CM 0190 S

STANDARD CHINESE A Modular Approach

OPTIONAL MODULES:

• • Restaurant

• • Hotel

• • Post Office and Telephone

• • Car

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 or 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.

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PREFACE

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

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

A Project Board was established consisting of representatives of the Central Intelligence Agency Language Learning Center, the Defense Language Institute, the State Department's Foreign Service Institute, the Cryptologic School of the National Security Agency, and the U.S. Office of Education, later Joined by the Canadian Forces Foreign Language School. The representatives have included Arthur T. McNeill, John Hopkins, John Boag, and Hugh Clayton (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, Major Bernard Muller-Thym, and Colonel Roland W. Flemming (DLl); 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 197^ 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. Ms. Barale and Ms. Barry wrote the tape scripts and the student text. From 1978 until the project's completion, writers for the course were Ms. Barale and Thomas E. Madden. They revised the field-test editions of the first six core modules and accompanying optional modules, and produced the materials subsequent to Module 6.

All Chinese language material was prepared or selected by Chuan Ouyang Chao, Yunhui Chao, Ying-chih Chen, Hsiao-jung Chi, Eva Diao, Jan Hu, and Tsung-mi Li, assisted for part of the time by Leslie L. H. Chang, Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna Affholder, Mel-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus of dialogues.

Administrative assistance was provided at various times by Joseph Abraham, Vincent Basciano, Lisa A. Bowden, Jill W. Ellis, Donna Fong, Judith J. Kieda, Renee T. C. Liang, Susan C. Pola, Peggy Ann Spitzer, 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 Mr. Chang, Ms. Chao, Ms. Chen, Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, and Mr. Li. The English script was read by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Mr. Madden, Ms. Pola, and Ms. Strype.

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

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 CIA Language Learning Center, the United States Air Force Academy, the University of Illinois, and the University of Virginia.

The Commandant of the Defense Language Institute Foreign Language Center authorized the support necessary to print this edition.

7^1*40

/ J^ines R. Frith, Chairman

^/Chinese Core Curriculum Project Board

TABLE OF CONTENTS

Preface

How to Study an Optional-Module .Tape . . • • .........• .

Objectives for the Restaurant Module ...............

Unit 1: Part I

Part II

Part III

Unit Vocabulary List

Unit 2: Part I

Part II

Part III

Unit Vocabulary List .........

Unit 3: Part I

Part II

Part III

Unit Vocabulary List

Unit Us Part I

Part II

Part III.....................*..

Unit Vocabulary List ....

Foods ..

Objectives for the Hotel Module

Unit 1: Part I

• Part II

• Part III

• Part IV

Unit Vocabulary List

Unit 2: Part I

• Part II

• Part III

• Part TV....

• Unit Vocabulary List .•••••••••••••••••

• Things in a Hotel Room .......... .......

Objectives for the Post Office and Telephone Module

Unit 1: Part I

• Part II

• Part III

• Part IV

Unit Vocabulary List

Unit 2: Part I

• Part II

• Part III

• Part IV

Unit Vocabulary List

Objectives for the Car Module

Unit 1: Part I

Part II

Part III

Unit Vocabulary List

Unit 2: Part I

Part II

Part III......

Unit Vocabulary List

Parts of a Car

How to Study an Optional-Module Tape

The format of the optional modules is quite different from the format of the core modules, although both focus on what you need to know to deal with particular practical situations.

Each tape of an optional module is roughly equivalent to the five different tapes of a core-module unit, in the sense, at least, that it is intended as a self-contained presentation of a set of words and structures. Actually, however, an optional-module tape is closer to a combination of the C-l and P-1 tapes of a core-module unit with almost all explanations left in the notes. Moreover, an optional-module tape introduces considerably more vocabulary than a core-module unit.

Each tape is divided into several parts. Each part introduces words and sentences, some of them for comprehension only, next reviews all production items, and then reviews comprehension in extended dialogues.

You may have found that you could work through the C-l and P-1 tapes of a core-module unit a single time each, perhaps going back over a few sections once or twice. You are almost sure to find, however, that you need to work through an optional-module tape more than once, perhaps frequently backing up and frequently stopping to read the Notes.

