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

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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.

Objectives

General

The purpose of the Post Office and Telephone Module (PST/TEL) is to provide you with the linguistic skills you need to mail things, make phone calls and send telegrams.

Specific

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

• 1. Locate a mailbox. Locate the nearest post office.

• 2. Buy postage for an air mail letter, a registered letter, aerogram, regular letter or postcard.

• 3. Buy letter paper, envelopes, aerograms and postcards.

Ship packages by sea or by air.

• 5. Insure packages or letters you send.

• 6. Locate a telegraph office.                                ,

• 7. Send a telegram.

• 8. Find the nearest public telephone.

• 9. Ask for help in using a phon? directory.

• 10. Make a phone call, ask to speak with someone. Understand simple replies such as ’’that line is busy”, "he is not here now" or "he will call you back".

• 11. Answer the phone and understand who the caller wishes to speak with. Tell the caller you will look for that person. Tell him whether the person he wishes to speak with is there, is busy, or not there.

• 12. Ask someone to speak louder or tell him you cannot hear him clearly.

Post Office and Telephone Module, Unit 1

PART I

NOTES AFTER PART I

yifēng xìn: -Fēng is the counter for letters and other things with envelopes.

-céng; Counter for floors of buildings.

guàhào xìn: Guàhào is the verb ’to register’. It is used here as a modifier. It precedes the noun it modifies.

Peking:

On his way out to mail some things, an American asks the service attendant for the floor of his hotel for some information.

PART II

NOTES AFTER PART II:

tie: This is the verb ’to stick something on or to something else *.

Běnshìde píngxìn/wàidìde píngxìn: In the PRC mail rates differ depending on whether something is going to someplace in the city, out of the city, or out of the country. For the last two categories air mail service is available.

běnshì: ’This city*.

wàidì: ’Foreign place', ’outside this city’.

Peking:

A conversation at the Post Office.

M: Láojià, wàng Shanghai jìde hángkōng xìn yào tie duōshao qiánde yóupiào?

F: Yìmáo. Guónèlde hángkōng xìn dōu shi yìmáo.

M: Guowài hángkōng xìn ne?

F: Jì dào guōwài qùde hángkōng xìn shi qlmáo. Hángkōng yóujiǎn shi sānmáowǔ.

M: Jì dào guowài qùde míngxìn-piàn ne?

F: Hángkōngde liǎngmáoèr.

M: Guónèide píngxìn shi duōshao?

F: Běnshìde sìfēn. Wàidìde "bāfēn.

M: Qíng ni gěi wo shízhāng yìmáode yóupiào, wuzhāng hángkōng yóujiǎn, hái yào shízhāng qímáode hángkōng yóupiào.

F: Hāo. Yígòng jiǔkuài qímáowù.

M: Zhèi shi shíkuài qián.

F: Zhào ni liSngmáowǔ.

Excuse me, how much postage do you need to put on an air mail letter to Shanghai?

Ten cents. All air mail within the country is ten cents.

And if you send outside the country?

Air mail letters going out of the country are seventy cents; aerograms are thirty-five cents.

And post cards mailed out of the country?

Air mail ones are twenty-two cents.

How much is regular mail within the country?

Within the city, it’s four cents. Outside the area (city), it’s eight cents.

Please give me ten ten-cent stamps, five aerograms, and ten seventy-cent stamps.

Okay. Altogether it's nine dollars and seventy-five cents.

Here's ten dollars.

Here’s twenty-five cents change.

NOTES AFTER DIALOGUE IN PART II:

shizhang youpiào, wǔge hángkōng yóujian: Notice how both the counter -zhang and the counter -ge are used here to talk about flat objects. Although the counter -zhāng would be correct for both nouns, the speaker feels free to use -gè also.

PART III

NOTES AFTER PART III:

tì: This is the prepositional verb meaning 'in place of, for'.

Little sister is going to go buy food for me (instead of me).

shàngtou: -T6u is a syllable like -biar. When added to a direction word, it changes it into a place name. The syllable -t6u, however, cannot be added to as many different direction words as -biar can. (See also final reference notes Directions Unit Five.)

xiSoxin: ’To be careful’.

qīngfàng; 'Fragile', or more literally ’to put lightly'.

zuìhSo; This word acts as an adverb, coming after the subject ni and before the verb phrase. The word zuìhǎo is used in politely offering advice to someone, not in warning them what they'd better do.

Taipei:

A conversation at the Post Office.

PART IV

NOTES AFTER PART IV

bǎ dìzhí: In sentence No. 28 the object comes before the verb and is preceded by the marker bǎ. Although it is common for an object to come before the verb marked by bǎ, not all objects can do so. The object in a ba-phrase is the direct object of an action verb. It is a particular know thing, not a new idea about to be introduced into the conversation. The action verb in the sentence is usually more than one syllable or followed by something else, such as a place name. For more on bǎ. see Transportation Unit 3 and Meeting Unit 5.

Qing ni bǎ shū fàngzai             Please put the book on the

zhuōzishang.                       table.

Tā bǎ tāde chē mài' le.              He sold his car.

diànxtnjú: ’Telegraph Office.* In the PRC the word used is dianxunju.

Taipei:

Mr. White, an American, is talking to a Chinese friend.

Ill

Peking:

An American staying at the Peking Hotel asks the service attendant

F: Wo xiǎng da yìfēng diànbào.

Zài fàndiànli kéyi bu keyi da? Hàishi w8 del dào Diànbào Dàléu qù dS?

M: Búbì dào Diànbào dàlou qù dà. Nī kéyi dào fàndiànllde yéujú qù dà.

I’d like to send a telegram.

Can I send it in the hotel?

Or do I have to go to the Telegraph Building to send it?

