? You are Major Weiss, aren’t you? B: Shide. Yes. 7. **A: Nà shi Guobīn Dàfàndiàn ba? That is the Ambassador Hotel, isn’t it? B: Shìde. Yes. 8. A: Nī péngyou xiànzài zài náli gōngzuò ? Where does your friend work now? B: Tā zài Táinán gōngzuò. He works in Tainan. 9. * A: Nī zài náli gōngzuò? Where do you work? B: Wǒ zài Wǔguānchù gōngzuò. I work at the defense attache’s office. 10. **A: Nī zài náli gōngzuò? Where do you work? B: Wǒ zài yínháng gōngzuò. I work at a bank. 11.4 5 A: Ni péngyou zài Táiběi gōngzuò ma? B: Tā bú zài Táiběi gōngzuò; tā zài Táizhōng gōngzuòK Does your friend work in Taipei? He doesn’t work in Taipei; he works in Taichung. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 12. lù road

ba (question marker expressing supposition of what answer will be) dàfàndiàn -de dìzhl hotel (possessive marker) address gōngzud Guóbln Dàfàndiàn to work Ambassador Hotel -hào number (in addresses) Jiā Jiē home, house street lù road nà-nàge náli nàli that that (one) where there péngyou friend shàoxiào Shìde. major (military title) Yes, that's so. Wǔguānchù defense attache's office yínháng bank zài zhè-zhège zhèli to be in/at/on (prepositional verb) this this (one) here (introduced on C-2, P -2, and, drill tapes) Dìyī Dàfàndiàn Máiguo Guójì Jiāoliú Zòngshǔ Meiguo Yínháng Taiwan Yínháng youzhèngju First Hotel U.S. International Communications Agency Bank of America Bank of Taiwan post office 11U

1. A: B: Nī zhù zai náli? W3 zhù zai Guébīn Dàfàndiàn. Where are you staying? I'm staying at the Ambassador Hotel. 2. A. Nī zhù zai náli? Where are you staying? B: Wo zhù zai zhèli. I'm staying here. A: Tā ne? How about him? B: Tā zhù zai nàli. He is staying there. Notes on Nos. 1-2 The word guébīn actually refers to any official state guest, not just an ambassador.(The word for ’’ambassador” is dàshī.) The translation "Ambassador Hotel" has been used for years by that hotel and, although inaccurate, has been retained in this text. Dàfàndiàn means "great hotel" or "grand hotel." It is commonly used in the names of Taiwan and Hong Kong hotels. Náli, nàli, and zhèli are common variants of nār, nàr, and zhèr in non-Peking dialects of Standard Chinese. The forms with r sire Peking dialect forms. Compare: Peking Other nār? náli? (where?) nàr nàli (there) zhèr zhèli (here) Notice the difference in tone between nǎr and náli. This is because -li has a basic Low tone, and the first of two adjoining Low-tone syllables changes to a Rising tone: nǎ + -11 = náli 3. A: . Nī zhù zai náli? B: W3 zhù zai péngyou jiā. U. A: Nī péngyou jiā zài náli? B: Tā jiā zài Dàlī Jiē. Where are you staying? I’m staying at a friend’s house. Where is your friend’s house? His house is on Dàll Street. Note on Nos. 3-U The possessive relationships in péngyou jiā, ’’friend’s house,” nì péngyou jiā, ’’your friend’s house," and tā jiā, "his house," are unmarked, while the English must include -’s. or the possessive form of the pronoun ("your," "his"). In Chinese, possessive relationships may be expressed by simply putting the possessor in front of the possessed when the relationship between the two is particularly close, like the relationship between a person and his home, family, or friends. 5. A: Nì péngyoude dìzhī shi...? B: Tāde dìzhī shi Dàlī Jiē Sìshièrhào. What’s.your friend’s address? His address is No. U2 Dàlī Street. Notes on No. 5 Péngyoude dìzhī: The marker -de in this phrase is Just like the English possessive ending -*£. With the exception of close relationships, this is the usual way to form the possessive in Chinese. nī péngyou -de dìzhī (your friend ’s address) Unlike the English -*£ ending, -de is also added to pronouns. wǒde (my) nīde (your) tāde (his/her) You are learning possessive phrases in which the marker -de is used (tāde dìzhī) and some possessive phrases which do not contain -de (nī péngyou jiā). There are certain reasons for the inclusion or omission of -de. If a close relationship exists between the possessor and the possessed, the marker -de might not be used. If a phrase is long and complex, as Lī Xiānsheng péngyoude tàitai, the marker -de is used to separate the possessor from the possessed. short or simple long or complex nī          jiā wǒ      péngyou Hú Meilíng           -de l&ojiā nī péngyou           -de dìzhī Lī Xiānsheng péngyou -de tàitai But these are not hard and fast rules. The use or omission of -de is not determined solely by the number of syllables in a phrase or by the closeness between the possessor and the possessed, although both of these considerations do play a big part in the decision. While some common nouns are usually used without -de before them, most nouns are more likely to be preceded by -de, and many even require it. Dìzhl, "address,” is the only noun you have learned which REQUIRES the possessive marker -de added to the possessor. But other nouns such as Jiá are not always preceded by -de. This is also the case with nouns indicating personal relationships, like fùmǔ, ’’father," and tàitai, "wife." Pěngyou, "friend," xuésheng, "student," and l&oshl, "student." are commonly used without -de, but may also be used with the marker. You might expect the question Nī péngyoude dìzhl shi...? to be completed with a word such as shénme. "what.11However, the incomplete form given in this exchange, with the voice trailing off, inviting completion, is also commonly used. Addresses: The order in which addresses are given in Chinese is the reverse of that used in English. In Chinese, the order is from the general to the specific: country, province or state, city, street name, street number. -hào: A street number is always given with the bound word -hào, "number," after it.6 6. A: Nī shi Wei Shàoxiào ba? B: Shìde. 7. A: Nèi shi Guóbln Dàfàndiàn ba? B: Shìde. You are Major Weiss, aren’t you? Yes. That is the Ambassador Hotel, isn’t it? Yes. Notes on Nos. 6-7 Ba is a marker for a question which expresses the speaker's supposition as to what the answer will be. It is the type of question which asks for a confirmation from the listener. There are three ways to translate the two questions in exchanges 6 and 7 into English: NI shi Wèi Shàoxiào ba? Aren’t you Major Weiss? You are Major Weiss, aren’t you? You must be Major Weiss. Nèi shi Guóbīn Dàfàndiàn?           Isn’t that the Ambassador Hotel? That is the Ambassador Hotel, isn’t it? That must be the Ambassador Hotel. Each translation reflects a different degree of certainty on the part of the speaker. (While the differences in certainty are expressed in English by variation in wording, they can be expressed in Chinese by intonation.) You will probably find that the ’’isn't it”/”aren't you” translation fits most situations. The short answer shide is an expanded form of the short answer shi, with the same meaning": ”Yes, that's so.” Shìde is also the word used for the "yes” in the military "Yes, sir.” Nà (nèi); In the subject position, nà (nèi), "that," and zhè (zhèi). "this," may be used either as free words or as bound words, with -ge following. Compare: Nà shi Guóbīn Dàfàndiàn. (That is the Ambassador Hotel.) Nà -ge shi Guóbīn Dàfàndiàn. (That one is the Ambassador Hotel.) However, the question form nS- (nèi-) Nàge (fàndiàn) shi Guóbīn Dàfàndiàn? 8. A: Nī péngyou xiànzài zài náli gōngzuò? B: Tā zài Táinán gōngzuò. 9. A:  Nī zài náli gōngzuò? B: WŌ zài Wǔguānchù gōngzuò. 10. A:  Nī zài náli gōngzuò? B: Wō zài yínháng gōngzuò. 11. A:  Nī péngyou zài Táiběi gōngzuò ma? B: Tā bú zài Táiběi gōngzuò; tā zài Táizhōng gōngzuò. is a bound word. Which one (hotel) is the Ambassador Hotel? Where does your friend work now? He works in Tainan. Where do you work? I work at the defense attache’s office. Where do you work? I work at a bank. Does your friend work in Taipei? He doesn't work in Taipei; he works in Taichung. Notes on Nos. 8-11 Wǔguānchù, ’’defense attache’s office," literally means "military attache's office." Zài...gōngzuò: Compare these two sentences: Tā zài Táinán. (He is in Tainan.) Tā zài Táinán gōngzuò. (He in Tainan works.) The sentence Tā zài Táinán gōngzuò seems to have two verbs: zài, "to be in/at/on," and gōngzuò, "to work." But there is only one verb in the translation: "He works in Tainan." The translation reflects the fact that zài loses its full verb status in this sentence and plays a role like that of the English preposition "in." The zài phrase in Chinese, like the "in" phrase in English, gives more information about the main verb gōngzuò; that is, it tells where the action takes place. "He works," and the work takes place "in Tainan." In sentences like this, the word zài is a prepositional verb. Most relationships expressed by prepositions in English are expressed by prepositional verbs in Chinese. You have also seen zài used as a prepositional verb in the sentence Ni zhù zài náli? "Where do you live?"—literally, "You live at where?" Notice that in this sentence the prepositional verb phrase zài náli comes after the main verb zhù. In the sentence Ni zài náli gōngzuò? the prepo-sitional verb phrase"zeti náli comes before the main verb gōngzuò. Many things, such as stress, contrast, and other objects in the sentence, can influence the order of the prepositional verb phrase and the main verb. In some cases, either order may be used, as in Ni zài náli zhù? or Ni zhù zài náli? In other cases, the word order is fixed, as in NI zài náli gōngzuò?" For text examples, it will be pointed out whether or not the word order may be changed, and the reasons will be given. Tā bú zài Táiběi gōngzuò, "He doesn't work in Taipei": In this sentence, the negative adverb bù comes before the prepositional verb zài (which starts the complete predicate zài Táiběi gōngzuò). not before the main verb gōngzuò. This makes sense, for you are not saying "He does NOT WORK," but you are saying "He does NOT work IN TAIPEI." Tā gōngzuò. Tā bù gōngzuò. Tā zài Táiběi gōngzuò. Tā bú zài Táiběi gōngzuò.

A. Response Drill 1. Speaker; Li Xiānsheng zhù zai nali? (cue) Guobīn Dàfàndiàn (Where is Mr. Li staying?) 2. Gāo Xiānsheng zhù zai nāli? Yuánshān Dàfàndiàn 3. Yang Xiānsheng zhù zai náli? Dìyī Dàfàndiàn U. Tang Xiānsheng zhù zai náli? zhèli 5. Sīmá Xiānsheng zhù zai náli? péngyou jiā 6. Liú Xiānsheng zhù zai náli? nàli 7. Wang Xiānsheng zhù zai náli? Dìyī Dàfàndiàn You; Tā zhù zai Guobīn Dàfàndiàn (He is staying at the Ambassador Hotel. )■ Tā zhù zai Yuánshān Dàfàndiàn. Tā zhù zai Dìyī Dàfàndiàn. Tā zhù zai zhèli. Tā zhù zai péngyou jiā. Tā zhù zai nàli. Tā zhù zai Dìyī Dàfàndiàn. B. Response Drill 1. Speaker: Tā péngyou jiā zài náli? (cue) Boài Lù (Where is his/her friend’s house?) 2. Lī Xiānsheng jiā zài náli? Dūnhuà Lu 3. Wang Xiānsheng jiā zài náli? Nóngān Jiē U. Hé Xiānsheng jiā zài náli? Dàlī Jiē 5. Bāo Xiānsheng jiā zài náli? Nánjīng Lù 6. MS Xiānsheng jiā zài náli? Zhōngshān LÙ You; Tā jiā zài Boài Lù. (His/her house is on Boài Road.) Tā jiā zài Dūnhuà Lù. Tā jiā zài Nóngān Jiē. Tā jiā zài Dàlī Jiē. Tā jiā zài Nánjīng Lù. Tā jiā zài Zhōngshān Lù. 7. LÍn Xiānsheng Jiā zài náli? ZhèJiāng Jiē • Tā Jiā zài Zhèjiāng Jiā. C. Response Drill According to each cue, respond with the appropriate street number on Dall Jiē. 1. Speaker: Nī péngyoude dìzhī shi...? (cue) h2hào (What is your friend’s address?) 2. Nī péngyoude dìzhī shi...? UOhào 3. Nī péngyoude dìzhī shi...? 95hào h. Nī péngyoude dìzhī shi...? 26hào 5. NĪ péngyoude dìzhī shi...? TThào 6. Nī péngyoude dìzhī shi...? 68hào 7. Nī péngyoude dìzhī shi...? UUhào You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào. (His/her address is No. h2 Dall Street.) Tāde dìzhī shi Dàlī Jiē Sìshihào. Tāde dìzhī shi Dàlī Jiē Jiǔshiwǔ-hào. Tāde dìzhī shi Dàlī Jiē Èrshiliù-hào. Tāde dìzhī shi Dàlī Jiē Qīshiqíhào Tāde dìzhī shi Dàlī Jiē Liùshibá-hào. Tāde dìzhī shi Dàlī Jiē Sìshisìhào D. Response Drill Give the appropriate Taiwan street addresses according to the cues. 1. Speaker: Nī péngyoude dìzhī shi...? (cue) Dàlī Jiē U2hào (What is your friend’s address?) 2. Nī péngyoude dìzhī shi...? Boài Lù 9Hhào You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào. (His/her address is No. U2 Dàlī Street.) Tāde dìzhī shi Boài Lù Jiǔshisìhào 3. Nī péngyoude dìzhī shi...? Dūnhuà Lù 55hào U. Nī péngyoude dìzhī shi...? Nóngān Jiē 75hào 5. Nī péngyoude dìzhī shi...? Dàlī Jiē U2hào 6. Nī péngyoude dìzhī shi...? Dūnhuà Lù 55hào 7. Nī péngyoude dìzhī shi...? Bóài Lù 9Uhào Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào. Tāde dìzhī shi Nóngān Jiē Qíshiwǔ-hào. Tāde dìzhī shi Dàlī Jiē Sìshièrhào Tāde dìzhī shi Dūnhuà Lù Wǔshiwfi-hào. Tāde dìzhī shi Bóài Lù Jiǔshisìhào E. Transformation Drill 1. Speaker: MS Tàitai jiā zài Dàlī Jiē Sìshièrhào. (Mrs. M&'s house is at No. 1*2 Dàlī Street.) 2. Zhào Tàitai jiā zài Bóài Lù Jiǔshisìhào. 3. Lī Tàitai jiā zài Dūnhuà Lù Wǔshiwǔhào. U. Hé Tàitai jiā zài Nóngān Jiē Qīshiwǔhào. 5. Bāo Tàitai Jiā zài Dàlī Jiē Sìshièrhào. 6. Wang Tàitai jiā zài Bóài Lù Jiǔshisìhào. 7. Lin Tàitai Jiā zài Dūnhuà Lù Wǔshiwǔhào. You: Tāde dìzhī shi Dàlī Jiē Sìshièrhào. (His/her address is No. h2 Dàlī Street.) Tāde dìzhī shi Bóài Lù Jiǔshisìhào. Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào. Tāde dìzhī shi Nóngān Jiē Qīshiwǔhào. Tāde dìzhī shi Dàlī Jiē Sìshièrhào. Tāde dìzhī shi Bóài Lù Jiǔshisìhào. Tāde dìzhī shi Dūnhuà Lù Wǔshiwǔhào. F. Transformation Drill Change each ma question to a ba question. 1. Speaker; Nín shi Wèi Shàoxiào ma? (Are you Major Weiss?) 2. Tā shi Zhāng Shàoxiào ma? 3. Nín shi Huang Xiaojie ma? A. Nà shi Guobīn Dàfàndiàn ma? 5. Zhè shi Dìyī Dàfàndiàn ma? 6. Nàwèi shi Wang Tàitai ma? 7. Nà shi Yuánshān Dàfàndiàn ma? G. Response Drill 1. Speaker: Tā zài náli gōngzuò? (cue) Táibéi (Where does he/she work?) 2. Tā zài náli gōngzuò?    Tainan 3. Tā zài náli gōngzuò?    Táizhōng U.  Tā zài náli gōngzuò?    Gāoxiōng 5. Tā zài náli gōngzuò?    Jīlōng 6. Tā zài náli gōngzuò?    TáibSi 7. Tā zài náli gōngzuò?    Táizhōng You.: Nín shi Wèi Shàoxiào ba? (You are Major Weiss, aren’t you?) Tā shi Zhāng Shàoxiào ba? Nín shi Huáng Xiaojie ba? Nà shi Guobīn Dàfàndiàn ba? Zhè shi Dìyī Dàfàndiàn ba? Nàwèi shi Wáng Tàitai ba? Nà shi Yuánshān Dàfàndiàn ba? You: Tā zài TáibSi gōngzuò. (He/she works in Taipei.) Tā zài Táinán gōngzuò. Tā zài Táizhōng gōngzuò. Tā zài Gāoxiōng gōngzud. Tā zài Jīlōng gōngzuò. Tā zài TáibSi gōngzud. Tā zài Táizhōng gōngzud H. Response Drill 1. Speaker: Tā zài yōuzhèngju gōngzuò ma? (Does he/she work at the post office?) 2. Tā zài Wǔguānchù gōngzuò ma? 3. Tā zài yínháng gōngzuò ma? U. Tā zài Měiguo Yínháng gōngzuò ma? 5. Tā zài Taiwan Yínháng gōngzuò ma? 6. Tā zài Wǔguānchù gōngzuò ma? 7. Tā zài yōuzhèngju gōngzuò ma? You: Duì le, tā zài yōuzhèngju gōngzuò. (Yes, he/she works at the post office.) Duì le, tā zài Wǔguānchù gōngzuò. Duì le, tā zài yínháng gōngzuò. Duì le, tā zài Měiguo Yínháng gōngzuò. Duì le, tā zài Táiwān Yínháng gōngzuò. Duì le, tā zài Wǔguānchù gōngzuò. Duì le, tā zài yōuzhèngju gōngzuò. I. Transformation Drill Add xiànzài, ’’now,” to each statement. 1. Speaker: Zhōu Xiānsheng zài Táiběi gōngzuò. (Mr. Zhōu works in Taipei.) 2. Zhāng Xiānsheng zài Táizhōng gōngzuò. 3. Hú XiSojiě zài Táinán gōngzuò. U. MS XiSojiě zài Gāoxiōng gōngzuò. 5. Zhāo Xiānsheng zài Jīlōng gōngzuò. 6. Chen Xiānsheng zài Táiběi gōngzuò. 7. Jiāng XiSojiě zài Gāoxiōng gōngzuò. You: Zhōu Xiānsheng xiànzài zài Táiběi gōngzuò. (Mr. Zhōu is working in Taipei now.) Zhāng Xiānsheng xiànzài zài Táizhōng gōngzuò. Hú XiSojiě xiànzài zài Táinán gōngzuò. MS XiSojiě xiànzài zài Gāoxiōng gōngzuò. Zhào Xiānsheng xiànzài zài Jilōng gōngzuò. Chen Xiānsheng xiànzài zài Táiběi gōngzuò. Jiāng XiSojiě xiànzài zài Gāoxiōng gōngzuò. 12U J. Transformation Drill Make each statement negative by changing zài to bú zài. 1. Speaker: Hu Tóngzhì zài Bèijing gōngzuò. (Comrade Hu works in Bèijing.) 2. Li Tóngzhì zài Nanjing gōngzuò. 3. Tā zài QīngdSo gōngzuò. U. Lin Tóngzhì zài GuSngzhōu gōngzuò. 5. Zhào Tóngzhì zài Shanghai gōngzuò. 6. Chen Tóngzhì zài QīngdSo gōngzuò. 7. Huang Tóngzhì zài Bèijing gōngzuò. You: Hú Tóngzhì bú zài Bèijing gōngzuò. (Comrade Hu doesn't work in Beijing.) Li Tóngzhì bú zài Nánjīng gōngzuò Tā bú zài Qingdao gōngzuò. Lin Tóngzhì bú zài GuSngzhōu gōngzuò. Zhào Tóngzhì bú zài ShànghSi gōngzuò. Chen Tóngzhì bú zài QingdSo gōngzuò. Huáng Tóngzhì bú zài Bèijing gōngzuò. K. Response Drill Give negative responses to the questions, adding correct information according to the cues. 1. Speaker: Hú XiSoJiè zài Tāibèi gōngzuò ma? (cue) Táinán (Does Miss Hú work in Taipei?) 2. Li Tàitai zài Táizhōng gōngzuò ma?    Jīlóng 3. MS Xiānsheng zài zhèli gōngzuò ma?    Gāoxióng U. Tā zài Wuguānchù gōngzuò ma? Mèiguo YÍnháng 5. Tā zài yóuzhèngjú gōngzuò ma? Táiwān YÍnháng You: Tā bú zài Táiběi gōngzuò; tā zài Táinán gōngzuò. (She doesn't work in Taipei; she works in Tainan.) Tā bú zài Táizhōng gōngzuò; tā zài Jīlóng gōngzuò. Tā bú zài zhèli gōngzuò; tā zài Gāoxióng gōngzuò. Tā bú zài Wǔguānchù gōngzuò; tā zài Měiguo YÍnháng gōngzuò. Tā bú zài yóuzhèngju gōngzuò; tá zài Táiwān YÍnháng gōngzuò. 6. Lin Xiānsheng zài nàli gōngzuò ma?    zhèli 7. Liú XiSoJiS zài TáibSi gōngzuò ma?    Táizhōng Tā bú zài nàli gōngzuò; tā zài zhèli gōngzuò. Tā bú zài TáibSi gōngzuò; tā zài Táizhōng gōngzud. L. Response Drill Give an affirmative or negative 1. Speaker: Tā zài TáibSi gōngzuò ma? (cue) TáibSi (Does he/she work in Taipei?) OR Tā zài TáibSi gōngzuò ma? (cue) Tainán (Does he/she work in Taipei?) 2. Tā zài Táizhōng gōngzuò ma? Jīlōng 3. Tā zài zhèli gōngzuò ma? zhèli U. Tā zài yóuzhèngju gōngzuò ma? Táiwān Yínháng 5. Tā zài Wǔguānchù gōngzuò ma? zhèli 6. Tā zài MSiguo Yínháng gōngzuò ma? MSiguo Yínháng response according to each cue. You: Duì le, tā zài TáibSi gōngzuò. (Yes, he/she works in Taipei.) Tā bú zài TáibSi gōngzuò; tā zài Táinán gōngzuò. (He/she doesn't work in Taipei; he/she works in Tainan.) Tā bú zài Táizhōng gōngzuò; tā zài Jīlōng gōngzuò. Duì le, tā zài zhèli gōngzuò. Tā bú zài yōuzhèngjǔ gōngzuò; tā zài Táiwān Yínháng gōngzuò. Tā bú zài Wǔguānchù gōngzuò; tā zài zhèli gōngzuò. Duì le, tā zài MSiguo Yínháng gōngzuò. UNIT 3