When a new word or sentence is introduced, there is a‘pause on the tape before you hear the Chinese. On your first time through the tape, you may use this pause to glance at the word or sentence in the Reference List. On your next time through the tape, you may use it to try to say the Chinese, using the Chinese after the pause as a confirmation.

In the dialogues at the end of each part, there are very short pauses between sentences. These should be just long enough for you to stop and start the tape without missing anything. Stop the tape whenever you want to think over the previous sentence or try to translate it.

HTL

Objectives

General

The purpose of the Hotel Module (HTL) is to provide you with the linguistic skills you need to be able to stay in a hotel and enjoy its services.

Before starting the? Hotel Module,⁴ you shouldhave at least*‘ completed the Money Module. The Hotel’Module may,’ of course, be‘^T-* done at any later point in the course.                             **'

_{f               A}                                       ^Z az V                       « A* /W* a Vf t/rt * Art                        * A*                            9A.

Specific

When you have finished this module you should be able to:

• 1. Ask to reserve a room. Specify whether it will be a single or double, with or without air conditioning, with or without heat.

• 2. Ask about room rates.

• 3. Understand questions about whether you want a television in your room, whether you need valuables stored, whether you want a guide.

• U. Find out whether Western or Chinese food is served in the hotel restaurant.

ì

• 5. Find out what hours meals are served in the hotel dining room.

• 6. Ask your room attendent for additional blankets or pillows.

• 7. Ask to have clothes laundered or cleaned.

• 8. Ask for tourist guidebooks.

• 9. Ask for the bill and settle your account.

Hotel Module, Unit 1

PART I

NOTES AFTER PART I

luguǎn; This word is used to refer to small inns and hotel. However, it is not used in the names of hotels.

• A: Nǐ zhù liiguan ma?

• B: Shi, wǒ zhùzai Běijīng Fàndiàn.

qǔchulai: This is a compound verb meaning ’to fetch', 'to get', 'to pick up'.

xiūxi xiuxi: You've seen one syllable verbs reduplicated, like kànkan and děngyideng. Here you see a two syllable verb reduplicated. The effect is the same. It makes the action more tentative, casual. 'Rest a little bit'.

Peking:

A conversation between an American businessman, Mr. White (Huáitè), and the guide meeting him at Peking’s Capital Airport:

NOTES AFTER PART I DIALOGUE

It is the policy in the PRC that most visitors be accompanied by a bilingual guide throughout most of their trip. The traveler is met, either by a local party representative, or by some other person responsible for his safety and travel arrangements.

TU

PART II

NOTES AFTER PART II

diànlíng: 'Electric bell’. This word can refer to a buzzer

è_: 'To be hungry'. In the sentence, Nín è le ba., the state verb è_ occurs with the marker le for new situations. The result is a phrase meaning 'you've become hungry, I suppose' or 'you're hungry now, I suppose.' The verb indicates what the state is and the marker le indicates that the state is new.

Peking:

A conversation between Miss Smith, hotel attendant who has just taken Hotel.

M: Shīmìsī Nushì, xiànzài yǐjing qīdiǎn zhōng le. Nin è le ba. Women zhèr you canting.

F: Canting zài jīlóu?

M: Zai yīlóu. You Zhōngcān, you Xīcān.

F: Wǎnfàn shi cóng jīdiǎn dào jīdiǎn?

M: Wanfàn shi cong xiàwu liùdiǎn dào bādiǎn ban. Zǎodiǎn shi cóng qīdiǎn dào bādiǎn bàn. Zhōngfàn shi cóng shíèrdiǎn dào xiàwu liǎngdiǎn.

F: Hǎo. Wǒ zhīdao le. Xièxie ni.

M: Diànlíng zài zhèr. Yàoshi nin you shi kěyi àn diànlíng jiào wo. Wo jiù zài lóucéng fuwùtǎi.

F:    Hǎo. Xièxie ni.

a Canadian scholar, and the her to her room at the Peking

Miss Smith, it’s already seven o’clock. I expect that you’re hungry. We have a dining room in this hotel.