You don’t have to go to the Telegraph Building to send it. You can go to the post office in the hotel to send it.

F: HSo. Xièxie ni. NÌ zhldao duōshao qián yige zì ma?

M: W3 yě bù zhldaè. NÍ wen tāmen ba.

Good. Thank you. Do you know how much it is a word?

I don’t know. You ask them.

Vocabulary

(object marker)

package

to protect by insurance, to insure

this city

counter for floors of buildings

to make a phone call, to telephone telegram Telegraph Office phone call Telegraph Office (counter for letter) service desk

to register(something) registered letter

outside the country, foreign within the country, domestic

sea mail                ,

air mail aerogram

(counter for matter, affairs) to inspect examine to mail, to send by mail

downstairs

post cards

regular mail, surface mail

fragile(lit, put down lightly)

matter, affair,thing

in place of (someone), for to paste on, to stick

outside the local area

Post Office and Telephone Module. Unit 2

PART I

NOTES AFTER PART I;

jiē: This is the verb ’to connect*, ’to join*. It is also the verb ’to receive a message or mail*.

bié: This is the negative imperative 'don'tJ*

Bié gēn ta shuō!                   Don't talk with him!

Bié zài shuō ba!                    Don't talk aboutit again.

zhǎo: This is the verb 'to look for*. It is also sometimes translated as 'to find'.

Wo qù zhǎo ta.                      I'll go look for him. (I'll

go find him.'

néng: 'to be able to'. Although this verb overlaps in meaning with keyi, 'can, may', there are definite differences. The verb néng is more general, while kéyi has the narrower meaning 'be able to' the sense of 'be permitted to do so by someone'.

Peking:

Fl: Wei! Wàijiāobù.

M: Qlng ni gěi wo Jiē Měidàsī.

F2: Měidàsī.

M: Qing Tan SīzhSng JiS diànhuà.

F: Tā xiànzài bú zài bàngōngshì. NÍn shi nSr?

M: W3 shi Jiānàdà Dàshiguǎnde Dàwèi Andésēn.

F: Ni xiān bié guà.. W3 gěi ni qù zhǎo ta.

M: Hǎo. W3de diànhuà hàomǎr           Fine. My telephone number

shi sān-sì-wǔ—liù-liù-             is 3^5-661.

yāo.

PART II

NOTES AFTER PART II:

Qìng da yìdiǎr shēng shuō: Notice that the phrase describing the manner of action, dà yldiar shēng (with a little bit lender voice), comes before the main verb shuō, 'to speak'.

qingchu: This is the adjectival verb 'to be clear'.

(The receptionist puts the call through.)

PART III

NOTES ON PART III:

... zhànzhe xiàn ne: -Zhe is the marker of DURATION of actions and states. It indicates that an action or state lasted (or lasts) for an amount of time. The marker ne marks ONGOING actions and states. In this expression the marker -zhe tells us that at some time the line CONTINUES to he'occupied, and the marker ne tells us that this is GOING ON now. -Zhe is used in sentences to describe activities which last over a period of time, whether that time is past, present or future. A verb plus -zhe in Chinese often corresponds to the ’-ing’ form of the verb in English.

Zouzhe qù kéyi ma?                 Can you get there by walking?

Tā hái bìngzhe ne.                  He is still sick.

tíngdong: This is a compound verb meaning ’to understand (by listening)’.

guò: This is the verb ’to pass, cross, go through.’ It can be used when talking about time or space.

Guo liǎngtiáo Jiē, wàng zuS        Go past two streets and go to

zou.                                 the left.

Guò liǎngfēn zhōng, w3 zài lai.

I’ll be back in two minutes.

Taipei:

Fl: Wai, Táiwān YÍnháng.

M: Qing ni Jiē sānshièrhào fēnji.

Fl: HSo.  ... Duìbuqi, zhànzhe

xiàn ne.

M: Ni shuō shěnme? Wǒ méi tīngdōng. Qing ni zài shuō yícì.

Fl: Sānshièrhào fēnji zhànzhe xiàn ne. Jiù shi shuō you rén zài shuō huà ne.

M: Ou, wō dōng le.

Fl: Ni yào děngyiděng ne, háishi guò yìhuir zài dālai ne?

M: Wō děngyiděng.

Fl: Wài, sānshièrhào fēnji méiyou rén shuō huà le. Wō gěi ni jiēguoqu.

M: Xièxie.

Hello, Bank of Taiwan.

Please connect me with extension number 32.

All right. ... I’m sorry that line is busy.

What did you say? I didn’t understand. Please say it again.

Extension number 32 is busy. That's to say there is someone talking.

Oh, I understand now.

Do you want to wait or call back in a little while.

I’ll wait.

Hello, there's no one talking on extension number 32 now. I’ll connect you.

Thank you.

F2: Wéi!

M: Qing Fang Mínglí, Fang Xiáojie jiē diànhuà.

F2: Ou, duìbuqi tā bú zài. Ni yào liú ge huà ma?

M: Bú yòng le. Wō xiànzài yào chūqu, wō xiàwu zài dālai.

Hello.

I'd like to speak with Fang Mingli, Miss Fang.

■Oh, I'm sorry, she’s not here. Do you want to leave a message?

No need to. I’m going out now. I'll call back this afternoon.

PART IV

Taipei:

Fl: Hǎo.                                    Okay.

(After the young lady finds the number, he dials it. A servant picks up the phone.)

F2: Wài, Wǎng gōngguǎn.                  Hello, the Wang residence.

M: Qing Wèng Dànián, Wáng               I'd like to speak with Mr.

Xiānsheng shuō huà.                  Wang, Mr. Wang Danian.

(He hears the servant say...)

F2: Xiānsheng, you níde diànhuà.         There's a call for you,

Sir.

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