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. (in Taipei) 1. A: Nīmen you háizi ma? B: You, women you. 2. B: Liu Xiānsheng you Měiguo péngyou ma? A: Tā méiyou Měiguo péngyou. A:  Tā you Yīngguo péngyou. 3. A:~  Nīmen you jīge háizi? B: Women you sānge háizi. h.  A:  Nīmen you jīge nánháizi, jīge nuháizi? B: Wōmen you liǎngge nánháizi, yíge nuháizi. 5. B: Shi nánháizi, shi nuháizi? A: Tāmen dōu shi nuhaizi. 6. B: Hú Xiānsheng, Hu Tàitai ne? Tāmen you jīge háizi? A: Tāmen you liǎngge háizi. B: Shi nánháizi, shi nuháizi? A: Dōu shi nuháizi. 7. A: Nīmen háizi dōu zài zhèli ma? B: Bù, liǎngge zài zhèli, yíge hái zài Měiguo. 8. A: Nī jiāli yōu shénme rén? B: Yōu wō tàitai gēn sānge háizi. 9. B: Nī Jiāli yōu shénme rén? A: Jiù yōu wō fùqin, mǔqin. Do you have any children? Yes, we have. Does Mr. Liu have any American friends? He doesn’t have any American friends. He has .English friends. OR He has an English friend. How many children do you have? We have three children. How many hoys and how many girls do you have? We have two boys and one girl. Are they boys or girls? All of them are girls. How about Mr. and Mrs. Hu? How many children do they have? They have two children. Are they boys or girls? Both of them are girls, Are all your children here? No. Two are here, and one is still in America. What people are (there) in your family? There’s my wife and three children What people are (there) in your family? Just my father and mother. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 10. zhí only- 11. dìdi younger brother 12. gēge older brother 13. JiSjie older sister 1U. mèimei younger sister 15. xiōngdì brothers 16. JiSmèi sisters 17. xiōngdì JiSmèi brothers and sisters 18. fùmú parents 19. zǔfù paternal grandfather 20. zǔmǔ paternal grandmother 21. wèizǔfù maternal grandfather 22. wèizǔmǔ maternal grandmother 23. ■baba papa, dad, father 2k. momma, mom, mother

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

1. A: Nimen y6u háizi ma? B: Y5u, w3men you. Do you have any children? Yes, we have. Notes on No. 1 The plural pronouns are formed by adding -men to the singular pronouns singular w6 (I) ni (you) tā (he/she) plural women (we) nimen (you) tāmen (they) (You have already seen these pronoun forms used as possessives: "my," "our," etc. Later you will find that they are also used as objects: "me," "us," etc.) Haizi: Chinese nouns have the same form for singular and plural. Háizi may be either "child" or "children."7 Usually the context will make clear whether a noun should be translated as singular or as plural, but not always. Chinese does not require that the matter be pinned down to the same extent that English does. W3men y3u háizi is a perfectly good sentence, even though the only accurate translation is the clumsy "We have one or more children." We would prefer to have enough information to translate it either as "We have a child" or as "We have children." At times this ambiguity is an advantage. When you ask Nimen ySu háizi ma? you do not, after all, know whether you are referring to one child or to more than one child. To cover both bets in the same way in English, we have to say "Do you have any children?" 2. B: Liu Xiānsheng you Měiguo péngyou ma? A: Tā méiyou Měiguo péngyou. A: . Tā you YIngguo péngyou. Does Mr. Liú have any American friends? He doesn’t have any American friends. He has English friends. OR He has an English friend. Note on No. 2 Méiyou: All the verbs discussed so far form the negative with bù, with the single exception of y5u, ”to have,” which has the irregular negative form méiyou. 3. A: Nīmen y5u jīge háizi? B: WSmen y3u sānge háizi. U. A: Nīmen you jīge nánháizi, jīge nuháizi? B: W3men you liángge nánháizi, yíge nuháizi. How many children do you have? We have three children. How many boys and how many girls do you have? We have two boys and one girl. Notes on Nos. 3-H In Peking speech, jī~, ”how many,” is usually used only when the number expected in an answer'is about 10 or less. In many other parts of China, speakers use jī- no matter how large a number is expected in the answer. Counters: In Chinese, a noun cannot be counted or specified (i.e., used with něi-, "which," nèi-, "that," zhèi-, "this") without the addition of a bound word, a counter, to indicate the sort of thing being specified or counted. English has a few such counters, as "head" in "how many head of cattle" and "loaves" in "seven loaves of bread." The counter used in a particular instance depends on the noun being specified or counted. Many nouns have special counters. You have already learned the polite counter for persons, -wèi. Other special counters refer in some way to the kind of thing the noun represents. The word for "hotel," for instance, has a special counter -jiā, "house," used for counting or specifying business establishments. The general counter -ge is used with nouns that do not have special counters. For example, there is no special counter for the word pùbù, "waterfall," so you would say yíge pubù, "one waterfall." You have already found the general counter -ge in specifying expressions such as neige háizi, "which child," and zhèige fàndiàn, "this hotel." You may find that, in colloquial speech, nouns that have special counters are sometimes used with -ge anyway, but this tendency is looked down upon by many speakers. Here are the numbers 1 through 10 with the counter -ge: yíge, liǎngge, sānge, sìge, wǔge, liùge, qíge, báge, jiǔge, shíge The number 2 has a special form before a counter: liǎng-. Notice that the words for 1, 7, and 8 have Rising tones before -ge, because -ge is basically a Falling-tone syllable. (See also Unit 5, notes on No. 9 and No. 10.) Nan-, nu~: The bound words nán-, "male," and nu~, "female^" are often used in compounds; for example, nánpéngyou, "boyfriend," and nutǒngzhì, "(woman) Comrade." "And": In Chinese, a word for "and" is not needed between parallel phrases like liāngge nánháizi, yíge nuháizi, "two boys, (and) one girl." A pause is usual between the two phrases, but even the pause is sometimes omitted. 5. B: Shi nánháizi, shi nuháizi? A: Tāmen dōu shi nuháizi. 6. B: Hú Xiānsheng, Hú Tàitai ne? Tāmen yōu Jíge háizi? A: Tāmen yōu liāngge háizi. B: Shi nánháizi, shi nùháizi? A: Dōu shi nuháizi. 7. A: Nlmen háizi dōu zài zhèli ma? B: Bù, liāngge zài zhèli, yíge hái zài Māiguō. Are they boys or girls? All of them are girls. How about Mr. and Hrs. Hú? How many children do they have? They have two children. Are they boys or girls? Both of them are girls. Are all your children here? No. Two are here, and one is still in America. Notes on Nos. 5-7 Shi nánháizi, shi nuháizi? In Chinese, an "or" question (i.e., a question asking which of two alternatives is true) may be asked simply by stating the two alternatives with a pause between. In this kind of "or" question, the verb must appear in each alternative. (You will learn other ways of making "or" questions in later modules.) Dōu may usually be translated in a sentence as "all (of)," or, if it refers to only two things, as "both (of)." Literally, dōu means "in all cases," "uniformly," "entirely," "completely." Since it is an adverb, it must be placed after the subject of a sentence and before the verb (like the adverb yě, "also"). 8. A: Ni jiāli yōu shénme rén? B: You wǒ tàitai gēn sānge háizi. 9. B: Nǐ Jiāli yōu shénme rén? A: Jiù yōu wǒ fùqin, mǔqin. What people are (there) in your family? There’s my wife and three children What people are (there) in your family? Just my father and mother. Notes on Nos. 8-9 Literally, the phrase ni jiāli means "in your home" (jiā, "home"; -11, "in"). In this sentence it is extended to mean "the people in your home," that is, "your family." Nī jiāli - you - shénme rén? Phrase by phrase, this question is: "In your family - there are - what people?" The word "family" can be taken to mean either all your relatives or only those living in your household. By itself, the verb you means "to be," "to exist.” You have now seen it translated two ways: 1) as "have," with a personal subject: Women ^ǒu sānge háizi. "We have three children." 2) as "there is/are," in the so-called impersonal construction: Nī Jiāli yǒu,shénme rén? "What people are (there) in your family?" In exchange 8, the verb yǒu in the answer is translated as "there’s." Some English speakers may find this translation too colloquial. The answer can also be translated Just by listing the family members, with no verb in the English, as was done in exchange 9- Chinese almost always keeps the verb in the answer to a question, while English tends to leave it out. How to say "and": Chinese has several words for "and." Gēn is the word for "and" when joining nouns or noun phrases. Yě is the word for "and" when joining verbs, verb phrases, or whole sentences: Wǒ bú xìng Lī, yě bú xìng Lǔ. Wǒ xìng Lu. (I'm not surnamed Līj and I'm not surnamed Lǔ. I'm surnamed Lu.) Chinese tends to use a word for "and" when the noun phrases being Joined are not parallel and not to use one when the phrases are parallel: NOT PARALLEL Yǒu wǒ tàitai (possessor) (noun) gēn sānge háizi. (number) (noun) (There's my wife and three children.) PARALLEL Yǒu li&ngge nánháizi (number) (noun) yíge nuháizi. (There are two (number) (noun) boys and one ______________________ girl.) While "and" is often omitted in Chinese, it may be added for emphasis between nouns and between noun phrases—Just as in English. Jiù, "only," "Just," is an adverb (like yě and dōu). The, use of to mean "only is probably mostly confined to the Peking dialect.8 Speakers from other parts of the country will not necessarily use Jiù to mean "only" or understand it as such. A more widely used and understood word for "only" is zhī. Thus the answer in exchange 9 could also be Zhī you wǒ fùqin, mǔqin. Notes on Additional Required Vocabulary Chinese is much more precise than English in its terms for family members. There is not Just one word for "brother" or "sister" but words for "older brother," "younger brother," "older sister," and "younger sister." older younger (brother) gēge dìdi (sister) JiěJie mèimei (brothers) xiōngdì (sisters) Jiěmèi When referring to both older and younger sisters, the term Jiěmèi is used. When referring to both older and younger brothers, the term xiōngdì is used. When referring to sisters and brothers, the phrase xiōngdì Jiěmèi is used. Chinese also distinguishes between grandparents on the father's side of the family and grandparents on the mother's side: father's side        mother's side (grandfather)| zǔfù wàizufù (grandmother)! zǔmǔ wàizǔmǔ The syllable wài- in wàizúfù and wàizǔmǔ literally means "outer" or "outside."

A. Response Drill Give affirmative answers, using y5u. 1. Speaker: Tā y3u Měiguo péngyou ma? (Does he/she have any American friends?) 2. Ta y3u Zhōngguo péngyou ma? (Does he/she have Chinese friends?) 3. Tā y3u Déguo péngyou ma? (Does he/she have German friends?) U. Tā y3u Rìběn péngyou ma? (Does he/she have Japanese friends?) 5. Tā y3u Jiānádà péngyou ma? (Does he/she have Canadian friends?) 6. Tā y8u èguo péngyou ma? (Does he/she have Russian friends?) 7. Tā y3u Yīngguo péngyou ma? (Does he/she have English friends?) You: Y3u, tā y3u Měiguo péngyou. (Yes, he/she has some American friends.) Y3u, tā you Zhōngguo péngyou. (Yes, he/she has Chinese friends.) Y3u, tā you Déguo péngyou. (Yes, he/she has German friends.) You, tā y3u Rìběn péngyou. (Yes, he/she has Japanese friends.) Y3u, tā y3u Jiānádà péngyou. (Yes, he/she has Canadian friends.) You, tā y3u èguo péngyou. (Yes, he/she has Russian friends.) Y3u, tā y3u Yīngguo péngyou. (Yes, he/she has English friends.) B. Response Drill Give affirmative answers, using y5u. 1. Speaker: Tā y3u gēge ma? (Does he/she have an older brother?) You: Y3u, tā you gēge. (Yes, he/she has an older brother.) 2. Tā y3u jiějie ma? You, tā y3u jiějie. 3. Tā you dìdi ma? You, tā y3u dìdi. U. Tā you mèimei ma? 5. Tāmen y3u háizi ma? 6. Tāmen ySu nánháizi ma? 7. Tāmen you nuháizi ma? Y3u, tā y3u mèimei. YSu, tāmen you háizi. YSu, tāmen ySu nánháizi YSu, tāmen you nuháizi. C. Response Drill Give negative answers, using méiyou. 1. Speaker; Zhāng Xiānsheng ySu jiSjie ma? (Does Mr. Zhāng have an older sister?) 2. Wáng Xiānsheng ySu nūháizi ma? 3. Lin Xiānsheng ySu mèimei ma? U. Tā tàitai ySu gēge ma? 5. Huang XiSojiè ySu dìdi ma? 6. MS Xiānsheng MS Tàitai ySu háizi ma? 7. Yáng Tàitai ySu nánháizi ma? You: Méiyou, Zhāng Xiānsheng méiyou JiSjie. (No, Mr. Zhāng doesn't have an older sister.) Méiyou, Wáng Xiānsheng méiyou nuháizi. Méiyou, Lin Xiānsheng méiyou mèimei Méiyou, tā tàitai méiyou gēge. Méiyou, Huáng Xiǎojiě méiyou dìdi. Méiyou, MS Xiānsheng MS Tàitai méiyou háizi. Méiyou, Yáng Tàitai méiyou nánháizi D. Response Drill Give a negative or affirmative response to each question according to the cue. 1. Speaker: Nī y3u dìdi ma? (cue) y3u (Do you have a younger brother?) OR Nī you dìdi ma? (cue) méiyou (Do you have a younger brother?) You: Y3u, w3 y3u dìdi. (Yes, I have a younger brother.) Méiyou, w3 méiyou dìdi. (No, I don't have a younger brother.) 2. Tā yǒu mèimei ma? méiyou 3. Wáng Tongzhì yǒu gēge ma? méiyou h. Tāmen yǒu háizi ma? you 5. Guō Tóngzhì you Yīngguo péngyou ma? méiyou 6. Chén Xiānsheng yǒu Fàguo péngyou ma? you Méiyou, tā méiyou mèimei. Méiyou, Wáng Tóngzhì méiyou gēge. Yǒu, tāmen you háizi. Méiyou, Guō Tóngzhì méiyou Yìngguo péngyou. You, Chén Xiānsheng you Fàguo péngyou. Ē. Transformation Drill Change each ma question to a jī question. 1. Speaker: Tāmen yǒu háizi ma? (Do they have children?) 2. Wáng Xiānsheng yǒu jiējie ma? 3. Tāmen yǒu nánháizi ma? U. Nīmen you nuháizi ma? 5. Fāng Xiāojiě yǒu gēge ma? 6. Zhào Tàitai yǒu dìdi ma? 7. Tā yǒu Zhōngguo péngyou ma? F. Response Drill Respond to the questions according 1. Speaker: Zhāng Tóngzhì yǒu jīge háizi? (cue) 2 (How many children does Comrade Zhāng have?) 2. Zhào Tóngzhì yǒu jīge nuháizi? You: Tāmen yǒu jīge háizi? (How many children do they have?) Wáng Xiānsheng yǒu jīge jiējie? Tāmen yǒu Jige nánháizi? Nīmen yǒu jīge nuháizi? Fāng Xiaojiě yǒu jīge gēge? Zhào Tàitai yǒu jīge dìdi? Tā you jīge Zhōngguo péngyou? to the cues. You: Zhāng Tóngzhì yǒu liǎngge háizi. (Comrade Zhāng has two children.) Zhào Tóngzhì yǒu yíge nūháizi. 3. Chen Tongzhì you Jīge nanháizi? 3 U. Jiāng Tongzhì you jīge Měiguo. péngyou? 5 5. Fāng Tongzhì yōu jīge mèimei? 1 6. Wang Xiānsheng you jīge Zhongguo péngyou? 2 7. Tā yōu jīge gēge? 3 Chén Tongzhì you sānge nánháizi. Jiāng Tongzhì you wǔge Měiguo péngyou. Fāng Tongzhì you yíge mèimei. Wang Xiānsheng yōu liSngge Zhōngguo péngyou. Tā you sānge gēge. G. Expansion Drill Add the cues to the questions. 1. Speaker: Tā you jīge nánháizi? (cue) nuháizi (How many sons does he/ she have?) 2. Huang Xiānsheng you jīge Měiguo péngyou? Fàguo péngyou 3. Lī Tàitai you Jīge gēge? dìdi U. Sun XiSojiě you jīge jiějie? mèimei 5. Tāmen yōu jīge Yīngguo péngyou? Déguo péngyou 6. Song Xiānsheng yōu jīge nánháizi? nuháizi 7. Tā yōu jīge gēge? jiějie You: Tā you jīge nánháizi, Jīge nuháizi? (How many sons and how many daughters does he/she have?) Huang Xiānsheng you jīge Měiguo péngyou, jīge Fàguo péngyou? Lī Tàitai you jīge gēge, Jīge dìdi? Sun Xiǎojiě yōu Jīge-jiějie, jīge mèimei? Tāmen yōu jīge Yīngguo péngyou, jīge Déguo péngyou? Song Xiānsheng yōu Jīge nánháizi, jīge nuháizi? Tā yōu jīge gēge, jīge Jiějie? H. Response Drill Use 1) Jiù + the number and 2) méiyou to answer each question. 1. Speaker: Tā you jige nanháizi, Jīge nuháizi? (cue) 2 (How many sons and how many daughters does he/she have?) 2. Li Xiānsheng you Jige gēge, Jige JiěJie?    1 3. Zhāng Xiǎojiě you Jige JiěJie, Jige mèimei?    2 U. Zhōu Tàitai you Jige gēge, Jige dìdi? 1 5. Hú Xiānsheng you Jige dìdi, Jige mèimei? 2 6. Tā yōu Jige Fàguo péngyou, Jige Déguo péngyou? 2 7. Tāmen yōu Jīge nánháizi, Jīge nùháizi? 1 You: Tā Jiù yōu liangge nánháizi, méiyou nuháizi. (He/she has only two sons, no daughters.) Tā Jiù yōu yíge gēge, méiyou JiěJie. Tā Jiù yōu liāngge JiěJie, méiyou mèimei. Tā Jiù yōu yíge gēge, méiyou dìdi Tā Jiù yōu liāngge dìdi, méiyou mèimei. Tā Jiù yōu liāngge Fàguo péngyou, méiyou Déguo péngyou. Tāmen Jiù gōu yíge nánháizi, méiyou nuháizi. I. Response Drill 1. Speaker: Tā yōu Jīge nánháizi, Jige nuháizi? (cue) 2, 3 (How many sons and how many daughters does he/she have?) 2. Zhōu Tongzhì yōu Jīge gēge, Jīge dìdi? 1, 2 3. Zhāng Tongzhì yōu Jīge JiěJie, Jīge mèimei? 3, 1 U. Tāmen yōu Jīge Zhōngguo péngyou, Jīge Rìběn péngyou? 5, 1 You: Tā yōu liāngge nánháizi, sānge nuháizi. (He/she has two sons and three daughters.) Zhōu Tongzhì yōu yíge gēge, liāngge dìdi. Zhāng Tongzhì yōu sānge JiěJie, yíge mèimei. Tāmen yōu wǔge Zhōngguo péngyou, yíge Rìběn péngyou. 5. Chén Tongzhì yǒu Jige Yīngguo péngyou, Jige Déguo péngyou? 3, 2 6. Liu Tóngzhì y3u Jige nánháizi,* Jige nuháizi? 2, 2 7. Tā y3u Jige JiěJie, Jige gēge? 1, 3 Chén Tóngzhì y3u sānge Yīngguo péngyou, liǎngge Déguo péngyou. Liú Tóngzhìwy3u liǎngge nánháizi, liǎngge nuháizi. Tā y3u yíge JiǎJie, sānge gēge. J. Response Drill The speaker will ask you two questions for each exchange. Use the number cue to answer the first question. Answer the second question with dōu and the first alternative. 1. Speaker•• Qíngwèn, tāmen y3u Jige You: Tāmen y3u liǎngge háizi. háizi?                        (They have two children.) (cue) 2 (May I ask, how many children do they have?) Shi nánháizi, shi nuháizi? Dōu shi nánháizi. (Are they boys or girls? 2. Qingwèn, tā y3u Jīge xiōngdì? 3 Shi gēge, shi dìdi? 3. Qingwèn, tā yǒu Jige Jiēmèi? 2 Shi JiǎJie, shi mèimei? U. Qingwèn, tā yǒu Jīge Zhōngguo péngyou? U Shi nánpéngyou, shi nupéngyou? 5. Qingwèn, tā y3u Jige Měiguo péngyou? 2 Shi nánpéngyou, shi nupéngyou? 6. Qingwèn, tā yǒu Jīge háizi? 3 Shi nánháizi, shi nuháizi? 7- Qingwèn, tāmen y3u Jīge háizi? 5 Shi nánháizi, shi nuháizi? (Both of them are boys.) Tā y3u sānge xiōngdì. Dōu shi gēge. Tā yǒu liǎngge Jiěmèi. Dōu shi jiějie. Tā y3u sìge Zhōngguo péngyou. Dōu shi nánpéngyou. Tā y3u liǎngge Měiguo péngyou. Dōu shi nánpéngyou. Tā yǒu sānge háizi. Dōu shi nánháizi. Tāmen you wuge háizi. Dōu shi nánháizi. K. Substitution Drill 1. Speaker: Qīngwèn, nīmen jiāli you shénme rén? (cue) tāmen 2. Qīngwèn, tāmen jiāli y3u shénme rén? Fāng Xiānsheng 3- Qīngwèn, Fāng Xiānsheng jiāli y3u shénme rén? Zhāng Xiǎojiě U. Qīngwèn, Zhāng XiǎoJiě jiāli y3u shénme rén?Lī Mínglī 5- Qīngwèn, Lī Mínglī jiāli y3u shénme ren? nī gēge 6. Qīngwèn, nī gēge jiāli you shénme rén? nī péngyou 7. Qīngwèn, nī péngyou jiāli y3u shénme rén? You: Qīngwèn, tāmen jiāli you shénme rén? Qīngwèn, Fāng Xiānsheng jiāli you shénme rén? Qīngwèn, Zhāng Xiǎojiě jiāli y5u shénme ren? Qīngwèn, Lī Mínglī jiāli y3u shénme rén? Qīngwèn, nī gēge jiāli you shénme rén? Qīngwèn, nī péngyou jiāli y3u shénme rén? L. Expansion Drill Add the cue and gēn to each sentence. 1. Speaker: Tā y3u yíge háizi. (cue) tàitai (He/she has one child.) You: You tā tàitai gēn yíge háizi. (There’s his wife and one child.) 2. Hu Xiānsheng y3u yíge mèimei. mǔqin You tā mǔqin gēn yíge mèimei. 3. Lī Xi&ojiě y3u liāngge dìdi. jiějie You tā jiějie gēn liāngge dìdi. Liu Xiānsheng y3u yíge nuháizi. mǔqin Y3u tā mǔqin gēn yíge nuháizi. 5. LÍn Tàitai y3u sānge nánháizi. xiānsheng You tā xiānsheng gēn sānge nánháizi 6. Tā you yíge jiějie.    fùqin You tā fùqin gēn yíge Jiějie. 7. Wáng Xiānsheng you sìge háizi. Y3u tā tàitai gēn sìge háizi. tàitai M. Response Drill 1. Speaker: Tāmen háizi dōu zài zhèli ma? (cue) MSiguo • (Are all of their children here?) 2. Tā gēge, JiěJie dōu zài zhèli ma? Jiāzhōu You: Bù, yíge zài zhèli, yíge hái zài MSiguo. (No. One is here, and one is still in America.) Bù, yíge zài zhèli, yíge hái zài Jiāzhōu. 3. Tā Měiguo péngyou dōu zài zhèli ma?    Táizhōng U. Tā didi, mèimei dōu zài Zhōngguo ma?    Dezhōu 5. Wang Xiānshengde háizi dōu zài Dezhōu ma? Jiāzhōu 6. Nèi liángwèi Xiānsheng dōu zài Shanghai ma? Qingdao 7. Tāmen háizi dōu zài Xiānggáng ma? MSiguō Bù, yíge zài zhèli, yíge hái zài Táizhōng. Bù, yíge zài Zhōngguo, yíge hái zài Dezhōu. Bù, yíge zài Dezhōu, yíge hái zài Jiāzhōu. Bù, yíge zài ShànghSi, yíge hái zài Qingdao. Bù, yíge zài XiānggSng, yíge hái zài Měiguo. UNIT 4