What floor is.the dining room on?

On the first floor. It has Chinese food and Western food.

What time is dinner? (Dinner is from what time to what time?)

Dinner is from six in the afternoon to eight-thirty. Breakfast is from seven to eight-thirty. Lunch is from twelve to two in the afternoon.

Fine. Now I see. Thank you.

The buzzer is here. If you have something to ask me about you can push the buzzer to call me. I’m right at the service desk for the floor.

Fine. Thank you.

PART III

NOTES AFTER PART III

tì: This is a prepositional- verb meaning .’.for’, in the sense of ’in place of’.

Lǐ Xiānsheng jīntian tì Wang Mr Li is teaching class for Xiānsheng jiao shū.                Mr. Wang today.

Shanghai xiànzài yídìng hěn rè le ba.*: Notice that three adverbs precede the verb in this sentence-xianzài, yídìng, hěn. The verb in this sentence, rè ’to be hot’, is a state verb. The marker le indicates a new situation, a change of state; ’It has become hot’.

fēiji piào: In the Money Module you saw the word piào used to mean ’bill’ or ’note’. Here it means ’ticket’.

Peking:

A conversation between an American woman and her guide.

PART IV

NOTES AFTER PART IV

kāishuǐ: This can mean ’boiling water’ or ’boiled water'. Liang kāishuǐ means 'boiled water which has been cooled’.

Wo bù xiǎng dào canting qù chǐ fan le: the marker le used in this indicates a new situation. The speaker has-changed her mind. Usually she takes her meals in the dining room, but today she doesn’t want to leave her room.

shuixǐ: This verb means ’to wash, to launder'. But it is only used in a situation where it contrasts with gānxǐ 'to dry clean'. Usually the one syllable verb xǐ, ’to wash’, is used.

Peking;

A conversation between Miss Smith just rung for from her room.

M: Shímìsī Níishì, nín you shi ma?

F: Duì le. Wo you yīfu yào xī.

M: Shi shuīxī háishi gǎnxī?

F: Dou shi ganxíde.

M: NÍn jiāogei wo.

F: Hao. Liang kāishuī měiyou le. QÍng gěi wo náyìdiǎr lai, yě qīng ná yìdiǎr bíngkuàr.

M: Hao.

F: Jintian wǎnshang wo hěn lèi, bù xiang dào canting qù chī wanfàn. NÍ kéyi bu keyi sōngdào wo fángjiān lai.

M: Keyi. Wo jiù qù ná càidānzi lái. Kan ní yào chī shenme.

Vocabulary

PART I

NOTES ON PART I

kōng: The adjectival verb kōng, ’to be vacant, empty’ is used here to modify the noun, fángjiān, ’room*.

dānrénde / shuāngrénde: The marker de in each of these phrases . indicates that they are modifying something. The modified word (fángjiān) is omitted, however.

-jiān: This is the counter for ’rooms'.

nuānqi: Literally this word means ’warm air*. You nuanqide fángjiān is ’a room which has heat*.

jiao: This is the prepositional verb ’to cause (someone to do or be something). In the sentences below, gāoxing is the adjectival verb ’to be nappy’, snēngqj is the adjectival verb ’to be mad'.

Tā Jiao wǒ bú gaoxing.             He made me unhappy.

Tā Jiao wo shēngqi.                 He made me angry.

Tā jiao wǒ zuò zhèijiàn shi.       He had me do this.

-de shíhou; When this follows any verb, verb phrase or sentence, the expressions means ’when somethine was done’.

Niàn dàxuéde shíhou, wǒ When I was in college, I lived

7.hur,fl1 víTieno’vryn Hi. at a friend’s house.

caisè: This word refers to colors in general and is used to meaning ’colored’ or ’colorful’. Yánse is used to refer specifically to one color at a time.

Taipei:

A conversation between Mr. Phillips small Taipei hotel.

M: Nǐmen you kōng fángjiān ma?

F: You. Nǐ yào shénmeyàngde fángjiān, shi dānrénde háishi shuāngrénde?

M: Wǒ yào yìjiān dānrén fángjiān.