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. (in Beijīng) 1. A: Nī àiren lai ma? B: Tā lai. 2. A: Nī àiren lai le ma? B: Lái le, tā lai le. 3. A: Nī àiren yě lái le ma? B: Tā hái méi lái. U. A: Tā shénme shíhou lái? B: Tā míngtiān lái. 5. A: Nī péngyou shénme shíhou dào? B: Tā yījīng dào le. 6. A: Tā shi shénme shíhou dàode? B: Tā shi zuótiān dàode. 7. A: Nī shi yíge rén láide ma? B: Bú shi, wS bú shi yíge rén láide. 8. A:  Nī shénme shíhou z3u? B: W3 jīntiān z3u. 9. A:  Nī néitiān zSu? B:  W3 jīntiān z3u. Is your wife coming? She is coming. Has your wife come? Yes, she has come. Has your wife come too? She hasn't come yet. When is she coming? She is coming tomorrow. When is your friend arriving? He has already arrived. When did she arrive? She arrived yesterday. Did you come alone? No, I didn't come alone. When are you leaving? I'm leaving today. What day are you leaving? I'm leaving today. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 10. hdutiān the day after tomorrow 11. qiántiān the day before yesterday 12. tiāntiān every day 13. érzi son 11». nuér                                   daughter

dào to arrive érzi hòutiān (hòutian) jīntiān (jīntian) lài le son the day after tomorrow today to come (combined le; new-situation and completion marker) míngtiān (míngtian) něitiān nuér qiántiān (qiántian) shénme shíhou shi... de tomorrow what day daughter the day before yesterday when (focus construction) -tiān tiāntiān day every day yíge rén yijīng (yījing) zSu zuotiān (zuótian) singly, alone already to leave yesterday (introduced on C-2 and P-2 tapes) jiéhūn méi jiéhūn to get married, to be married not to be married (introduced in Communication Game) késhi                         but xiǎng                         to think, to think that

1. A: Nī àiren lai ma? Is your wife coming? She is coming. B: Tā lái. Notes on No. 1 These sentences refer to future time, but lái is not a future-tense form. Strictly speaking, Chinese verbs do not have tenses. The same form of the verb can be used in present, past, and future contexts. We translated the sentence Tā zài Táinán gōngzuò as ”He works in Tainan," assuming a present context. But in a past context we could translate it as "He worked in Tainan"; and in a future context we could translate it as "He will work in Tainan." The verb form gōngzuò does not tell you what time is being talked about. You have to look elsewhere for that information, perhaps to a time expression like "last year" or "now" or "tomorrow," or to the conversational setting. 2. A: Nī àiren lái le ma?            Has your wife come? B: Lái le, tā lái le.              Yes, she has come. Notes on No. 2 Aspect: Le is an aspect marker. Through the use of le and other one-syllable markers (de, zhe, ne, guo), the Chinese language indicates whether the occurrence being talked about is completed, ongoing, about to occur, or experienced for the first time. Aspect markers may also be used to indicate whether the whole situation in the sentence is a new, changed situation. "Completion" and "new situation" are not tenses but aspects. Aspect is a way of talking about events or activities in relation to time. While tenses categorize action in terms of features such as completedness and change. Aspect markers are very different from tense markers because the same aspect may be used in past, present, and future contexts.. We may speak of an action that will be completed as of a future time, for example, or of a situation that was new as of a past time. English communicates these ideas to a certain extent through the use of many different tenses for the verb (future perfect, simple past, etc.). Chinese does this through the use of aspect markers and time words. The verbs themselves do not change form. Le is used in exchange 2 to indicate two aspects—completion and new situation, (it is, however, often used to indicate only one aspect.) Here, it indicates that the person has come, meaning that the action is completed, and that the person is now here, a changed situation. When the marker le refers to both these aspects, we call it "combined le." Combined le can be thought of as a telescoping of the completion le followed by a new-situation le: le le becomes le. In the next two units, you will see the marker le used to indicate each of these aspects separately. 3. A: Nī àiren yS lái le ma? B: Tā hái méi lái. Has your wife come too? She hasn't come yet. Notes on No. 3 Negative of combined le: Compare these affirmative and negative forms: affirmative negative affirmative negative lái (is coming) bù lái (isn't coming) lái le (has come Cnowl) hái méi(you) lái (hasn't come tyetl) Notice that the marker le does not appear in the negative answer in the exchange. Hái: The negative of a sentence containing combined le will include the adverb hái, "yet," as well as the negative méi(you). In English, the "yet" is frequently left out. Like other adverbs such as yě, hái always precedes the verb, although not always directly. Elements such as the negatives bù and méi may come between an adverb and a verb. Méiyou, "not have," is used to negate the aspect of completion; that is, to say that a certain event did not take place. Méiyou may be shortened to méi. Here are three possible negative answers to the question Tā lái le ma? "Has he come?" Tā hái ‘méiyou lái. (He hasn't come yet.) Tā hái méi lái. (He hasn't come-yet.) Hái méiyou. | (Not yet.) The aspect marker le or its negative méi(you) is used when the center of interest is whether or not an action took place. For example, if you do not know whether Mr. Sun came or not, you would ask Tā láile méiyou?                Did he come? and you would he answered either Tā láile.                        He came. or Tā méi lái.                      He didn't come. In this question and answer, you use le or its negative méi(you) because the focus is on whether the action took place or not. The purpose of the (shi)... de construction, on the other hand, is to focus on additional information about a completed action; that is, the construction is used when the center of interest is NOT whether or not a certain action took place. For example, once it has been established that Mr. Sun did in fact come, the (shi)... de construction will probably be used for any additional questions and answers about his coming. For example: Tā shi shénme shíhou láide? When did he come? Tā shi zuótiān láide.            He came yesterday. Tā shi yíge rén láide ma? Did he come alone? Tā shi yíge rén láide.          He came alone. These questions and answers use the (shi)... de construction because you already know that Mr. Sun came and now you are asking for additional information about his visit. Many types of additional information can be focus points for which the (shi)... de construction is used. In Tā shi shénme shíhou láide? the additional information is the time when something happens. In Tā shi yíge rén láide ma? the information asked for is the manner in which something takes place. Other possible focus points are place, cause of action, goal of action, and performer of action. Now let’s take a look at how shi and de function separately in this construction. The verb shi, coming before the phrase which is the center of interest, serves as a signal that what follows is emphasized. The verb ”to be" is often used in a similar way in English to mark the center of interest: Tā shi zuótiān láide ma?        Was it yesterday that he came? Another way of showing the center of interest in English is by word stress. Here is a comparison between focusing in Chinese with (shi)... de and focusing in English with stress: Tā lái le ma?                    Has he come? Lái le.                            Yes, he has. Tā shi zuótiān láide ma?        Did he come YESTERDAY? Shi, tā shi zuótiān láide. Yes, YESTERDAY. The marker de coming after the verb indicates completion. When the marker de is not used in the sentence, that sentence no longer describes a completed event. The marker shi by itself emphasizes something about the action. Compare these sentences: Tā shi jintiān lái.                   She is coming (later) today. Tā shi Jintiān láide.                 She came (earlier) today. For the time being, you will not use shi without de. The negative form of the (shi)... de construction is bú shi...de. Compare this with the negatives you have already learned: Tā shi zuótiān lái -de. (It was YESTERDAY .that he came.) Tā bú shi zuótiān lái -de. (It wasn’t YESTERDAY | that he came.) Tā lái le. (He has come.) Tā hái méi lái. (He hasn’t come.) Tā (míngtiān) lái. (He is coming [tomorrow!.) Tā (míngtiān) bù lái. (He isn’t coming [tomorrow!.) ' Notice that in a shi...de construction the negative bù precedes the verb shi rather than the main verb. Short answers are also formed with shi rather than with the main verb: Ni shi yíge rén láide ma?            Did you come alone? Shi, wǒ shi yíge rén láide.           Yes, I came alone. Bú shi, wS bú shi yíge rén láide.    No, I didn’t come alone. The (shi)... de construction is not used in every completed-action sentence containing a time, place, or manner phrase. If the center of interest is still whether or not the action took place, le is used. If, for example, you knew that someone was expected to come yesterday and you wanted to find out only whether he actually did come, the conversation might go as follows: A: Tā zuótiān méi lái ma?           Didn’t he COME yesterday? B: Tā zuótiān lái le.                He DID COME yesterday. Literally, yíge rén means ’’one person.” When the expression is used to describe how someone does something, translate it as "alone." 8. A: B: NI shénme shíhou z3u? W3 jīntiān z3u. When are you leaving? I’m leaving today. 9. A: Nī néitiān z3u? What day are you leaving? B: W3 jīntiān z3u. I’m leaving today. Note on Nos. 8-9 The word for "day" is the bound word -tiān. To ask "what day" (literally "which day"), the bound word nSi-, "which," is combined with the bound word -tiān, "day": nāitiān (like nÉiguo, "which country"). nSitiān? (what day?/which day?) qiántian (day before yesterday) zuotiān (yesterday) jīntiān (today) míngtian (tomorrow) hòutian (day after tomorrow) Some speakers say the -tiān in these words in the Neutral tone: qiántian, zuótian, jintian, míngtian, hòutian. U.  A:  Tā shénme shíhou lái? B:  Tā míngtian lái. 5.  A:  Ní péngyou shénme shíhou dào? B:  Tā yljīng dào le. When is she coming? She is coming tomorrow. When is your friend arriving? He has already arrived. Note on Nos. U-5 Position of time words: Time phrases occupy the same position in a sentence as adverbs such as yé and hái—between the subject and the verb. Tā shénme shíhou lái? (When is she coming?) Tā míngtian lái. (She is coming tomorrow.) Tā yS lái le. (She has come too.) 6. A: Tā shi shénme shíhou dàode? B: Tā shi zuotiān dàode. When did she arrive? She arrived yesterday. 7. A: Nt shi yíge rén láide ma? B: Bú. shi, wǒ bú shi yíge rén láide. Did you come alone? No, I didn't come alone. Notes on Nos. 6~T (Shi)...de:* This is another way to indicate the aspect of completion. The aspect marker le and the pattern (shi)... de perform different functions and convey different meanings. This is how they are different: *0n occasion, a speaker may omit the shi (which is why it is written in parentheses in these notes).

A. Transformation Drill 1. Speaker: Nī àiren lái ma? (Is your spouse coming?) 2. Nī fùmǔ zǒu ma? 3. Nī péngyou zǒu ma? U. Nī gēge zǒu ma? 5. Nī jièjie lái ma? 6. Nī mèimei lái ma? 7. Nī dìdi zǒu ma? You: Nī àiren lái le ma? (Has your spouse come?) Nī fùmǔ zǒu le ma? Nī pengyou zǒu le ma? Nī gēge zǒu le ma? Nī jiējie lái le ma? Nī mèimei lái le ma? Nī dìdi zǒu le ma? B. Transformation Drill 1. Speaker: Tā lái le ma? (Has he/she come?) 2. Mao Tongzhì dào le ma? 3. Lī Tóngzhì zǒu le ma? U. MS Tóngzhì zǒu le ma? 5. Zhāng Tǒngzhì lái le ma? 6. Huang Tóngzhì dào le ma? 7. Sun Tóngzhì zǒu le ma? You: Tā yījīng lái le ma? (Has he/she already come?) Máo Tóngzhì yījīng dào le ma? Lī Tóngzhì yījīng zǒu le ma? MS Tóngzhì yījīng zǒu le ma? Zhāng Tóngzhì yījīng lái le ma? Huáng Tóngzhì yījīng dào le ma? Sun Tóngzhì yījīng zǒu le ma? C. Response Drill 1. Speaker: Tā lái le ma? (Has he/she come?) 2. Wang Tongzhì z3u le ma? 3. Lí Tongzhì dào le ma? U. Hé Tongzhì lái le ma? 5. Zhào Tongzhì lái le ma? 6. Liu Tongzhì zǒu le ma? 7. Sun Tongzhì lái le ma? You: Tā hái méi lái. (He/she hasn’t come yet.) Tā hái méi zǒu Tā hái méi dào Tā hái méi lái Tā hái méi lái Tā hái méi zǒu Tā hái méi lái D. Response Drill 1. Speaker: Tā zǒu le ma? (Has he/she left?) Tā àiren ne? (And his/her spouse?) 2. Tā lái le ma? Tā àiren ne? 3. Tā dào le ma? Tā àiren ne? U. Li Tongzhì zǒu le ma? Tā gēge ne? 5. Wáng Tóngzhì lái le ma? Tā àiren ne? You: Z3u le, tā yìjíng zǒu le. (Yes, he/she has already left.) Tā àiren yS yljìng zǒu le. (His/her spouse has already left too.) Lái le, tā yījìng lái le. Tā àiren yē yijìng lái le. Dào le, tā yljīng dào le. Tā àiren y? yljīng dào le. Zǒu le, tā yíjìng z3u le. Tā gēge yě yíjìng z3u le. Lái le, tā yljīng lái le. Tā àiren yē yījīng lái le. 6. Zhào Xiānsheng dào le ma? Tā dìdi ne? 7. Zhāng Tóngzhì z3u le ma? Chén Tóngzhì ne? Dào le, tā yījīng dào le. Tā dìdi yē yījīng dào íe. Zǒu le, tā yījīng z3u le. Chén Tóngzhì yě yījīng zǒu le. E. Response Drill 1. Speaker: Tā lái lè ma? (Has he/she come?) Tā àiren ne? (And his/her spouse?) 2. Tā z3u le ma? Tā àiren ne? 3. Tā dào le ma? Tā àiren ne? U. Fang Nushì lái le ma? Tā dìdi ne? 5. LX Xiānsheng dào le ma? Tā fìtaǔ ne? 6. Chén Tóngzhì zóu le ma? Jiāng Tóngzhì ne? 7. ,Tā muqin dào le ma? Tā JiáJie ne? You: Tā hái méi lái. (He/she hasn’t come yet.) Tā àiren yā hái méi lái. (His/her spouse hasn’t come yet either.) Tā hái méi zóu. Tā àiren yó hái méi zóu. Tā hái méi dào. Tā àiren yó hái méi dào. Fāng Nushì hái méi lái. Tā dìdi yé hái méi lái. LX Xiānsheng hái méi dào. Tā fùmǔ yě hái méi dào. Chén Tóngzhì hái méi zóu. Jiāng Tóngzhì yé hái méi zóu. Tā mǔqin hái méi dào. Tā jiéjie yé hái méi dào. F. Response Drill Give an affirmative response to the first question in each exchange, and include hái and méi in your response to second question. 1. Speaker: Tā zóu le ma?               You: Tā yljíng zóu le. (Has he/she left?)              (He/she has already left.) Tā àiren ne?                    Tā àiren hái méi zóu. (And his/her spouse?)           (His/her spouse hasn’t left yet.) 2. Tā lái le ma?                        Tā yljīng lái le. Tā àiren ne?                        Tā àiren hái méi lái. 3. Tā dào le ma?                        Tā yljīng dào le. Tā àiren ne?                        Tā àiren hái méi dào. U. Wáng Xiānsheng zǒu le ma? Tā muqin ne? 5. Qian Tongzhì lái le ma? Jiāng Tongzhì ne? 6. Mao NUshì dào le ma? Tā mèimei ne? 7. Zēng Fūren zǒu le ma? Tā mǔqin ne? Wáng Xiānsheng yījīng zǒu le Tā mǔqin hái méi zǒu. Qián Tongzhì yijīng lái le. Jiāng Tóngzhì hái méi lái. Máo Nushì yījīng dào le. Tā mèimei hái méi dào. Zēng Fūren yījīng zǒu le. Tā mǔqin hái méi zǒu. G. Response Drill 1. Speaker: Tā lái le ma? (Has he/she come?) Tā àiren ne? (And his/her spouse?) 2. Tā zǒu le ma? Tā àiren ne? 3. Tā dào le ma? Tā àiren ne? U. Cáo Tóngzhì lái le ma? Sun Tóngzhì ne? 5. Zhāng Xiānsheng lái le ma? Tā dìdi ne? 6. Tā mǔqin dào le ma? Tā mèimei ne? 7. Wang Nushì zǒu le ma? Zhāng Nǔshì ne? You: Tā hái méi lái. (He/she hasn’t come yet.) Tā àiren yījīng lái le. (His/her spouse has already come.) Tā hái méi zǒu. Tā àiren yījīng zǒu le. Tā hái méi dào. Tā àiren yījīng dào le. Cáo Tóngzhì hái méi lái. Sun Tóngzhì yījīng lái le. Zhāng Xiānsheng hái méi lái. Tā dìdi yījīng lái le. Tā mǔqin hái méi dào. Tā mèimei yījīng dào le. Wáng Nushì hái méi zǒu. Zhāng Nushì yījīng zǒu le. H. Response Drill . Respond to each question with a completed-action answer or a yet-to-be-completed answer, depending on the cue. 1. Speaker: Tā z3u le ma? (cue) zuótiān (Has he/she left?) Tā àiren ne? (cue) zuótiān (And his/her spouse?) 2. Tā lái le ma? Tā àiren ne? míngtiān míngtiān 3. Tā dào le ma? zuótiān Tā àiren ne? míngtiān U. Tā zǒu le ma? míngtiān Tā gēge ne? zuótiān 5. Zhào Tóngzhì zuótiān dào le ma? Wáng Tóngzhì ne? zuótiān 6. Tā fùmǔ zǒu le ma? míngtian Tāmen háizi ne?    zuotiān 7. Tā àiren lái le ma? zuótiān Tāmen háizi ne?    míngtiān You: Tā yljīng z3u le. (His/her spouse has already left.) Tā àiren yS yījīng z5u le. (His/her spouse has already left too.) Tā hái mái lái. Tā àiren yě hái méi lái. Tā yījīng dào le. Tā àiren hái méi dào. Tā hái méi z3u. Tā gēge yījīng z5u le. Zhào Tongzhì yījīng dào le. Wáng Tongzhì yē yījīng dao le. Tā fùnni hái méi z3u. Tāmen háizi yījīng z3u le, Tā àiren yījīng lái le. Tāmen háizi hái méi lái. I. Response Drill 1. Speaker: Tā shénme shíhou lái? (cue) míngtiān (When is he/she coming?) 2. Lī Xiānsheng shénme shíhou z3u? jīntiān 3. Hú Xiaojiě shénme shíhou dào? hòutian U. Huang Tàitai shénme shíhou z6u? míngtiān You: Tā míngtiān lái. (He/she is coming tomorrow Tā jīntiān z3u. Tā hòutian dào. Tā míngtiān zǒu. 5. Zeng Xiānsheng shénme shíhou lái? hdutiān 6. Wang Xiàojiě shénme shíhou dào? jīntiān 7. Tā shénme shíhou z3u? hdutiān J. Transformation Drill For each item, ask ’’which day....” 1. Speaker: Tā lái. (He/she is coming.) 2. Wang Xiānsheng zSu. 3. Lī Tàitai dào. U. Hú Tàitai zǒu. 5. Zhāng Xiānsheng dào. 6. Huang Tàitai lái. 7. Tā zǒu. K. Transformation Drill 1. Speaker: Tā shénme shíhou lái? (When is he/she coming?) 2. Wang Xiānsheng shénme shíhou dào? 3. Lī Tàitai shénme shíhou zǒu? h. Hú Xiānsheng shénme shíhou lái? 5. Huáng Tàitai shénme shíhou dào? Tā hdutiān lái. Tā jīntiān dào. Tā hdutiān z3u. You: Tā nǒitiān lái? (Which day is he/she coming?) Wáng Xiānsheng nǒitiān zǒu? Lī Tàitai nǒitiān dào? Hú Tàitai nǒitiān zǒu? Zhāng Xiānsheng nǒitiān dào? Huáng Tàitai nǒitiān lái? Tǎ nǒitiān zǒu? You: Tā shi shénme shíhou láide? (When did he/she come?) Wáng Xiānsheng shi shénme shíhou dàode? Lī Tàitai shi shénme shíhou zSude? Hú Xiānsheng shi shénme shíhou láide? Huáng Tàitai shi shénme shíhou dàode? 6. Lin Tàitai shénme shíhou zǒu? LÍn Tàitai shi shénme shíhou zōude? 7. Tā shénme shíhou lái? Tā shi shénme shíhou láide? L. Transformation Drill Respond with a shi... de sentence when the cue makes it appropriate. 1. Speaker: Tā lái. (cue) míngtiān (He/she is coming.) You: Tā míngtiān lái. (He/she is coming tomorrow.) OR     Tā lái le. (cue) zuotiān (He/she came.) Tā shi zuótiān. láide. (He/she came yesterday.} '2. Wáng Tàitai zǒu.    Jintiān Wáng Tàitai Jintiān zǑu. 37 Huáng Tàitai zǒu le.    qiántiān Huang Tàitai shi qiántiān zǒude. ù. Lī Xiānsheng lái. hòutiān Li Xiānsheng hòutiān lái. 5- LÍn Xiānsheng lái le.    zuotiān LÍn Xiānsheng shi zuótiān láide. 6, Mǎ Xiǎojle dào le.    qiántiān Ma XiǎoJié shi olántiān dàode. M. Response Drill Dive affirmative responses to the questions, 1. Speaker: Tā shi zuótiān láide ra? (Did he/"he come yesterday?) You: ihìde.      shi zuótiān lá’.le. (Yes.     she came yesterday. wáng Xiānsheng shi Jintiān dàode mt-? Sb id' . dàode Wáng Xiānsheng shi Jintiān 3. Lī Tóngzhì shi qiántiān zǒude ma? Shìde. zǒude Lī Tóngzhì shi qiántiān U. Máo Fūren míngtiān lái ma? Shìde. Máo Fūren míngtiān lái. 5. Tāmen háizi hòutiān dào ma? Shìde. Tāmen háizi hòutiān dào. 6. Tā fùmǔ Jīntiān zǒu ma? Shìde. Tā fùmǔ Jintiān zǒu. 7. Zhang Nùshì shi zuótiān láide ma? Shìde. Zhāng Nushì shi zuótiān láide. N. Response Drill Give negative responses to the 1. Speaker: Tā shi zuótiān láide ma? (Did he/she come yesterday?) 2. Jiāng Xiānsheng shi jīntiān dàode ma? 3. Zhāng Tóngzhì shi qiántiān zSude ma? It. Tāmen shi zuótiān láide ma? 5. Tāmen háizi shi qiántiān dàode ma? 6. He Tóngzhì shi jintiān zSude ma? 7. Tā àiren shi zuótiān láide ma? shi... de questions. You: Bù. Tā bú shi zuótiān láide. (No. He/she didn’t come yesterday.) Bù. Jiāng Xiānsheng bú shi jintiān dàode. Bù. Zhāng Tóngzhì bú shi qiántiān zSude. Bù. Tāmen bú shi zuótiān láide. Bù. Tāmen háizi bú shi qiántiān dàode. Bù. He Tóngzhì bú shi jintiān zSude. Bù. Tā àiren bú shi zuótiān láide 0. Response Drill According to the cues each shi... de question. 1. Speaker: Tā shi zuótiān láide ma? (cue) affirmative (Did he/she come yesterday?) OR Tā shi zuótiān láide ma? (cue) negative (Did he/she come yesterday?) 2. Wáng Tóngzhì shi qiántiān dàode ma? neg. give an affirmative or a negative response to You: Shìde. Tā shi zuótiān láide. (Yes. He/she came yesterday.) Bù. Tā bú shi zuótiān láide. (No. He/she didn’t come yesterday.) Bù. Wáng Tóngzhì bú shi qiántiān dàode. 3. Tā gēge shi jīntiān laide ma? neg. U. Lī Xiānsheng shi jīntiān zSude ma?    neg. 5. Zhào Fūren shi zuotiān dàode ma?    aff. 6. Tāmen háizi shi qiantian zSude ma?    neg. 7. Sūn Niishi shi zuotiān dàode ma?    neg. Bù. Tā gēge bú shi jīntiān láide Bù. Lī Xiānsheng bú shi jīntiān zSude. Shìde. Zhào Fūren shi zuótiān dàode. Bù. Tāmen háizi bú shi qiántian zSude. Bù. Sūn Nushì bú shi zuótiān dàode. Celebrating the birthday of Māzǔ (courtesy of Thomas Madden) UNIT 5

Topics Covered in This Unit 1. Date and place of "birth. 2. Days of the week. 3. Ages. U. The marker le for new situations. Materials You Will Need 1. The C-l and P-1 tapes, the Reference List and Reference T'ces. 2. The C-2 and P-2 tapes, the Workbook. 3. The 5D-1 tape.

(in BSijíng) 1. A: Andesēn Fūren, ni shi zài nǎr shēngde? B: W3 shi zài Dezhōu shēngde. 2. A: Nimen shi Xīngqīsì dàode ma? B: Bú shi, women shi Xīngqīwǔ dàode. 3. A: Nīmen xīngqījī z8u? B: Wōmen Xīngqītiān zōu. h. A: Nī shi nēinián shēngde? B: Wō shi YIjiǔsānjiǔnián shēngde. 5.  A:  Nī shi jīyuè shēngde? B:  Wō shi Qíyiie shēngde. 6.  A:  Nī shi jīhào shēngde? B:  WŌ shi Sìhào shēngde. 7.9 A:  Nī duo dà le? B: Wō èrshisì le. 8. 10A: Nī duó dà le? B: Wō sānshiwǔ le. 9. A: Nīmen nuháizi jīsuì le? B: Tā básuì le. 10. A: Nīmen nánháizi dōu jīsuī le? B: Yíge jiǔsuī le, yíge liùsuì le. Mrs. Anderson, where were you born? I was born in Texas. Did you arrive on Thursday? No, we arrived on Friday. What day of the week are you leaving? We are leaving on Sunday. What year were you born? I was born in 1939. What month were you born? I was born in July. What day of the month were you born? I was born on the fourth. How old are you? I’m 2U. How old are you? I'm 35. How old is your girl? She's eight years old. How old are your boys? One is nine, and one is six. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 11. hòunián (hòunian) the year after next 12. jínnián (jínnian) this year 13. míngnián (míngnian) next year 1U. niánnián (niánnian) every year 15. qiánnián (qiánnián) the year before last 16. X         X qūnián (qúnian) last year

duo dà how old hòunián (hòuuian) the year after next jíhào Jīnnián (jīnnian) jlsuì jīyiiè what day of the month this year how old what month míngnián (míngnián) next year nSinián niánnián (niánnian) which year every year qiánnián (qiánnián) qunián (qunian) the year before last last year shēng -suì to be born year (of age) xīngqījī Xíngqītián Xíngqīyī (Xingqīèr, Xīngqīsān, Xíngqīsì, Xīngqīwǔ, Xīngqlliù) what day of the week Sunday Monday (Tuesday, Wednesday, Thursday Friday, Saturday) (introduced on C-2, P-2, and drill tapes) shàngge yuè xiàge yuè zhèige yuè last month next month this month

1. A: Āndésēn Fūren, nī shi zài nàr shēngde? B: W3 shi zài Dezhōu shēngde. Mrs. Anderson, where were you born? I was born in Texas. Note on No. 1 The shi...de construction is used to focus on place expressions as well as on time and manner expressions. 2. A: Nimen shi Xīngqīsī dàode ma? B: Bú shi, wSmen shi Xīngqīwū dàode. 3. A: Nīmen xīngqījī z3u? B: W3men Xīngqītiǎn z8u Did you arrive on Thursday? No, we arrived on Friday. What day of the week are you leaving? We are leaving on Sunday. W3 shi zài Měiguo shēng -de. (I was born in America.) WHERE wS shi zuotiān dào -de. (I arrived yesterday.) WHEN W3 shi yíge rén lái -de. (I came alone.) HOW Notes on Nos. 2-3 Days of the week: xīngqījī? (what day of the week?) Xīngqīyī (Monday) Xīngqīèr (Tuesday) Xīngqīsǎn (Wednesday) Xīngqīsì (Thursday) Xīngqīwū (Friday) Xīngqīliù (Saturday) Xīngqītiǎn (Sunday) Until now, you have always seen JI-, "how many," at the beginning of a word (jige háizi, jlwèi xiānsheng, jīhào). In xīngqījī, -jī is at the end of the word. In both places, ji occupies the position of a number and acts like a number: xīngqījī, "what number day of the week?" 1*. A: Nī shi něinián shēngde?         What year were you bom? B: Wǒ shi Yījiúsānjiǔnián          I was born in 1939- shēngde. Notes on No. U The word for "year," -nián, is a bound word (like the word for "day," -tiān). The question word něinián, "which year," is formed with the bound word něi-, "which." The year is given as a sequence of digits, so that 1972, Yījiǔqīèrnián, would literally be "one-nine-seven-two year." In a sequence of digits, the word èr (not liSng-) is used for 2, and the words for 1, 7» and 8 keep their basic High tones. (See notes on No. 10 for cases in which these tones change.) 5. A: Nī shi jīyuè shēngde? B: Wǒ shi Qíyuè shēngde. What month were you bom? I was born in July. Notes on No. 5 Months: jīyuè? (what month?) Yíyuè (January) Eryuè (February) Sānyuè (March) Sìyūè (April) Wǒyuè (May) Liùyuè (June) Qíyuè (July) Báyuè (August) Jiǔyuè (September) Shíyiiè (October) Shíyīyuè (November) Shíèryiiè (December) Since the names of the months are formed with numbers, jī-, "how many," is the appropriate question word to use for "what month." Ji- is used in Bèijīng to ask for a number expected to be around 10 or 11. Notice the tones on the words for 1, 7, and 8, which most Peking speakers pronounce as Rising before Falling-tone words such as yuè. The syllable -yī- in the word for "November," however, is usually pronounced with the High tone: Shíyīyuè. (See the notes on No. 10 for a summary of tone changes.) 6. A: Nī shi jīhào shēngde? B: W3 shi Sìhào shēngde. What day of the month were you born? I was born on the fourth. Notes on No. 6 Days of the month are expressed by the number of the day followed by the bound word -hào. You will remember that -hào is also used in giving addresses. In asking about days of the month, jī-, "how many," is used, even though the question may be answered by a number as high as 31. The month and day of the month may be given together. For example, Nī shi jīyuè jīhào shēngde?          What is your month and day of birth? WS shi Báyuè Jiǔhào shēngde.         I was born on August 9. 7. A: B: Nī duá dà le? W3 èrshisì le. 8. A: Nī duó dà le? B: WS sānshiwǔ le How old are you? I’m 2h. How old are you? I’m 35. Notes on Nos. 7-8 ' Ni duó dà le? "How old are you?” literally means "How big (in years of age) are you?** This is a common'way to ask a person’s age. The question is appropriate for asking the age of a child or a young adult, but the expression is not considered polite enough for asking an older adult his age. (More formal ways to ask a person’s age will be introduced on the C-2, P-2, and drill tapes.) The marker le which ends these sentences calls attention to the fact that something is true now that was not true before.11 Le has only this new-situation meaning in these sentences. It has no meaning of completion, since, in fact, there is no completed event. One way to reflect the new-situation le in the English translation is to add the word ’’now”: ”l’m 35 now.” Essentially, however, ’’new situation” (sometimes called "change of state”) is a Chinese grammatical category with no simple English equivalent. The marker le for new situations is always found at the end of a sentence and is sometimes called "sentence le.” Notice that neither answer contains a verb. The verb that has been left out is ygu, "to have." The verb may not be left out in the negative: W5 méiyou sānshiwǔ, "I’m not 35." 9. A: Nimen nūháizi JI suì le? B: Tā básuì le. How old is your girl? She’s eight years old. Notes on No. 9 -suì: In the traditional Chinese system of giving ages, a person is one -suì old at birth and becomes another -suì old on the New Year’s following his birth. A baby born the day before New Year’s would thus be two -suì old on the day after his birth. Most Chinese, however, have now switched to the Western style of computing age and use -suì Just as we use "years old.” The word -suì, like the word -hào, is a bound word showing what kind of thing a number is counting. In a date or address you are listing a number and use èr for 2, while in giving an age you are counting an amount of something and use liSng: liāngsuì, "two years old." 10. A: Nīmen nánháizi dōu jīsuī le? B: Yíge jiǔsuī le, yíge liùsuì le. How old are your boys? One is nine, and one is six. Notes on No. 10 The word dōu is used when "both” or ’’all” would probably not be used in English, namely, when expecting different information about each of the things (or persons) being discussed. ’’All” tends to be collective, asking or telling about something the members of a group have in common. Dōu can be distributive, asking or telling something about the members of a group as individuals. Yí, qí, bá: In the spoken language of Peking, the basic High tones of yī, qī, and bā usually change to Rising tones before Falling-tone words (such as -hāo, yuè, and -suì). This change is most common when the complete number given has only one digit. When there are two or more digits, the qī and bā of numbers ending in 7 and 8 are more likely to have Rising tones than the yī of numbers ending in 1 (which is usually in the High tone). Compare: Shíqíhào         the 17th Shíyīyuè         November In all cases, the High tone is more likely to be kept in rapid speech. You may also encounter speakers who never make changes in the tones of yī, qī, and bā. Remember that, in the digit-by-digit form of giving the year, the numbers 1, 7» and 8 keep their basic High tones: Yījiǔbāliùnián, 1986 Note on Additional Required Vocabulary DAYS YEARS qiántiān zuotiān jīntiān míngtiān hòutiān qiánnián qunián jīnnián míngnián hòunián In the Chinese system of expressing relative time in terms of days and years, only one pair of terms is not parallel: zuótiān, ’’yesterday,” and qunián, "last year. ’’