F: Hāo. Wùlóu 503 hào shi kōngde.

M: Nǐmen zhèli you nuǎnqì ma?

F: You.

M: You diànshì ma?

F: You. Shi caisède.

M: Zhèige fángjiān duōshao qian yìtiān?

F: Liùbǎi Táibì yìtiān.

M: Wǒ xiān kànkan zhèige fángjiān xíng bu xing?

F: Xing.

(Back at the desk after seeing the

M: 503 hào fángjiān hen hāo.

Wǒ jiù yào zhèjiān fángjiān.

F: Qǐng ni tiányitian zhèzhāng biǎo.

F: Zhè shi ni fángjiānde yàoshi. Ni chūqùde shíhou qing ni jiāogei women.

and a desk attendant in a

Do you have any vacant rooms?

Yes. What kind of room do want, a single or a double?

I want one single room.

Fine. No. 503 on the fifth floor is vacant.

Do you have heat(ing) here?

Yes.

Is there a television?

Yes. It's a color television

How much is this room a day? J

Six hundred dollars Taibi a day.

Would it be all right if I first take a look at the room?

Yes.

room.)

No. 503 is very nice.

I'll take that room, then.

Please fill out this form.

Here's the key to your room. When you go out, please give it to us.

M: Hǎo.

F: Nǐde xíngli wǒ jiao fúwùshēng gěi ni sòngshàngqu.

M: Hǎo. Xièxie.

All right.

I'll have the attendant send your luggage up for you.

Fine. Thank you.

PART II

1. Nǐmen fángqián zěnme suàn?          What are your rates?

(How are your rates

NOTES ON PART II

kèreh: Literally this word means ’guests’ hut its translation changes depending on the context. In a hotel situation, it means ’(paying) guests’. In a shopping situation, it means ’customer.

shěngde: This may translated as ’to avoid’, ’lest*, or

’so that (something) won’t have to happen’. Here are some examples.

Wo xiān qù kànyikàn nèige fángzi, shěngde ni qù le.

I’ll first go and look at the house, so that you won't have to go.

Nǐ wangle mǎi niúnai. Wo tì ni qù mǎi yìpíng, shěngde nǐ zài qù le.

You forgot to buy milk. I’ll go buy a bottle for you, so that you won’t have to go again.

Wǒ Jǐntian hǎo le. Wǒ kéyi zìjǐ qù le, shěngde nǐ máfan.

I’m better today. I can go myself, and save you the trouble.

bǎnlai bǎnqu: The verb ’to move*(something)* is ban. The verbs lai and qù may follow it to indicate the direction in which something is moved. As directional endings, lai and qù are toneless.

zhào: This is a prepositional -verb meaning ’according to’.

Do it according to his idea.

Zhào ta shuō, zhèige shìqing hen rongyi.

According to what he says, this matter is very easy.

Taipei:

A conversation between an American man and a desk attendant in a hotel in Taiwan.

F: Fángqián wǒ háishi zhào dānrénde suàn. Deng ni tàitai háizi lái le, zài zhào shuāngrénde suàn. Nǐ kàn zěnmeyàng?

Uh... May I ask, do you have any rooms?

Yes. Do you want a single or a double?

Today and tomorrow I want one single. The day after tomorrow when my wife and child have come then I’ll want a double.

Fine. No problem.

What are your rates.

A single is TOO dollars Taibi a day, a double is a thousand.

After my child has come I’ll have to add a small bed.

Adding a small bed adds 200 dollars.

Fine.

Oh, we don’t have many guests right now. Why don’t you Just take a double. That will save you the trouble of moving back and forth.

I will still give you the single room rate. After your wife and child come, then I’ll figure it according to the double rate. How about it?

PART III

NOTES AFTER PART III

jiù shi: When the adverb jiù is used with.the verb shi, it emphasizes what follow*. Tn jjù has been translated as ’precisely’, ’exactly’, ’just’.

zài: This is the word for ’again’ when talking about future actions. CYou is the word for ’again’ when talking about past actions.1

Qǐng ni zài lai.               Please come again.

Bié zài shuo ba.               Don’t say that again.