A. Response Drill 1. Speaker: Qlngwèn, tā shi zài nār shēngde? (cue) Dézhōu (May I ask, where was he/she born?) 2. Qlngwèn, ni àiren shi zài nàr shēngde? Jiāzhōu (May I ask, where was your spouse born?) 3. Qlngwèn, tā àiren shi zài nār shēngde? Shànghài (May I ask, where was his/her spouse born?) It. Qlngwèn, nī háizi shi zài nār shēngde? Sìchuān (May I ask, where was your child born?) 5. ^Qlngwèn, nlmen nuháizi shi zài nār shēngde? Bèijīng (May I ask, where was your daughter born?) 6. Qlngwèn, nlmen nánháizi shi zài nār shēngde? Mázhōu (May I ask, where was your son born?) 7. Qlngwèn, Zēng Xiānsheng shi zài nār shēngde? Niǔ Yǔē (May I ask, where was Mr. Zēng born?) You: Tā shi zài Dezhōu shēngde. (He/she was born in Texas.) Tā shi zài Jiāzhōu shēngde. (He/she was born in California.) Tā shi zài Shànghài shēngde. (He/she was born in Shànghài.) Tā shi zài Sìchuān shēngde. (He/she was born in Sìchuān.) Tā shi zài Bèijīng shēngde. (She was born in Bèijīng.) Tā shi zài Mázhōu shēngde. (He was born in Massachusetts.) Tā shi zài Niǔ Yǔē shēngde. (He was born in New York.) B. Substitution Drill 1. Speaker: Qlngwèn, nī shénme shíhou zǒu? (cue) něitiān (May I ask, when are you leaving?) You: Qlngwèn, nī něitiān zōu? (May I ask, what day are you leaving?) 2. Qingwèn, ni néitiǎn z3u? Jīyǔè 3. Qīngwèn, nī Jīyíiè zǒu? Jīhào U. Qīngwèn, nī Jīhào zǒu? néiniǎn 5* Qīngwèn, nī nǒiniǎn zǒu? Jīyǔè Jīhào 6. Qīngwèn, nī Jīyiiè Jīhào zou? xīngqījī 7. Qīngwèn, nī xīngqījī z3u? Qīngwèn, nī Jīyiiè z3u? Qīngwèn, nī Jīhào zǒu? Qīngwèn, nī néiniǎn zǒu? Qīngwèn, nī Jīyiiè Jīhào zǒu? Qīngwèn, nī xīngqījī zǒu? C. Substitution Drill 1. Speaker: Wǒmen Xīngqīyī zǒu. (cue) Xīngqīèr (We are leaving on Monday.) 2. Wǒmen Xīngqīèr zǒu. Xīngqīsān 3. Wǒmen Xīngqīsān zǒu. Xīngqīsì U. Wǒmen Xīngqīsì zǒu. xīngqījī 5. Wǒmen xīngqījī zǒu? Xīngqīwǔ 6. Wǒmen Xīngqīwǔ zǒu. Xīngqītiǎn 7. Wǒmen Xīngqītiǎn zǒu. Xīngqīliù 8. Wǒmen Xīngqīliù zǒu. You: Wǒmen Xīngqīèr zǒu. (We are leaving on Tuesday.) Wǒmen Xīngqīsān zǒu. Wǒmen Xīngqīsì zǒu. Wǒmen xīngqījī zǒu? Wǒmen Xīngqīwǔ zǒu. Wǒmen Xīngqītiǎn zǒu. Wǒmen Xīngqīliù zǒu. D. Response Drill . 1. Speaker: Nī háizi shi něinián shēngde? (cue) 1971 (What year was your child born?) You: Tā shi Yījiǔqīyīnián shēngde. (He/she was bora in 1971.) 2. Lī Xiānsheng shi něinián shēngde? 19*^ Tā shi Yījiǔsìsìnián shēngde. 3. Nī dìdi shi něinián shēngde? 19^0 Tā shi Yījiǔsìlíngnián shēngde. U. Nèige háizi shi něinián shēngde? 1967 Tā shi Yījiǔliùqīnián shēngde. 5. Zhèige nánháizi shi něinián shēngde? 1968 Tā shi Yījiǔliùbānián shēngde. 6. Nèige rén shi něinián shēngde? 1927 Tā shi Yījiǔèrqīnián shēngde. 7. Tā shi něinián shēngde? 1933 Tā shi Yījiǔsānsānnián shēngde. E. Response Drill 1. Speaker: Tā shi jiyuè shēngde? (cue) Eryuè (What month was he/she born?) 2. Tā àiren shi jīyuè shēngde? Wǔyuè 3. Zhāng Tóngzhì shi jīyuè shēngde? Sìyuè U. Wang Tóngzhì shi jīyuè shēngde? Shíyīyuè 5. Nī àiren shi jīyuè shēngde? Báyiiè 6. Nī gēge shi jīyuè shēngde? Shíèryuè You: Tā shi Eryuè shēngde. (He/she was bom in February. Tā shi Wǔyiiè shēngde. Tā shi Sìyǔè shēngde. Tā shi Shíyīyuè shēngde. Tā shi Bayiiè shēngde. Tā shi Shíèryuè shēngde. 7. Tā mèimei shi jiyiiè shēngde?          Tā shi Liùyiiè shēngde. Liùyūè F. Expansion Drill 1. Speaker: Tā shi Yíyiiè shēngde. (cue) yíhào (He/she was born in January.) 2. Tā shi Yíyiiè shēngde. shíyíhào 3. Tā shi Yíyuè shēngde. èrshiliàhào U. Tā shi Yíyiiè shēngde. qíhào 5. Tā shi Yíyiiè shēngde. shísìhào 6. Tā shi Yíyiiè shēngde. èrshibáhào 7. Tā shi Yíyiiè shēngde. shíhào You: Tā shi Yíyiiè yíhào shēngde. (He/she was born January first.) Tā shi Yíyiiè shíyīhào shēngde. Tā shi Yíyiiè èrshiliùhào shēngde. Tā shi Yíyiiè qíhào shēngde. Tā shi Yíyiiè shísìhào shēngde. Tā shi Yíyiiè èrshibáhào shēngde. Tā shi Yíyiiè shíhào shēngde. <s. Response Drill 1. Speaker; Nlmen nuháizi jísuì le? (cue) 5 (How old is your daughter?) 2. T»««n nánháizi jísuì le? 11 3- Hu Tàitai nuháizi jísuì le? 13 rā mèimei jTsuì le? 7 s. líf nánháizi Jīsuì le? 6 You: Tā wúsuì le. (She is five.) Tā shíyìsuì le. Tā shísānsuì le. Tā qísuì le. Tā liùsuì le. 6. NX nuháizi jXsuì le? U Tā sìsuì le. 7. Nèige nánháizi jlsuì le? 8        Tā básuì le. H. Response Drill 1. Speaker: Tā duo dà le? (cue) 35 (How old is he/she?) 2. NX gēge duo dà le?    UU 3. NX dìdi duo dà le? U. Tā jiějie duo dà le? 5. NX mèimei duo dà le? 6. Tā àiren duo dà le? 28 7. Wáng Tongzhì duo dà le? U1 You: Tā sānshiwǔ le. (He/she is 35.) Tā sìshisì le. Tā sānshi le. Tā sìshiql le. Tā sānshièr le. Tā èrshibā le. Tā sìshiyì le. I. Response Drill 1. Speaker: Nín muqin duá dà suìshu You: Tā liùshiwusuì le. le?                               (She is 65.) (cue) 65 (How old is your mother?) 2. Nín fùqin duo dà suìshu le?          Tā liùshioísuì le. 67 3. Tā jiějie duá dà suìshu le?          Tā sìshiliùsuì le. 1*6 U. Tā gēge duá dà suìshu le?            Tā sìshisìsuì le. hU 5. Zhāng Xiānsheng duá dà suìshu le? Tā qīshièrsuì le. 72 6. Wáng Tàitai duá dà suìshu le?        Tā wǔshijiǔsuì le. 59 7. Wang Tàitai mèimei duó dà suìshu Tā wìíshibásuì le. le? 58 J. Substitution Drill Substitute shàngge yuè, ’’last month” (May), zhèige yùè, "this month" (June), or xiàge yuè, "next month" (July), according to the month mentioned in the speaker’s sentence. 1. Speaker: Tā shi Wuyuè láide. (He/she came in May. 2. Tā Qíyiiè lái. (He/she is coming in July.) 3. Tā Liíìyuè lái. (He/she is coming in June.) U.  Tā shi Liùyūè láide. 5. Tā Qíyuè zǒu. 6. Tā shi Wuyuè dàode. 7. Tā shi Liùyuè zǒude. You: Ou. Tā shi shangge yiie laide. )             (Oh. He/she came last month.) Ou. Tā xiàge yuè lái. (Oh. He/she is coming next month.) Ou. Tā zhèige yuè lái. (Oh. He/she is coming this month.) Ou. Tā shi zheige yue laide. Ou. Tā xiàge yuè zǒu. Ou. Tā shi shàngge yuè dàode. Ou. Tā shi zhèige yiiè zǒude. K. Transformation Drill Each of the speaker’s statements is the answer to a question. After hearing each answer, ask the question which could have prompted the response. Speaker: Tā shi Yijiǔsānwǔnián shēngde. He/she was born in 1935.) Tā shi Sìyuè láide. \He/she came in April.) Tā shi Xīngqīwǔ zǒude. (Ha/she left on Friday.) You: Tā shi něinián shēngde? (What year was he/she born?) Tā shi jiyuè láide? (What month did he/she come?) Tā shi xīngqījī zǒude? (What day of the week did he/she leave?) U. Tā shi qíhào dàode. (He/she arrived-on the seventh.) 5. Tā shi Yījiǔqísìnián láide. 6. Tā shi Xīngqītiān zǒude. 7. Tā shi Jiǔyiiè shēngde. Tā phi Jíhào dàode? (What day of the month did he/she arrive?) Tā shi něinián láide? Tā shi xīngqījī zSude? Tā shi jíyuè shēngde? Farm in northern Taiwan (courtesy of Thomas Madden) UNIT 6

Topics Covered in This Unit 1. Duration phrases. 2. The marker le for completion. 3. The ’’double le” construction. U. The marker -guo. 5. Action verbs. 6. State verbs. Materials You Will Need 1. The C-l and P-1 tapes, the Reference List and Reference Notes. 2. The C-2 and P-2 tapes, the Workbook. 3. The 6D-1 tape.

(in Taipei) 1. A: Nī zhù duo jiù? B: W8 zhù ytnián. 2. A: Nī tàitai zhù duo jiù? B: Tā zhù liángtiān. 3. A: Nī tàitai zài Xiānggāng zhù duá jiù? B: W8 xi&ng tā zhù li&ngtiān. U. A: Nī xiSng zhù duo jiù? B: W8 xiSng zhù yìnián. 5. A: Nī xiSng zài Táiwān zhù duá jiù? B: WS xiSng zhù báge yùè. 6. 12 A: Nī péngyou xiSng zhù duá jiù? B; Tā xiSng zhù liSngge xīngqī. 7. A: Nī láile duá jiù le? B: WS lāile sāntiān le. 8. A: Nī tàitai zài Xianggang zhùle duá jiù? B: Tā zhùle liSngtiSn. 9. A: Tā lai le ma? B: Lái le, tā lái le. 10. A: Tā lái le ma? B: Méi lái, tā méi lái. 11. A: Nī cángqián láiguo ma? B: Wǒ cángqián méi láiguo. How long are you staying? I'm staying one year. How long is your wife staying? She is staying two days. How long is your wife staying in Hong Kong? I think she is staying two days. How long are you thinking of staying? I'm thinking of staying one year. How long are you thinking of staying in Taiwan? I'm thinking of staying eight months. How long is your friend thinking of staying? He is thinking of staying two weeks. How long have you been here? I have been here three days. How long did your wife stay in Hong Kong? She stayed two days. Did he come? Yes, he came. Did he come? No, he didn't come. Have you ever been here before? I have never been here before. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 12. qù                                  to go 13. Niǔ Yuē                             New York

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

1. A: Nī zhù duó jiǔ? B: W3 zhù yìnián. How long are you staying? I'm staying one year. Notes on No. 1 Expressions like duó jiǔ, "how long,” and yìnián, "one year," called duration phrases, come after the verb.* Notice the contrast with time-when phrases, like shenme shíhou, "when,” and jInnián, ’’this year,” which come before the verb. NI shénme shíhou zSu? (When are you leaving?) Nī zhù duó Jiǔ? (How long are you staying?) If a duration phrase is used with the verb zhù, this phrase preempts the position after the verb; and any place phrase, like zài Bèijing. must come before the verb. W3 zhù zài Bèijing. (I'm living in Beijing.) NI zài Beijing zhù duó jiǔ? (How long are you staying in Beijing?) Yìnián: In telling how many years (giving an amount) no counter is used. The tone on yi, "one,” changes to Falling before a Rising tone. 2. A: Nī tàitai zhù duó jiu? B: Tā zhù liāngtiān. How long is your wife staying? She is staying two days. Note on No. 2 Liāngtiān: -tiān, '’day," like -nián, "year," is used without a counter. When telling how many of something, the number 2 takes the form liǎng.* (See Unit 3, notes on Nos. 3-^.) 3. A: Nī tàitai zài Xiānggāng zhù duó jiù? B: Wo xiāng tā zhù liāngtiān. U. A: Nī xiāng zhù duó jiù? B: WS xiāng zhù yìnián. How long is your wife staying in Hong Kong? I think she is staying two days. How long are you thinking of staying? I'm thinking of staying one year. Notes on Nos. 3-U The verb xiāng, "to think that," "to want to," "would like to," may be used as a main verb or as an auxiliary verb. As a main verb it means "to think that." It is used this way in the answer of exchange 3 and in the following examples. WS xiāng tā míngtiān lái.            I think he is coming tomorrow. WS xiāng tā bú qù.                    I think he is not going. When xiāng is used as a main verb meaning "to think that," it is not made negative. This may be a special problem for English speakers who are used to saying "I don't think he is going." In Chinese, it is "I think he is not going," Wǒ xiāng tā bú qù. When xiāng is used as an auxiliary verb, it means "to want to," "would like to." It is used this way in exchange U, which could also be translated as "How long would you like to stay?" Here are other examples: A: Nī xiāng zǒu ma?                 Would you like to leave? OR Do you want to go? B: WS bù xiāng zSu.                  I don't want to leave. Nī xiāng zài Táiběi gōngzuò ma? Do you want to work in Taipei? *"One day" is yìtiān. The tone on yī changes to Falling before a High -tone. 'j. A: Nì xiāng zài Taiwan zhù dué jiǔ? B: W5 xiāng zhùbáge yuè. 6. A: NX péngyou xiāng zhù duó Jiǔ? B: Tā xiāng zhù liǎngge xīngqī. How long are you thinking of staying in Taiwan? I’m thinking of staying eight months. How long is your friend thinking of staying? He is thinking of staying two weeks. Notes on Nos. $-6 You already know that yìnián and yìtiān are used without counters. The words for ’’month” and "week," however, are used with counters. Compare: 7. A: NX láile dué jiǔ le? B: WS láile sāntiān le. How long have you been here? I have been here three days. ■ sāntiān (three days) sānnián (three years) sānge xingqī (three weeks) sānge yuè (three months) Notes on No. 7 le...le, "up until now," "so far": The use of completed-action le after the verb and of new-situation le after the duration phrase tells you how long the activity has been going on and that it is still going on. The answer could also have been translated "I have been here three days so far. This pattern is sometimes called "double le." Notice that when le is in the middle of a sentence (in this case, because it is followed by a duration phrase), we write it attached to the verb before it: láile duo jiǔ le 8. A: Nī tàitai zài Xianggang zhùle duo Jiu? B: Tā zhùle liǎngtiān. How long did your wife stay in Hong Kong? She stayed two days. Notes on No. 8 Completion le: Here you see the marker le used to indicate one aspect, completion. Compare a sentence with one le to a sentence with two le's: W5 zài nàr zhùle sāntiān.           I stayed there three days. Wō zài zhèr zhùle sāntiān le.       I have "been here (stayed here) for three days now (so far). Completion le is used with verbs that describe actions or processes, not with verbs that describe a state or condition, or a continuing situation. The following sentences, describing states or ongoing situations, have past-tense verbs in English but no le in Chinese. Nèige shíhou tāmen zhi yōu          At that time they had only two liSngge háizi.                       children. Tā qunián bú zài Shànghǎi,          He wasn't in Shànghai last year; zài Běijīng.                         he was in Běijīng. Verb types in Chinese: In studying some languages, it is important to learn whether a noun is masculine, feminine, or neuter. In Chinese, it is important to learn whether a verb is an action, state, or process verb. These three verb categories are meaning (semantic) groups. A verb is a member of one group or another depending on the meaning of the verb. For instance, "running" and "dancing" are actions; "being good" and "being beautiful" are states; and "getting sick" and "melting" are processes. In Chinese, grammatical rules are applied differently to each semantic verb category. For the most part, you have learned only action and state verbs in this course; so these comments will be confined to those two verb categories. (See Unit 8 of this module for process verbs.) Action verbs: These are verbs which describe physical and mental activities. The easiest to classify are verbs of movement such as "walking," "running," and "riding"; however, action verbs also include verbs with not too much motion, such as "working" and "writing," and verbs with no apparent motion, such as "studying." One test for determining if a verb is an action is asking "What did he do?" "He arrived," "He spoke," and "He listened" are answers which contain action verbs.  "He knew," "He wanted," and "He is here" are answers which contain state verbs, not action verbs. Some of the action verbs you have learned are: dào (to arrive)           lái (to come) gōngzuò (to work)         zhù (to live, to stay) State verbs: These verbs describe qualities, conditions, and states. All adjectival verbs, such as hao, "to be good," and jiǔ, "to be long (in time)," are state verbs. Emotions, such as "being happy" and "being sad," are expressed with state verbs. "Knowing," "liking," "wanting," and "understanding," which may be called1 mental states, are also expressed with state verbs. Also, all auxiliary verbs, such as xiāng. "to want to," "would like to," are state verbs. Here are some of the state verbs: dà (to be large) duì (to be correct) xìng (to be surnamed) xiāng (to want to) shi (to be) jiào (to be called) zài (to be at) zhǐdao (to know) Aspect and verb types: Not every aspect marker in Chinese may be used with all types of verbs. Completion le does not occur with state verbs. It does occur with action verbs. ACTION Tā yljlng dào le. Tā gōngzuòle yìnián. Tā lái le ma? He has already arrived. He worked one year. Did he come? He wasn't here last year. Yesterday he wanted to go. He didn’t know yesterday. STATE Tā qùnián bú zài zhèr. Tā zuotiān xiāng qù. Tā zuótiān bù zhìdào. 9. A: B: Tā lái le ma? Lái le, tā lái le. Did he come? Yes, he came. 10. A: Tā lái le ma? Did he come? B: Méi lái, tā méi lái. No, he didn’t come Notes on Nos. 9-10 Compare the two possible interpretations of the question Tā lái le ma? and the answers they receive: Completion le Tā lái le ma? (Did she come?) Tā lái le. (She came.) Tā mei lái. (She didn't come.) Combined le Tā lái le ma? (Has she come?) Tā lái le. (She has come. OR She's here.) Tā hái méi lái. (She hasn’t come yet.) The first question, with completion le, asks only if the action took place. The second question, with combined le. asks both whether the action has been completed and whether the resulting new situation still exists. 11. A: Ni cóngqián láiguo ma? B: Wǒ cóngqián méi láiguo. Have you ever been here before? I have never been here before. Notes on No. 11 The aspect marker -guo means literally "to pass over," "to cross over." The implication is that an event took place and then ceased at some time in the past. It may help you to conceptualize -guo in terms of a bridge. The whole bridge is the event. The marker -guo stresses the fact that not only have you crossed over the bridge but at present you are no longer standing on it. The meaning of -guo changes slightly depending on what type of verb it is used with: action or process, (-guo may not be used with state verbs.) With an action verb, -guo means that the action took place and then ceased at some time before the present. With a process verb, -guo means that the process took place and that the state which resulted from the process ended at some time before the present. Remember that aspect markers like le and -guo are used only when the speaker feels it necessary to stress some feature or aspect of an event. Le is used to stress finishing, or completion, -guo is used to stress that a situation occurred in the past and was "over" or "undone" before the time of speaking (that is, the absence of that situation followed the situation). Let’s contrast -guo with completion le: Both le and -guo express completion, but -guo stresses that an action is no longer being performed, or that a state resulting from a process no longer exists. For example, Tā lái le means "He came" or "He has come," not indicating whether or not he is still there. But Tā láiguo means "He came" with the specification that he is not there anymore—that is, he came and left. One of the uses of the aspect marker -guo.is in sentences which express experience or having'experienced something at least once in the past, that is, "to have had the experience of doing something." This is how -guo is used in exchange 11. In a question, the marker -guo can be reflected by the English word "ever," and in a negative statement by "never." Nī cángqián lái -guo ma? (Have you ever been Ccomel here before?) W3 cángqián méi lái -guo. (I have never been Ccomel here before.) W3 cángqián lái -guo. (I have been Ccornel here before.) The negative of Tā lái le does not include a le, but the negative of Tā láiguo does have a -guo. The negative adverb mei is used to negate both completion le and -guo. Tā lái le. Tā méi lái. Tā lái -guo. Tā méi lái -guo.