In the sentence ...•”5 zài gěi ni ná yige, the conversational translation ’I’ll get you another’ masks the true functions of zài in the sentence. A more literal translation might be ’I’ll again get you one.’

youlǎn shoucè: ’tourist guidebook’. Youlǎn is the verb 'to go sightseeing'. Shoucè is the noun 'handbook'.

bìchuli / chōutìli: The word for 'closet' is bìchú. The word for 'drawer' is chǒutì. The syllable -lǐ means 'inside'. It may be added to a noun in a locational phrase to allow that noun to function . as a placeword and to indicate the precise location 'inside'. When used as a locational ending, -li is toneless. You'll find more about locational endings in Unit 2 of the Transportation Module.

gěi... dǎ diànhuà: The word for 'phone call' is diànhuà. The phrase 'to make a phone call' is dǎ diànhuà. To say that a phone call is'made to someone in particular, use the prepositional vjrb gěi followed by the name, then the phrase dǎ diànhuà.

Nǐ gěi shéi dǎ diànhuà?            Who are you calling?

Wǒ zuotian gěi mǔqin dǎ            I called mother yesterday,

diànhuà le.

Taipei:

A conversation between an American woman and the hotel attendant taking her to her room.

M: Xiáojie, zhèi shi nǐde fángjiān.

F: Xièxie ni.

M: Wǎnshang nì yàoshi lěng, bìchúli hái you tǎnzi.

F: Hǎo.

M: Yíge zhěntou yàoshi bú gòu gāo, wǒ keyi zài gěi ni ná yíge lái.

F: Xièxie ni. Yíge zhěntōu gòu le.

F: Nimen zhèli you Yīnewénde yóulǎn shoucè ma?

M: You. Jiù zài zhèlide chōutìli.

F: Nǐmen zhèli you kāfēitīng ma?

M: You, zài yilóu. Zài canting yòubian.

F: Wǒ xiǎng gěi yige péngyou dǎ diànhuà. Zhèli you diànhuàbù ma?

M: You. Zhōngwénde, Yīngwénde dōu you.

F: Wǒ you yìdiǎn guèizhòngde dōngxi jiāogěi shéi bǎoguǎn?

M: Jiǎogei zhàngfǎng bǎoguǎn.

F: Hǎo. Xièxie ni.

M: Yàoshi nǐ hǎi you biéde shìqing, Jiù Jiao wo.

F: Hǎo. Xièxie ni.

M: Bú kèqi.

Give it to the cashier for safekeeping.

All right. Thank you.

If you have any other problems Just call me.

Fine. Thank you.

Don’t mention it.

PART IV

NOTES ON PART IV

suàn zhang: Suàn is the verb 'to calculate'. Zhang is the word for 'accounts' or 'debts'.

guò: This is the verb 'to pass', either physically, as in Guòle lùkǒur, wàng you z5u. 'After you've passed the intersection, go to the right.', or temporally, as in Guò jitian, zài shuō ba. 'Wait a few days, then talk about it.'

Taipei:

A conversation "between an American man and a desk clerk in a hotel in Taiwan.

M: Jīntian women yào zǒu le.

Qīng ni gěi women suàn zhang.

F: Hao. Nīde fángjiān shi duōshao hào?

M: 21U hào.

F: Hao. Wǒ kànkan. En, nīmen shi ahàngge Xīngqīèr láide, dào jīntian yígòng zhù le wǔ tiān

F: Nímen shi "bu shi shíèrdiǎn zhōng yīqián líkai? An wǒmende guījū guòle shíèrdiǎn zhōng fángqián yào duō suàn yìtiān.

M: Wǒmende fēijī shi liǎngdiǎn zhōng. Xiànzài women yào chūqu mǎi yìdiǎn dōngxi. Nī kéyi tì women zhǎo yíge difang fàng xíngli ma?

M: Wǒ yīdiǎn zhōn'g yīqián yídìng lái qǔ.

F: Mei wèntí. Nī jiù fàngzài zhèli ba.

M: Xièxie ni. Xièxie ni.

Vocabulary

THINGS IN A HOTEL ROOM

99