A. Response Drill 1. Speaker: Zhāng Xiānsheng zhù duó jiǔ? (cue) yíge yuè (How long is Mr. Zhāng staying?) 2. Wáng Xiǎojiè zhù duó jiǔ? liǎngge xīngqī (How long is Miss Wáng staying?) 3. Hú Tàitai zhù duó jiǔ? sānge yuè (How long is Mrs. Hú staying?) 4. Tā zhù duó jiǔ? sìge xīngqī (How long is he/she staying?) 5. Tā tàitai zhù duó jiǔ? liǎngge xīngqī (How long is his wife staying?) 6. Lī XiSojiè zhù duó jiǔ? wǔge yuè (How long is Miss Lī staying?) 7. Tā xiānsheng zhù duó jiǔ? liùge xīngqī (How long is her husband staying?) You: Zhāng Xiānsheng zhù yíge yǔè. (Mr. Zhāng is staying one month.) Wáng Xiǎojiè zhù liangge xīngqī. (Miss Wáng is staying two weeks.) Hú Tàitai zhù sānge yǔè. (Mrs. Hú is staying three months.) Tā zhù sìge xīngqī. (He/she is staying four weeks.) Tā tàitai zhù liǎngge xīngqī. (His wife is staying two weeks.) Lī Xiāojiě zhù wǔge yǔè. (Miss Lī is staying five months.) Tā xiānsheng zhù liùge xīngqī. (Her husband is staying six weeks.) B. Response Drill 1. Speaker: Zhāng Tóngzhì zhù duó Jiǔ? (cue) sāntiān (How long is Comrade Zhāng staying?) 2. Tā mǔqin zhù duó jiǔ?    yìnián 3. Tā fùqin zhù duó jiǔ?    wǔtiān U. Wáng Tóngzhì zhù duó jiǔ? bātiān You: Zhāng Tóngzhì zhù sāntiān (Comrade Zhāng is staying three days.) Tā mǔqin zhù yìnián. Tā fùqin zhù wǔtiān. Wáng Tóngzhì zhù bātiān. 5. NX JiěJie zhù duó Jiǔ? liāngnián 6. Hú Tóngzhì zhù duó jiù? sìtiān 7. Tā zhù duó Jiù? sǎnnián Wǒ JiěJie zhù liāngnián Hú Tóngzhì zhù sìtiān. Tā zhù sǎnnián. C. Response Drill 1. Speaker: Tā mǔqin zhù duó Jiǔ? (cue) liāngge yuè (How long is his/her mother staying?) 2. Tā mèimei zhù duó Jiǔ? yíge xlngqì 3. Zhāng Tàitai zhù duó Jiǔ? Jiǔtiān U. Tā gēge zhù duó Jiǔ? sìge xlngqì. 5. Wang Xiānsheng zhù duó Jiu? yíge yuè 6. Tā dìdi zhù duó Jiǔ? yìnián 7. Tā JiěJie zhù duó Jiǔ? shítiān You: Tā mǔqin zhù liāngge yuè. (His/her mother is staying two months.) Tā mèimei zhù yíge xingqì. Zhāng Tàitai zhù Jiǔtiān. Tā gēge zhù sìge xlngqì. Wáng Xiānsheng zhù yíge yuè. Tā dìdi zhù yìnián. Tā JiěJie zhù shítiān. D. Expansion Drill 1. Speaker: Zhāng Tàitaide gēge zhù duó Jiǔ? (cue) Xianggang (How long is Mrs. Zhāng’s older brother staying?) You: Zhāng Tàitaide gēge zài Xiānggǎng zhù duó Jiǔ? (How long is Mrs. Zhāng’s older brother staying in Hong Kong?) 2. Jiāng Xiānshengde dìdi zhù duó Jiāng Xiānshengde dìdi zài Jiǔ? Guangzhou                   Guāngzhōu zhù duó Jiǔ? 3. Zēng XiSojiěde mèimei zhù duo j iù? Zhōngguo U. Chén Tongzhìde jiějie zhù duo jiù?    ShànghSi 5. Qian Tōngzhìde àiren zhù duo jiù?    Méiguo 6. Cao XiSojiěde fùqin zhù duo jiù?    QlngdSo 7. Xià Xiānshengde mùqin zhù duo Jiù?    Běijīng Zēng Xiaojiěde mèimei zài Zhōngguo zhù duo jiù? Chén Tōngzhìde jiějie zài Shanghai zhù duō jiù? Qian Tōngzhìde àiren zài Měiguo zhù duō jiù? Cao Xiǎojiěde fùqin zài Qingdao zhù duō jiù? Xià Xiānshengde mùqin zài Běijīng zhù duō jiù? E. Transformation Drill 1. Speaker: Tā zhù jītiān? (How many days is he/ she staying?) 2. Hu Xiānsheng zhù jige yùè? 3. Wáng Tàitai zhù jīge xlngql? li. Tā xiānsheng zhù jīnián? 5. Zhōu XiSojiě zhù Jīge yùè? 6. Wō fùqin zhù jīge xlngql? 7. Tā mèimei zhù jītiān? You; Tā xiSng zhù jītiān? (How many days is he/she planning on staying?) Hú Xiānsheng xiSng zhù jīge yùè? Wáng Tàitai xiSng zhù jīge xlngql? Tā xiānsheng xiSng zhù Jīnián? Zhōu Xiǎojiě xiSng zhù jīge yùè? Wō fùqin xiSng zhù jīge xlngql? Tā mèimei xiSng zhù jītiān? F. Expansion Drill 1. Speaker: Tā zhù yíge xlngql. (He/she is staying one week.) 2. Tā zhù liSngnián. 3 Tā zhù sānge yùè. . Tā zhù liSngge xlngql. You: Wō xiSng tā zhù yíge xlngql (l think he/she is staying one week.) Wō xiSng tā zhù liSngnián. Wō xiSng tā zhù sānge yùè. Wō xiǎng tā zhù liǎngge xlngql. 5. Tā zhù qītiān. 6. Tā zhù sìnián. 7. Tā zhù liùge yiiè. Wǒ xiāng tā zhù qitiān. Wǒ xiāng tā zhù sìnián. Wǒ xiāng tā zhù liùge yuè G. Transformation Drill 1. Speaker: Tā zhù yíge xīngqī. (He/she is staying one week.) 2. Mā Tongzhi zhù yìnián. (Comrade Mā is staying one year.) 3. Wáng Tóngzhì zhù sìge yuè. (Comrade Wáng is staying four months.) U. Zēng Tóngzhì zhù wǔtiān. (Comrade Zēng is staying five days.) 5. Wǒ zhù liǎngge xīngqī. (I am staying two weeks.) 6. Tā háizi zhù liùtiān. (His/her child is staying six days.) 7. Tā mèimei zhù liāngnián. (His/her younger sister is staying two years.) You: Tā zhùle yíge xīngqī. (He/she stayed one week.) Ma Tóngzhì zhùle yìnián. (Comrade Mā stayed one year.) Wáng Tóngzhì zhùle sìge yǔè. (Comrade Wáng stayed four months.) Zēng Tóngzhì zhùle wǔtiān. (Comrade Zēng stayed five days.) Tā haizi zhùle liùtiān. WS zhùle liǎngge xīngqī. (I stayed two weeks.) (His/her child stayed six days.) Tā mèimei zhùle liāngnián. (His/her younger sister stayed two years.) H. Transformation Drill 1. Speaker: Tā zhùle sāntiān. (He/she stayed three days.) 2. Wǒ zhùle yíge xīngqī. (I stayed one week.) You: Tā zhùle sāntiān le. (He/she has stayed three days.) Wǒ zhùle yíge xīngqī le. (I have stayed one week.) 3. Tā fùqin zhùle liāngge yuè. (His/her father stayed two months.) U. Tā JiěJie zhùle shíyītiān. (His/her older sister stayed eleven days.) 5. Wang Xiānsheng zhùle yìnián. (Mr. Wáng stayed one year.) 6. Wáng Tàitai zhùle sānge xingql. (Mrs. Wáng stayed three weeks.) 7. Hú Xiāojiě zhùle qītiān. (Miss Hú stayed seven days.) Tā fùqin zhùle liāngge yuè le. (His/her father has stayed two months.) Tā JiěJie zhùle shíyítiān le. (His/her older sister has stayed eleven days.) Wáng Xiānsheng zhùle yìnián le. (Mr. Wáng has stayed one year.) Wáng Tàitai zhùle sānge xlngqì le. (Mrs. Wáng has stayed three weeks.) Hú Xiāojiě zhùle qitiān le. (Miss Hú has stayed seven days.) I. Transformation Drill Respond by adding xiāng zhù, zhùle, each statement, according to the cue. 1. Speaker: Tā zhù yìtiān. (cue) hái méi lái (He/she is staying one day.) OR Tā zhù yìtiān. yījīng zěu le (He/she is staying one day.) OR Tā zhù yìtiān. hái zài zhèr (He/she is staying one day.) 2. Tā zhù liāngge xlngqi. yijìng z3u le (He/she is staying two weeks.) 3. Tā zhù sāntiān. hái méi lái (He/she is staying three days.) U. Tā zhù yìnián. hái zài zhèr (He/she is staying one year. or zhùle + duration phrase + le to You: Tā xiāng zhù yìtiān. (He/she is planning on staying one day.) Tā zhùle yìtiān. (He/she stayed one day.) Tā zhùle yìtiān le. (He/she has stayed one day.) Tā zhùle liāngge xlngqi. (He/she stayed two weeks.) Tā xiāng zhù sāntiān. (He/she is planning on staying three days.) Tā zhùle yìnián le. (He/she has stayed one year.) 5. Tā zhù wǔge xīngqī. yījīng zǒu le (He/she is staying five weeks.) Tā zhùle wǔge xlngql. (He/she stayed five weeks.) J. Transformation Drill 1. Speaker: Tā Xīngqīyī lái, Xīngqīsān zǒu. (He/she is coming on Monday, leaving on Wednesday.) 2. Tā yíyǔè lái, Sìyǔè zǒu. 3. Tā Wǔyǔè lái, QÍyǔè zǒu. U. Tā yíhào lái, liùhào zǒu. 5. Tā Liùyǔè lái, Shíyǔè zǒu. 6. Tā Yījiǔqīliùnián lái, Yījiǔqībānián zǒu. 7. Tā Xīngqīwǔ lái, xiàge Xīngqīyī zǒu. You: Tā xiSng zhù liāngtiān. (He/she is planning on staying two days.) Tā xiǎng zhù sānge yuè. Tā xiǎng zhù liǎngge yùè. Tā xiǎng zhù wǔtiān. Tā xiǎng zhù sìge yùè. Tā xiǎng zhù liSngnián. Tā xiǎng zhù sāntiān. K. Transformation Drill 1. Speaker: Tā shi èrhào láide, sìhào zǒude. (He/she came on the second, left on the fourth.) 2. Tā shi Yījiǔqīyīnián láide, Yījiǔqīsìnián zǒude. 3. Tā shi Sānyǔè láide, Wǔyǔè zǒude. U. Tā shi Xīngqīèr láide, Xīngqīliù zǒude. 5. Tā shi Jiǔhào láide, Shíyīhào zǒude. You: Tā zhùle liāngtiān. (He/she stayed two days.) Tā zhùle sānnián. Tā zhùle liǎngge yùè, Tā zhùle sítiān. Tā zhùle liāngtiān. 6. Tā shi zuótiān láide, Jintiān zǒude. 7. Tā shi shàngge yǔè sānshiyíhào láide, zhèige yuè wǔhào zǒude. L. Transformation Drill 1. Speaker: Tā míngtiān bù lái. (cue) zuótiān (He/she isn’t coming tomorrow.) 2. Tā hòutiān bù zǒu.    qiántiān 3. Tā míngnián bù lái.    qunián U. Tā xiàge yuè bù zǒu. shàngge yuè 5. Tā xiàge xingqī bù lái. shàngge xingqī 6. Tā hòunián bù lái.    qiánnián 7. Tā Jintiān bù zǒu.    Jintiān M. Transformation Drill 1. Speaker; Tā lái le ma? (Did he/she come?) 2. Tā àiren lái le ma? 3. Tā mǔqin lái le ma? b. Hú Tóngzhì lái le ma? 5. Tā dìdi lái le ma? 6. Wáng Dànián lái le ma? 7. Zhào Tóngzhì lái le ma? Tā zhùle yìtiān. Tā zhùle wǔtiān. You: Tā zuótiān méi lái. (He/she didn’t come yesterday.) Tā qiántiān méi zǒu. Tā qunián méi lái. Tā shàngge yǔè méi zǒu. Tā shàngge xingqī méi lái. Tā qiánnián méi lái. Tā Jintiān méi zǒu. You: Tā láiguo ma? (Has he/she ever been here?) Tā àiren láiguo ma? Tā mǔqin láiguo ma? Hú Tóngzhì láiguo ma? Tà dìdi láiguo ma? Wáng Dànián láiguo ma? Zhào Tóngzhì láiguo ma? N. Response Drill- Give a negative response to each question. 1. Speaker: Wáng XiSojiě lái le ma? (Did Miss Wáng come?) 2. LÍn Xiānsheng lái le ma? 3* Liu Tàitai lái le ma? U. Tā lái le ma? 5. Huáng Xiānsheng lái le ma? 6. Chén XiáojiS lái le ma? 7. Sun Tàitai lái le ma? You; Wáng Xiǎojié méi lái. (Miss Wáng didn't come.) LÍn Xiānsheng méi lái. Liu Tàitai méi lái. Tā méi lái. Huáng Xiānsheng méi lái. Chén XiSojiS méi lái. Sun Tàitai méi lái. 0. Response Drill Give a negative response to each 1. Speaker: Tā láiguo ma? (Has he/she ever been here?) 2. Tā àiren láiguo ma? 3. Tā nánháizi láiguo ma? U. Tāmen háizi dōu láiguo ma? 5. Tā dìdi láiguo ma? 6. Tā jiéjie láiguo ma? 7. Tā muqin láiguo ma? question. You: Tā méi láiguo. (He/she has never been here.) Tā àiren méi láiguo. Tā nánháizi méi láiguo. Tāmen háizi dōu méi láiguo. Tā dìdi méi láiguo. Tā jiějie méi láiguo. Tā muqin méi láiguo. UNIT 7

Topics Covered in This Unit 1. Where someone works. 2. Where and what someone has studied. 3. What languages someone can speak. U. Auxiliary verbs. 5. General objects. Materials You Will Weed 1. The C-l and P-1 tapes, the Reference List and Reference 2. The C-2 and P-2 tapes, the Workbook. 3. The 7D-1 tape. Notes

(in Taipei) 1. A: Nín zài náli gōngzuò? B: Wō zài Méiguo Guōwùyuàn gōngzuò. 2. A: Nín zài náli gōngzuò? B: Wō shi xuésheng. 3. A: Nín lái zuò shénme? B: Wō lái niàn shū. It. A: Òu, wō yé shi xuésheng. B: Qīngwèn, nī niàn shénme? A: Wō niàn lìshī. 5. A: Kē Xiānsheng, nī niàn shénme? B: Wō zài zhèli xué Zhōngwén. 6. B: Qīngwèn, nī xuéguo Yīngwén ma? A: Xuéguo. 7. B: Qīngwèn, nī huì shuō Yīngwén ma? A: Wō huì shuō yìdiān. 8. A: Nī tàitai yé huì shuō Zhōngguo huà ma? B: Bú huì, tā bú huì shuō. 9. A: Nīde Zhōngguo huà hén hǎo. B: Náli, náli. Wō jiù huì shuō yìdiān. 10. A: Nī shi zài náli xuéde? B: Wō shi zài Huáshèngdùn xiiéde. 11. B: Nī shi zài dàxúé xiiéde Yīngwén ma? A: Shide, wō shi zài Táiwān Dàxúé xuéde Yīngwén. Where do you work? I work with the State Department. Where do you work? I’m a student. What did you come here to do? I came here to study. Oh, I’m a student too. May I ask, what are you studying? I’m studying history. What are you studying, Mr. Cook? I’m studying Chinese here. May I ask, have you ever studied English? Yes. May I ask, can you speak English? I can speak a little. Can your wife speak Chinese too? No, she can’t. Your Chinese is very good. Not at all, not at all. I can speak only a little. Where did you study it? I studied it in Washington. Did you study English at college? Yes, I studied English at Taiwan University. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 12. jīngjixué 13. Rìwén 1U. wénxiié 15. zhèngzhixiié 16. nán 17. rongyi 18. xūéxí (xuéxi) economics Japanese language literature political science to be difficult to be easy to study, to learn (PRC)

dàxūé university huà language, words Huáshèngdùn Washington huì to know how to, can j īngj ixúé economics lìshǐ history Měiguo Guówùyiiàn U.S. Department of State nan to be difficult niàn (shū) to study Rìwén Japanese language róngyi to be easy shuō (huà) to speak, to talk + •• wenxue literature xūé to study xūéshēng (xuésheng) student xuéxí (xūéxi) to study, to learn (PRC) yìdiSn a little Yingwén English zhèngzhixué political science Zhōngwén Chinese zuo to do (introduced on C-2 and P-2 tapes) shénme dìfang where, what place

1. A: Nín zài náli gōngzuò? B: Wǒ zài Měiguo Guówùyūàn gōngzuò. 2. A: Nín zài náli gōngzuò? B: Wǒ shi xuésheng. Where do you work? I work with the State Department. Where do you work? I’m a student. Note on Nos. 1-2 Zài MSiguo Guowùyuàn gōngzuò means either "work at the State Department" (i.e., at main State in Washington, D.C.) or "work in the organization of the State Department" (no matter where assigned). Here the expression is translated loosely as "work with the State Department," meaning "in the organization." 3. A: Nín lái zuò shénme? B: Wǒ lái niàn shū. U. A: òu, wǒ yě shi xuésheng. B: Qlngwèn, nī niàn shénme? A: Wǒ niàn lìshī. What did you come here to do? I came here to study. Oh, I’m a student too. May I ask, what are you studying? I’m studying history. Notes on Nos. 3-^ Purpose: When lái, "to come," is followed by another verb, the second verb expresses the purpose of the subject's coming. The "purpose of coming" may be emphasized by the shi... de construction, with the marker shi before the verb lái: Wǒ shi lái niàn shūde, "I came to study." Niàn shū: Niàn by itself means "to read aloud." When followed by an object, the expression means "to study." Shū is ”book(s)," but niàn shū simply means "to study." Shū is used as a general object, standing for whatever is being studied. Niàn lìshī: When you are talking about studying a particular subject, niàn is followed by the name of that subject rather than by the general object shū. To have the meaning "to study," niàn must be followed by either the general object shū or a specific object such as the name of a subject. Verb types: Zuò, "to do," and niàn (shū), "to study," are action verV~ Both are made negative with bù when referring to actions not yet finished Both may take completion le or its negative méi. Tā bú niàn shū. Tā méi niàn shū. Tā yljīng niàn shū le. He doesn't study. He didn't study. He has already studied 5. A: Kē Xiānsheng, nī niàn shénme? B: Wǒ zài zhèli xué Zhōngwén. 6. B: Qīngwèn, nī xuéguo Yīngwén ma? A: Xuéguo. What are you studying, Mr. Cook? I'm studying Chinese here. May I ask, have you ever studied English? Yes. Notes on Nos. 5-6 Xūé, "to study" (an action verb): You will recognize xué from the word for "student," xuésheng. Xūé may refer to acquiring either knowledge or c. skill. For example, you can xué history, economics, a language, piano, and tennis-. On the other hand, niàn is used for "study" in the sense of taking a course or courses in a field of knowledge. Niàn is not used for a skill. In some contexts, the verb xué means "to learn." The following sentence may be interpreted two ways, depending on the situation. Wō zài Mèiguo yījīng xuéguo. I learned it in America. (e.g., how to use chopsticks) OR I studied it in America. (e.g., the Chinese language) Zhōngwén is used for either the Chinese spoken language or the written language, including literature. In general, use xué for "learning" to speak Chinese and niàn for "studying" Chinese literature. 7.  B:  Qīngwèn, nī huì shuō Yīngwén May I ask, can you speak English? ma? A:  Wǒ huì shuō yìdiān.              I can speak a little. 8.  A:  Nī tàitai yě huì shuō           Can your wife speak Chinese too? Zhōngguo huà ma? B:  BÚ huì, tā bú huì shuō.         No, she can't. Notes on Nos. 7-8 Hui, "to know how to," "can," is an auxiliary verb. It is used before the main verb to express an attitude toward the action or to express the potential of action. Xiang, "to want to," "would like to," is also an auxiliary verb. "Should," "must," and "may" are other examples of auxiliary verbs. All auxiliary verbs in Chinese are state verbs, which means that bù is always used to make them negative. Auxiliary verbs never take the aspect marker le for completed action, regardless of whether you are talking about past, present, or future. Tā qunián bú huì shuō Yīngwén. He couldn’t speak English last year. When the marker le is used, it is the aspect marker for new situations. Tā qunián bú huì shuō Yíngwén, Last year he couldn’t speak English, xiànzài huì le.                      but now he can. Wo huì shuō yìdiǎn, "I can speak a little": The word yìdiǎn, literally "a dot," functions as a noun. It is used in a sentence to mean "a little bit" where a noun object, such as Yìngwen, "English," might be used. Yìdiǎn may not be used directly after an auxiliary verb, which must be followed by another verb. Shuō, "to speak," "to talk," is another example of a verb which must always have an object.13 Shuō must be followed by either (1) the general object huà, "words," in which case the meaning of shuō huà is simply "to speak," "to talk,” as in Tā hái méi shuō huà, "He hasn’t yet spoken" OR (?) a specific object such as the name of a language. Bú huì: The short yes/no answer to a question containing the auxiliary verb huì is formed with huì rather than with the main verb. Zhōngguo huà: This expression refers only to the spoken language, in contrast to Zhōngwén, which refers to both the spoken and written language. 9• A: Hide Zhōngguo huà hen hǎo.      Your Chinese is very good. B'. Náli, náli. Wō jiù huì          Not at all, not at all. I can shuō yìdiǎn.                     speak only a little. Notes on No. 9 Literally, náli means "where." As a reply to a compliment, we have translated náli as "not at all." Jn China, it has traditionally been considered proper and a matter of course to deny any compliment received, no matter how much truth there is to it. Many people still regard xièxie, "thank you," as an immodest reply to a compliment, since that would amount to agreeing that the compliment was completely correct. Jiù, "only": As was noted in Unit 3, notes on Nos. 8-9, jiù meaning "only"is not as widely understood as zhī. The last sentence in exchange 9 could just as well be Wǒ zhī huì shuō yìdiān. 10. A: Nī shi zài náli xùéde? B: Wǒ shi zài Huáshèngdùn xùéde. 11. B: Nī shi zài dàxùé xùéde Yīngwén ma? A: Shìde, wǒ shi zài Taiwan Dàxùé xùéde Yīngwén. Where did you study it? I studied it in Washington. Did you study English at college? Yes, I studied English at Taiwan University. Note on Nos. 10-11 In the Peking dialect of Standard Chinese, which is the model for. grammatical patterns presented in this course, the -de of a shi... de construction comes between the verb and its object. The object, therefore, is outside the shi... de construction. Compare "I studied here" with "I studied English here": Wǒ shi zài zhèr xùé -de. Wǒ shi zài zhèr •• X xue -de Yīngwén. However, you may hear some Standard Chinese speakers who place the object inside the shi... de construction.

A. Response Drill 1. Speaker: Tā zài nàli gōngzuò? (cue) Guōwùyǔàn (Where does he/she work?) 2. Tā zài náli gōngzuò? yōuzhèngju (Where does he/she work?) 3. Tā zài náli gōngzuò? yínháng (Where does he/she work?) U. Tā zài náli gōngzuò? Wǔguānchù (Where does he/she work?) 5. Tā zài náli gōngzuò? Guōbīn Dàfàndiàn (Where does he/she work?) 6. Tā zài náli gōngzuò? Beijing Fàndiàn (Where does he/she work?) 7. Tā zài náli gōngzuò? MÍnzú Fàndiàn (Where does he/she work?) You: Tā zài Guōwùyǔàn gōngzuò. (He/she works with the State Department.) Tā zài yōuzhèngju gōngzuò. (He/she works at the post office.) Tā zài yínháng gōngzuò. (He/she works at a bank.) Tā zài Wǔguānchù gōngzuò. (He/she works at the defense attache’s office.) Tā zài Guōbīn Dàfàndiàn gōngzuò. (He/she works at the Ambassador Hotel.) Tā zài Beijing Fàndiàn gōngzuò. (He/she works at the Bèijing Hotel.) Tā zài MÍnzú Fàndiàn gōngzuò. (He/she works at the Nationalities Hotel.) B. Expansion Drill 1. Speaker: Tā shi xǔésheng, tā xǔé You: Tā shi xǔésheng, tā zài zhèli Zhōngwén.                        xǔé Zhōngwén. (cue) zhèli                    (He/she is a student; he/she (He/she is a student;              studies Chinese here.) he/she studies Chinese.) 2. Tā shi xǔésheng, tā xǔé Zhōngguo Tā shi xǔésheng, tā zài nàli xǔé huà. nàli                         Zhōngguo huà. 3. Tā shi xǔésheng, tā niàn shénme? Tā shi xǔésheng, tā zài zhèli niàn zhèli shénme? u. Tā shi xuésheng, náli? tā niàn lìshī. Tā shi xuésheng, tā lìshī? zài náli niàn 5. Tā shi xuésheng, zhèli tā niàn wenxue. Tā shi xuésheng, tā wenxue. zài zhèli niàn 6. Tā shi xuésheng, nàli tā xūé Fàwén. Tā shi xuésheng, tā Fàwén. zài nàli xūé 7. Tā shi xuésheng, zhèli tā xūé shénme? Tā shi xuésheng, tā shénme? zài zhèli xūé C. Response Drill 1. Speaker: Qīngwèn, tā niàn shénme? (cue) jīngjixúé (May I ask, what is he/ she studying?) 2. Qīngwèn, Wáng Dànián niàn shénme? wénxūé (May I ask, what is Wáng Dànián studying?) 3. Qīngwèn, Fāng Xiǎojiě niàn shénme? Zhōngguo wénxūé (May I ask, what is Miss Fāng studying?) h. Qīngwèn, tā mèimei niàn shénme? zhèngzhixūé (May I ask, what is his/her younger sister studying?) 5- Qīngwèn, tā àiren niàn shénme? lìshī (May I ask, what is his/her spouse studying?) 6. Qīngwèn, Sun Huìrán niàn shénme? Zhōngguo lìshī (May I ask, what is Sūn Huìrán studying?) 7. Tā nánháizi niàn shénme? J īngj ixūé (What is his/her son studying?) You: Tā niàn Jīngjixúé. (He/she is studying economics.) Tā niàn wénxūé. (He is studying literature.) Tā niàn Zhōngguo wénxūé. (She is studying Chinese literature.) Tā niàn zhèngzhixué. (She is studying political science.) Tā niàn lìshī. (He/she is studying history.) Tā niàn Zhōngguo lìshī. (She is studying Chinese history.) Tā niàn Jīngjixúé. (He is studying economics.) D. Transformation Drill 1. Speaker: Wáng Xiānsheng niàn lìshī. (Mr. Wáng is studying history.) 2. Mǎ Xiānsheng niàn wénxué. 3. Zhāng Xiānsheng niàn jīngjixué. U. Lī Xiānsheng niàn Riven. 5- Tā niàn lìshī. 6. Hú Xiānsheng niàn Yīngvén. 7. Chén Xiānsheng niàn Fàvén. You: Wáng Xiānsheng lái niàn lìshī. (Mr. Wáng is coming to study history.) Mǎ Xiānsheng lái niàn wénxué. Zhāng Xiānsheng lái niàn jīngjixūé. Lī Xiānsheng lái niàn Rìwén. Tā lái niàn lìshī. Hu Xiānsheng lái niàn Yīngwén. Chén Xiānsheng lái niàn Fàwén. E. Response Drill 1. Speaker: Sun Téngzhì lái zuò shénme? (cue) gōngzuò (What did Comrade Sun come to do?) 2. MS Tongzhì lái zuò shénme? niàn shū 3. Chén Téngzhì lái zuò shénme? xué Rìwén U. Tā lái zuò shénme? niàn lìshī 5. Huáng Xiānsheng lái zuò shénme? niàn zhèngzhixūé 6. Qián Tongzhì lái zuò shénme? xué Yīngwén 7. Tā lái zuò shénme? gōngzuò You: Tā lái gōngzuò. (He/she is coming to work.) Tā lái niàn shū. Tā lái xué Rìwén. Tā lái niàn lìshī. Tā lái niàn zhèngzhixūé. Tā lái xué Yīngwén. Tā lái gōngzuò. F. Response Drill. 1. Speaker: Qingwèn, tā lái niàn shū ma? (May I ask, did he/she come to study?)* 2. Qingwèn, tā lái niàn Zhōngwén ma? 3. Qingwèn, tā lái niàn jíngjixué ma? h. Qingwèn, tā mèimei lái niàn Yingwén ma? 5. Qingwèn, Chén Xiānsheng lái niàn zhèngzhixué ma? - 6. Qingwèn, Wáng Xiānsheng lái xiié Fàwén ma? 7. Qingwèn, Zhāng Xiěojiě lái xué Rìwén ma? You: Duì le, tā lái niàn shū. (That’s right, he/she came to study.) Duì le, tā lái niàn Zhōngwén. Duì le, tā lái niàn Jlngjixiié. Duì le, tā lái niàn Yingwén. Duì le, tā lái'niàn zhèngzhixué. Duì le, tā lái xué : Fàwén. Duì le, tā lái xiié : Rìwén. *A11 these sentences could be translated with "is coming” instead of "did come.” G. Response Drill 1. Speaker: Tā shi zài dāxué xiiéde Zhōngwén ma? (Did he/she study Chinese in college?) 2. Tā shi zài Měiguo xiiéde Zhōngwén ma? 3. Tā shi zài Táiwān Dàxíié niànde Yīngwén ma? U. Tā shi zài Měiguo niànde lìshl ma? You: Shìde, tā shi zài dàxué xiiéde Zhōngwén. (Yes, he/she studied Chinese in college.) Shìde, tā shi zài Měiguo xiiéde Zhōngwén. Shìde, tā shi zài Táiwān Dàxué niànde Yingwén. Shìde, tā shi zài Měiguo niànde lìshl. 5. Tā shi zài Jiāzhōu niànde zhèngzhixué ma? Shìde, tā shi zài Jiāzhōu niànde zhèngzhixué. Tā shi zài Zhōngguo niànde Zhōngguo wénxūé ma? Tā shi zài Huàshèngdùn niànde jīngjixúé ma? Shìde, tā shi zài Zhōngguo niànde Zhōngguo wénxūé. Shìde, tā shi zài Huashèngdùn niànde jīngjixúé. H. Response Drill Give negative responses to all the questions, and complete your answers according to the cues. 1. Speaker: Tā shi zài Zhōngguo xūéde Zhōngguo huà ma? (cue) Měiguo (Did he/she study Chinese in China?) 2. Tā shi zài Měiguo niànde Fàwén ma? Jiānádà 3- Tā shi zài Táiwān Dàxūé niànde zhèngzhixūé ma? Měiguo Dàxūé h. Tā shi zài Yīngguo niànde Yīngguo wénxūé ma? Měiguo Dàxūé 5- Tā shi zài Jiāzhōu niànde jīngjixúé ma? Táiwān Dàxūé You: Bú shi, tā shi zài Měiguo xūéde Zhōngguo huà. (No, he/she studied Chinese in America.) Bú shi, tā shi zài Jiānádà niànde Fàwén. Bú shi, tā shi zài Měiguo Dàxūé niànde zhèngzhixūé. Bú shi, tā shi zài Měiguo Dàxūé niànde Yīngguo wénxūé. Bú shi, tā shi zài Táiwān Dàxūé niànde Jīngjixúé. 6. Tā shi zài Zhōngguo niànde          Bú shi, tā shi zài Jiāzhōu Dàxūé Zhōngguo lìshī ma? Jiāzhōu Dàxūé niànde Zhōngguo lìshī. 7- Tā shi zài Jiānádà niànde Zhōngwén ma? Táiwān Bú shi, tā shi zài Táiwān niànde Zhōngwén. I. Response Drill Give a negative or an affirmative response to each question, according +,•? the cues. 1. Speaker: Tā shi zài Huàshèngdùn You: Shìde, tā shi zài Huàshèngdùn xūéde Zhōngguo huà ma?          xūéde Zhōngguo huà. (cue) Huàshèngdùn             (Yes, he/she studied Chinese (Did he/she study Chinese         in Washington.) in Washington?) OR Tā shi zài Taiwan Dàxiié Bú shi, tā shi zài MSiguo Dàxiié niànde Zhōngguo lìshī niànde Zhōngguo lìshī. ma?                      (No, he/she studied Chinese history (cue) MSiguo Dàxiié         at American University.) (Did he/she study Chinese history at Taiwan University?) 2. Tā shi zài dàxiié xíiéde Zhōngwén ma? dàxiié 3. Tā shi zài Taiwan Dàxiié niànde Zhōngguo wénxiié ma? Jiāzhōu Dàxiié U. Tā shi zài MSiguo Dàxiié niànde wénxiié ma? MSiguo Dàxiié 5. Tā shi zài Jiāzhōu Dàxiié niànde zhèngzhixiié ma? Táiwān Dàxiié 6. Tā shi zài Fàguo niànde Fàwén ("French”) ma? Měiguō Shìde, tā shi zài dàxiié xiiéde Zhōngwén. Bú shi, tā shi zài Jiāzhōu Dàxiié niànde Zhōngguo wénxiié. Shìde, tā shi zài MSiguo Dàxiié niànde wénxiié. Bú shi, tā shi zài Táiwān Dàxiié niànde zhèngzhixiié. Bú shi, tā shi zài MSiguo niànde Fàwén. J. Substitution Drill 1. Speaker: Nī huì shuō Yīngwén ma? (cue) Déwén (Can you speak English?) 2. Nī huì shuō Déwén ma?    Rìwén 3. Nī huì shuō Rìwén ma?    Fàwén U. Nī huì shuō Fàwén ma? Zhōngguo huà 5. Nī huì shuō Zhōngguo huà ma? Déguo huà You; Nī huì shuo Déwén ma? (Can you speak German?) Nī huì shuō Rìwén ma? Nī huì shuō Fàwén ma? Nī huì shuō Zhōngguo huà ma? Nī huì shuō Déguo huà ma? 6. Nī huì shuō Déguo huà ma? K. Combination Drill 1. Speaker: Wǒ xué Zhōngwén. (cue) Rìwén (I’m studying Chinese.) You: Wǒ xué Zhōngwén, wǒ yě xiié Rìwén. (I’m studying Chinese, and I'm studying Japanese too.) OR WS xūé Zhōngwén. (cue) tā (I’m studying Chinese.) 2. Tā xūé Fàwén.    Déwén 3. Wǒ xue Fàwén. tā h. Wǒ xūé zhèngzhixūé. tā 5. Wǒ xue zhèngzhixūé. jlngjixūé 6. Wǒ •• xue wénxūé. lìshī WS xiié Zhōngwén, tā yS xiié Zhōngwén. (I’m studying Chinese; he/she is studying Chinese too.) Tā xué Fàwén, tā yě xūé Déwén. WS xūé Fàwén, tā yě xūé Fàwén. WS xūé zhèngzhixūé, tā yě xūé zhèngzhixué. WS xūé zhèngzhixūé, wS yě xué jlngjixūé. Wo xūé wénxūé, wS yě xūé lìshī. L. Combination Drill 1. Speaker: LÍn Xiānsheng zài Huàshèngdùn. Tā xūéguo Fàwén. (Mr. LÍn was in Washington. He studied French.) 2. Huang Xiǎojiě zài Měiguo. Tā niànguo zhèngzhixūé. (Miss Huang was in America. She studied political science.) 3. Liu Tàitai zài Jiāzhōu Dàxūé. Tā niànguo jlngjixūé. (Mrs. Liu was at the University of California. She studied economics.) U. Sòng Xiānsheng zài MěiguS. Tā niànguo lìshī. (Mr. Sòng was in America. He studied history.) You: LÍn Xiānsheng zài Huashèngdùn xūéguo Fàwén. (Mr. LÍn studied French in Washington.) Huang XiSojiě zài Měiguo niànguo zhèngzhixūé. (Miss Huang studied political science in America.) Liu Tàitai zài Jiāzhōu Dàxūé niànguo jlngjixūé. (Mrs. Liu studied economics at the University of California.) Sòng Xiānsheng zài Měiguo niànguo lìshī. (Mr. Sòng studied history in America.) 5. Tā zài Bèijing. Tā xuéguo Zhōngwén. (He/she was in Bèijing. He/she studied Chinese.) 6. Sun Xiǎojiè zài Jiānádà. Tā niànguo Yīngguo wénxiié. (Miss Sun was in Canada. She studied English literature.) 7. Tā zài Zhōngguo. Tā niànguo Zhōngguo wénxué. (He/she was in China. He/she studied Chinese literature.) Tā zài Bèijing xuéguo Zhōngwén. (He/she studied Chinese in Bèijing.) Sun Xiǎojiè zài Jiānádà niànguo Yīngguo wénxué. (Miss Sun studied English literature in Canada.) Tā zài Zhōngguo niànguo Zhōngguo wenxue. (He/she studied Chinese literature in China.) M. Response Drill Give an affirmative or a negative response to each question, according to the cues. 1. Speaker: Nī huì shuō Yingwén ma? (cue) xiiéguo (Can you speak English?) OR Nī huì shuō Yingwén ma? (cue) méi xuéguo (Can you speak English?) 2. Nī huì shuō Zhōngwén ma? xuéguo 3. Tā huì shuō Déwén ma? méi xuéguo h. Nī huì shuō Rìwén ma? xuéguo 5- Tā huì shuō Yīngguo huà ma? xuéguo 6. Nī huì shuō Fàwén ma? méi xuéguo You: Wō huì shuō yìdiǎn. (I can speak a little.) Wō bú huì shuō. (I can’t speak it.) Wō huì shuō yìdiǎn. Tā bú huì shuō. Wō huì shuō yìdiǎn. Tā huì shuō yìdiǎn. Wō bú huì shuō. N. Response Drill Give an affirmative or a negative response to each question, according to the cues. 1. Speaker: Tā huì shuō Zhōngguo huà ma? (cue) xuéguo (Can he/she speak Chinese?) OR Tā huì shuō Zhōngguo huà ma? (cue) méi xuéguo (Can he/she speak Chinese?) 2. Tā àiren huì shuō Fàwén ma? xuéguo 3. Tā fùqin huì shuō Rìwén ma? méi xuéguo U. Lǐ Tóngzhì huì shuō Déwén ma? méi xuéguo 5. Wáng Tóngzhì huì shuō Yingwén ma? xuéguo 6. Chén Tóngzhì huì shuō Fàwén ma? xuéguo You: Huì, tā huì shuō Zhōngguo huà. (Yes, he/she can speak Chinese.) Bú huì, tā bú huì shuō Zhōngguo huà. (No, he/she can't speak Chinese.) Huì, tā àiren huì shuō Fàwén. Bú huì, tā fùqin bú huì shuō Rìwén. Bú huì, Li Tóngzhì bú huì shuō Déwén. Huì, Wáng Tóngzhì huì shuō Yīngwén. Huì, Chén Tóngzhì huì shuō Fàwén. UNIT 8

Topics Covered in This Unit 1. More on duration phrases. 2. The marker le for new situations in negative sentences. 3. Military titles and branches of service. U. The marker ne. 5. Process verbs. Materials You Will Need 1. The C-l and P-1 tapes, the Reference List and Reference Notes. 2. The C-2 and P-2 tapes, the Workbook. 3. The 8D-1 tape. (in Taipei) 1. B: Nī jīntiān hái yǒu kè ma? A: Méiyou kè le. 2. A: Nī cǒngqián niàn Yīngwén niànle duō jiǔ? B: Wǒ niàn Yīngwén niànle liùnièn. 3. A: Nī xiànzài niàn shénme ne? B: Wǒ niàn Fàwén ne. U. A: Nī niàn Fàwén niànle duǒ Jiù le? B: Wǒ niànle yìnián le. 5. B: Nī huì xiě Zhōngguo zì ma? A: Huì yìdiān. 6. A: Qunián wǒ hái bú huì xiě. A: Xiànzài wǒ huì xiě yìdiān le. 7. A: Nī fùqin shi junrén ma? B: Shi, tā shi hāijún junguān. 8. B: Wǒ jīntiān bù lái le. B: Wǒ bìng le. 9. A: Jīntiān hāo le méiyou? B: Jīntiān hāo le. Do you have any more classes today? I don’t have any more classes. How long did you study English? I studied English for six years. What are you studying now? I’m studying French. How long have you been studying French? I’ve been studying it for one year. Can you write Chinese characters? I can a little. Last year I couldn’t write them. Now I can write a little. Is your father a military man? Yes, he’s a naval officer. I'm not coming today. I’m sick. Are you better today? (Are you recovered?) Today I’m better. ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-1 tapes) 10. kōngjūn 11. lùjun 12. shìbīng 13. zuò shi 1U. Déwén air force army enlisted man to work German language

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

1. B: Nī Jintiān hái yǒu kè ma? Do you have any more classes today? A: Méiyou kè le.                    I don’t have any more classes. Notes on No. 1 Hái, "additionally," "also": used as an adverb meaning "still." way to use hái. Nī hái xiang zǒu ma? Nī hái yào xué shénme? You have already learned the word hái In this exchange you learn a second Do you still want to leave? What else do you want to study? Méiyou...le: You will remember that in the negative of a completed action, méi or méiyou replaces the completion marker le—is never used together with it. Tā lái le. 11 (He came) Tā méi(you) lái. (He did not come) In the sentence Méiyou kè le, le is a new-situation marker, and méiyou is simply the negative of the full verb yǒu. (Remember that the verb yǒu is always made negative with mei, never with bù.) Tā yǒu kè le. (Now he has class. CDue to a change in the schedule, he now has class at this time.!) Tā méi- yǒu kè le. (He doesn’t have any more classes.) Bù...le/méiyou...le: When the marker le for new situations is used with a negative verb, there are two possible meanings: one is that something that was supposed to happen is now not going to happen; the other is that something that was happening is not happening anymore. Thus the following sentence is ambiguous: Tā bù lái le.                    He is not coming now. CEither he was expected to come but changed his mind, or he used to come at this time but now has stopped.! In the context of a conversation, the meaning of the sentence would "become clear. Here are more■examples with the ’’anymore” meaning: Tā bú niàn shū le. Tā bú shi wǒde péngyou le. Méiyou le. He is not going to study anymore. CHe will no longer attend college.3 He is not my friend anymore. There is no more. 2. A: Nī cóngqián niàn Yīngwén niànle duó jiǔ? B: WS niàn Yīngwén niànle liùnián. How long did you study English? I studied English for six years. Note on Wo. 2 More on duration: In Unit 6 of this module, you learned to express duration in a sentence with no object (WS zài Xianggang zhùle liùge yuè le). In this unit, you learn one way to express the duration of an activity which involves using both a verb and an object (e.g., "studying economics"). In such cases, the verb appears twice in the sentence: first when the object is stated, and again when the duration is stated. Tā niàn jīngjixǔé, niànle He studied economics for one year, yinián. Tā xtié Zhōngguo huà, xíiéle He has been studying Chinese for sānge yuè le.                    three months. Notice that aspect markers do not occur after the first verb in each sentence, but only after the second verb and at the end of the second sentence. 3- A: Nī xiànzài niàn shénme ne? B: W3 niàn Fàwén ne. What are you studying now? I’m studying French. Note on No. 3 Ne is an aspect marker used to emphasize the fact that something is in progress. With action verbs, ne indicates that the action is going on. With state verbs, ne shows that the state exists. With some process verbs, ne indicates that the process is going on. Ne may not be used with certair process verbs. (See also notes on No. 8, about verbs.) U. A: NI niàn Fàwén niànle duo jiǔ le? B: Wǒ niànle yìnián le. 5. B: Ni huì xiě Zhōngguo zì ma? A: Huì yìdiān. How long have you been studying French? I've been studying it for one year. Can you write Chinese characters? I can a little. Notes on Nos. U-5 Xiě Zhōngguo zì: The verb xiě, "to write," can occur with specific objects, such as Zhōngguo zì, as well as with the general object zì. The combination xiě zì can mean either "to write characters" or simply "to write." Tā xiǎng xué xiě Zhōngguo He wants to learn to write Chinese zì.                               characters. Xiǎo dìdi sìsuì le, yljīng Little younger brother is four huì xiě zì le.                   years old and already can write. In the reply Huì yìdiān, huì is used as a main verb—not as an auxiliary verb, as in the question. As a main verb, huì means "to have the skill of," "to have the knowledge of," "to know." Wǒ huì Yīngwén.                  I know English. 6. A: Qunián wǒ hái bu huì xiě. A: Xiànzài wǒ huì xiě yìdiān le. Last year I couldn't write them. Now I can write a little. Notes on No. 6 Qunián wǒ hái bú huì xiě: Notice that here it is the auxiliary verb huì, not the verb xiě, that is made negative. Auxiliary verbs such as huì and xiǎng are STATE verbs and so are made negative with the prefix bù, regardless of whether the context is past, present, or future. Xianzài wǒ huì xiě yìdiān le: The marker used is le for new situations. It is always placed at the end of a sentence. The time word xiànzài comes at the beginning of the sentence here. Most time words of more than one syllable may come either before or after the subject, but in either case before the verb. 7. A: Ni fùqin shi Jūnrén ma? B: Shi, tā shi hSijūn jōnguān. 8. B. W8 Jintiān hù lái le. B: W3 bìng le. Is your father a military man? les, he's a naval officer. I'm not coming today. I'm sick. Notes on Nos. 7-8 The verb bìng, "to get sick," "to become ill," is a process verb; that ìb, the activity described includes some changes in the situation. Process verbs tell of an action which has caused a change from one state to another, as from whole to broken ("to break") and from frozen to melted ("to melt"). Bing is typical of process verbs: not only is an action described (coming down with an illness) but also a resulting state (being ill). Because of this typical combination, process verbs are sometimes thought of as combining the semantic characteristics of action and state verbs. One of the main purposes of talking about verbs in terms of action, state, and process is to draw attention to the fact that the Chinese way o£ expressing something may not correspond to the English. For instance, "I am sick" in Chinese is W5 bìng le ("I have gotten sick"). For "I am not sick," you say WS méi bìng ("I didn't get sick"). Process verbs are always made negative with méi, regardless of whether you are referring to past, present, or future. Nì bìng le méiyou?              Are you sick? Méiyou. WS méi bìng.           No. I'm not sick. (State verbs are always made negative with bù.) Another reason for putting verbs into categories according to the type of meaning is to discover how verbs behave in sentences. Knowing whether a verb is in the action, state, or process category, you will know what aspect markers and negatives may be used with that verb. In the following charts, a check mark means that this combination of verb and aspect occurs in the language. ASPECT MARKERS VERBS completion le combined le new-situation le ACTION STATE PROCESS Examples:14 ACTION Tā zuótiān gōngzuò le. Tā yìjìng lái le. Gēge xiànzài niàn daxiié le. STATE Tā xiànzài huì xiě zì le. PROCESS Tā zuótiān bìng le. Tā xiànzài bìng le. Tā bìngle yíge yuè le. He worked yesterday, (completion Le) He has already come, (combined le) Older brother goes to college now. (new-situation le)15 He can write now. (new-situation le) He got sick yesterday, (completion le) He is sick, (combined le) He has been sick for one month now. (new-situation le and completion le) VERBS ACTION STATE PROCESS NEGATION bù -------------------------■---------------------------- méi(you)—negation of completion le hái méi—negation of combined le l__Ld Examples: ACTION Tā bú niàn shū. Tā méi niàn shū. Tā hái méi niàn shū. He doesn’t (isn’t going to) study. He didn’t study. He hasn’t studied yet. STATE Tā qunián bù xiāng niàn shū. Last year, she didn't want to study. PROCESS Tā jīntiān méi bìng. Tā hái méi hāo. He is not sick today. He hasn't yet recovered. Notice that only action verbs use the whole range of negatives to mark the negative of future or present action, completed action, or new situations. State verbs use the negative prefix bù even when referring to past states. Process verbs use the negative prefix méi even when referring to something in the present. If you find a verb occurring with a negative or an aspect marker you had not expected, you might discuss with your teacher how the verb behaves in terms of these charts. You might discover that what you thought was a state verb is actually a process verb, or vice versa. 9. A: Jīntiān hāo le méiyou? B: Jīntiān hāo le. Are you better today? Today I'm better. Notes on No. 9 Jīntiān hāo le: Hāo is one of many state verbs which can become process verbs. When such a verb becomes a process verb, it takes on a different meaning. While the state verb hāo means "to be good" or "to be well," the process verb hāo means "to get better," "to recover." Compare these sentences: Tā hāo.                               He's in good health. Tā zuotiān bìng le. Tā jīntiān Yesterday he became sick. Today he yījīng hāo le.                      is already recovered. The difference between the state verb hāo and the process verb hāo is even more evident in negative sentences. State verbs, as you remember, are made negative only with bù. Process verbs are made negative only with méi or hái méi. Tā bù hāo.                           He's not good. CHe's not a good person.1 Tā hái méi hāo.                      He hasn't yet recovered. CHe is still sick.l It can be difficult to remember that bìng and hāo, sometimes translated as "to be sick" and "to be better," are actually process verbs in Chinese, not state verbs. The English sentence "I am better (recovered)" translates as Wǒ hāo le ("I have become well") and would be incorrect without the le. Jintiān hāo le méiyou? Questions may be formed from statements containing completion le or combined le by adding méiyou at the end of the statements. You will learn more about forming questions in the first unit of the next module. Tā láile méiyou? Ni hāole méiyou? Did he come? Are you recovered (from your illness)? In a Taipei classroom (courtesy of Thatcher Dean)

A. Response Drill 1. Speaker: Tā jīntiān hai yōu kè ma? (Does he have any more classes today?) 2. Tā jīntiān hái lái ma? 3. Tā xiànzài hái huì shuō Zhōngguo huà ma? U. Tā xiànzài hái yōu Zhōngguo shū ma? 5. Tā hái niàn lìshī ma? 6. Tā xiànzài hái zài kōngjūn gōngzuò ma? 7. Tā xiànzài hái xiSng zōu ma? You: Tā méiyou kè le. (He doesn't have any more classes.) Tā bù lái le. Tā bú huì shuō Zhōngguo huà le. Tā méiyou Zhōngguo shū le. Tā bú niàn lìshī le. Tā bú zài kōngjūn gōngzuò le. Tā bù xiSng zŌu le. B. Expansion Drill 1. Speaker: Tā cóngqián niàn lìshī. (He formerly studied history.) 2. Tā congqián niàn shū. 3. Tā congqián zài lùjūn zuò shi. U. Tā cóngqián bú huì. 5. Tā cóngqián bù zhīdào. 6. Tāde Zhōngwén cóngqián bù hen hao. 7. Tā cóngqián huì shuō Fàguo huà. You: Tá cóngqián niàn lìshī, xiànzài bú niàn le. (He formerly studied history, but now he doesn't anymore.) Tā cóngqián niàn shū, xiànzài bú niàn le. Tā cóngqián zài lùjūn zuò shi, xiànzài bú zài lùjūn zuò shi le. Tā cóngqián bú huì, xiànzài huì le. Tā cóngqián bù zhīdào, xiànzài zhīdao le. Tāde Zhōngwén cóngqián bù hen hSo, xiànzài hen hSo le. Tā cóngqián huì shuō Fàguo huà, xiànzài bú huì le. C. Transformation Drill 1. Speaker: Tā niànguo zhèngzhixūé. (cue) duó Jiǔ (He has studied political science.) 2. Tā niànguo JīngJixǔé. Jīnián 3. Tā niànguo Zhōngguo wénxué. duó Jiǔ ù. Tā xuéguo Rìwén. Jige yuè 5. Tā zài kōngjūn zuòguo Bhì. duó Jiǔ 6. Tā niànguo Zhōngguo lìshī. duó Jiǔ 7. Tā niànguo Yīngguo wénxué. Jīnián You: Tā niàn zhèngzhixūé, niànle duó Jiǔ? (How long did he study political science?) Tā niàn JīngJixǔé, niànle-Jīnián? Tā niàn Zhōngguo wénxué, niànle duó Jiǔ? Tā xué Rìwén, xǔéle Jīge yuè? Tā zài kōngjǔn zuò shi, zuòle duó Jiǔ? Tā niàn Zhōngguo lìshī, niànle duó Jiǔ? Tā niàn Yingguo wénxué, niànle Jīnián? D. Transformation Drill 1. Speaker: Tā xiànzài niàn lìshī. (cue) duó Jiǔ (He is studying history now.) 2. Tā xiànzài xué Rìwén. Jīge yuè 3. Tā xiànzài niàn Yīngwén. Jīge yuè U. Tā xiànzài zài hàijun zuò shi. Jīnián 5. Tā xiànzài xué Zhōngguo huà. duó Jiǔ 6. Tā xiànzài zài lùjǔn zuò shi. Jīnián 7. Tā xiànzài zài yínháng zuò shi. Jīnián You: Tā niàn lìshī, niànle duó Jiǔ le? (How long has he been studying history?) Tā xué Rìwén, xǔéle Jīge yuè le? Tā niàn Yīngwén, niànle Jīge yǔè le? Tā zài hàijǔn zuò shi, zuòle Jīnián le? Tā xǔé Zhōngguo huà, xǔéle duó Jiǔ le? Tā zài lùjǔn zuò shi, zuòle Jīnián le? Tā zài yínháng zuò shi, zuòle Jīnián le? E. Transformation Drill 1. Speaker: Tā xiànzài hái niàn lìshl ne. (cue) duó jiǔ (He is still studying history.) 2. Tā xiànzài hái niàn Zhōngguo wenxué ne. duó jiǔ 3. Tā xiànzài hái xǔé Rìwén ne. Jige yǔè U. Tā xiànzài hái zài lùjǔn zuō shi ne. duó Jiǔ 5. Tā xiànzài hái xǔé Zhōngguo huà ne.    duó jiǔ 6. Tā xiànzài hái niàn zhèngzhixǔé ne.    duó jiǔ 7. Tā xiànzài hái niàn JingJixǔé ne. duó J iǔ You; Tā niàn lìshl, hái 'xiāng niàn duó Jiǔ? (How much longer is he going to study history?) Tā niàn Zhōngguo wènxǔé, hái xiāng niàn duó jiǔ? Tā xǔé Rìwén, hái xiāng xǔé jige yǔè? Tā zài lùjǔn zuō shi, hái xiāng zuō duó jiǔ? Tā xǔé Zhōngguo huà, hái xiāng xǔé duó jiǔ? Tā niàn zhèngzhixǔé, hái xiāng niàn duó Jiǔ? Tā niàn JingJixǔé, hái xiāng niàn duó Jiu? F. Transformation Drill 1. Speaker: Tā xiànzài niàn lìshl. (He is studying history now.) OR    Tā niànguo lìshl. (He studied history.) OR     Tā xiànzài hái niàn lìshl. (He is still studying history.) 2. Tā xiànzài niàn Zhōngguo wènxǔé. 3. Tā niànguo Zhōngguo wénxǔé. U. Tā xiànzài hái niàn Rìwén. You: Tā niàn lìshl, niànle duó Jiǔ le? (How long has he studied history?) Tā niàn lìshl, niànle duó Jiǔ? (How long did he study history?) Tā niàn lìshl, hái xiāng niàn duó Jiǔ? (How long does he plan to study history?) Tā niàn Zhōngguo wènxǔé, niànle duó Jiǔ le? Tā niàn Zhōngguo wénxǔé, niànle duó Jiǔ? Tā niàn Rìwén, hái xiāng niàn duó Jiǔ? 5. Tā niànguo Rìwén. 6. Tā xuéguo Yīngwén. 7. Tā xiànzài hái xiié Yīngwén. 8. Tā xiànzài zài kōngjūn zuò shi. Tā niàn Rìwén, niànle duō Jiù? Tā xūé Yīngwén, xūéle duo jiu? Tā xūé Yīngwén, hái xiang xūé duō jiǔ? Tā zài kōngjūn zuò shi, zuòle duō jiǔ le? G. Expansion Drill 1. Speaker; Wō xiS zì le. (I wrote.) 2. Wō dōng le. 3. Wō lái le. U. Wō zōu le. 5. Wō zuò le. 6. Wō ting le. 7. Wō xūé le. H. Response Drill 1. Speaker: Tā xiō le ma? (Did he write?) 2. Tā lái le ma? 3. Tā hǎo le ma? U. Tā dōng le ma? 5. Tā zōu le ma? 6. Tā tīng le ma? 7. Tā xūé le ma? You: Wō xiō zì le, tā méi xiS zì. (I wrote; he didn’t write.) Wō dōng le, tā méi dōng. Wō lái le, tā méi lái. Wō zōu le, tā méi zōu. Wō zuò le, tā méi zuò. Wō tīng le, tā méi tīng. Wō xūé le, tā méi xūé. You: Tā hái méi xiǎ. (He still hasn’t written.) Tā hái méi lái. Tā hái méi hǎo. Tā hái méi dōng. Tā hái méi zōu. Tā hái méi tīng. Tā hái méi xūé. I. Response Drill 1. Speaker: Tā cóngqián bú huì xiě Zhōngguo zì. Xiànzài ne? (In the past he couldn't write Chinese characters. And now?) 2. Tā cóngqián bù xiāng xué Rìwén. Xiànzài ne? 3. Tā cóngqián bú niàn lìshī. Xiànzài ne? 1. Tā cóngqián bù dōng Fàwén. Xiànzài ne? 5. Tāmen congqián méiyou háizi. Xiànzài ne? 6. Tā cóngqián bú huì shuō Déguo huà. Xiànzài ne? 7. Tā congqián bù xiāng xué Yingwén. Xiànzài ne? You: Tā hái bú huì xiě Zhōngguo zì. (He still can't write Chinese characters.) Tā hái bù xiāng xué Rìwén. Tā hái bú niàn lìshī. Tā hái bù dōng Fàwén. Tāmen hái méiyou háizi. Tā hái bú huì shuō Déguo huà. Tā hái bù xiāng xué Yingwén. J. Transformation Drill 1. Speaker: Tā cóngqián bú huì xiě Zhōngguo zì. (cue) now he can (In the past he couldn’t write Chinese characters. ) OR Tā cóngqián huì xiě Zhōngguo zì. (cue) no longer (In the past he could write Chinese characters. ) You: Tā cóngqián bú huì xiě, xiànzài huì xiě le. (In the past he couldn't write; now he can.) Tā cóngqián huì xiě, xiànzài bú huì xiě le. (In the past he could write; now he can't.) OR Tā cóngqián bú huì xiě          Tā cóngqián bú huì xiě, xiànzài Zhōngguo zì.                     hái bú huì xiě. (cue) still can't              (In the past he couldn't write; (In the past he couldn't          now he still can't.) write Chinese characters. ) 2. Tā congqián "bu dong Fàwén. now he can 3. Tā cóngqián dong Fàwén. no longer U. Tā cóngqián bù dong Fàwén. still can’t 5. Tā cóngqián bù xiang xué Yingwén. now he does 6. Tā cóngqián xiang xiié Yingwén. no longer 7. Tā cóngqián bù xiang xué Yingwén. still doesn’t 8. Tā cóngqián bù niàn lìshl. now he does 9. Tā cóngqián niàn lìshl. no longer 10. Tā cóngqián bú niàn lìshl. still doesn’t Tā cóngqián bù dóng, xiànzài dóng le. Tā cóngqián dong, xiànzài bù dong le. Tā cóngqián bù dong, xiànzài hái bù dong. Tā cóngqián bù xiang xué, xiànzài xiang xué le. Tā cóngqián xiāng xué, xiànzài bù xiāng xué le. Tā cóngqián bù xiāng xǔé, xiànzài hái bù xiāng xǔé. Tā cóngqián bú niàn, xiànzài niàn le. Tā cóngqián niàn, xiànzài bú niàn le. Tā cóngqián bú niàn, xiànzài hái bú niàn. 228 1 As used in this course, the words "he," "him," and "his" are intended to include both masculine and feminine genders. (Translations of foreign language material not included.) 2 The first version of each example is in the Pinyin system of romanization. The second, parenthesized version is the conventional, or anglicized, spelling. 3 ♦Another word for "restaurant" is fànguānzi. The general word for "hotel" is luguān. 4 This exchange occurs on the C-l tape only. 5 This exchange occurs on the P-1 tape only. 6 The word dì- is sometimes translated "number," as in dìyī, "number one." (See resource module on Numbers, tape U.) 7 A few nouns referring to people may be made explicitly plural by adding •men: háizimen can only be "children." 8 Jiù has several other meanings, which will be presented to you as you continue through this course. 2.3U 9 This exchange occurs on the C-l tape only. 10 This exchange occurs on the P-1 tape only. 11 Ages may also be asked and given without using the new-situation le. 12 This exchange occurs on the C-l tape only. 13 See also the note on niàn shū, under exchange 3. 14 Most of the time you can figure out from a verb’s meaning the semantic category in which that verb belongs. However, process verbs may not be so predictable. 15 In affirmative sentences containing action verbs, the marker le for new situations is used to describe a change in a general habit.