STANDARD CHINESE

A MODULAR APPROACH

STUDENT WORKBOOK

MODULE 5: TRANSPORTATION

MODULE 6: ARRANGING A MEETING

AUGUST 1979

Copyright ©1980 by John H. T. Harvey, Lucille A. Barale, Roberta S. Barry, and Thomas E. Madden

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 fléxible 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 (DLl); James R. Frith and John B. Ratliff III (FSl); 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 19775 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 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-chih 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

1/ Chinese Core Curriculum Project Board

CONTENTS

Preface

MODULE 5: TRANSPORTATION

UNIT 1 C-2 Workbook .

P-2 Workbook

Communication Game

UNIT 2 C-2 Workbook......................

P-2 Workbook

Communication Game

UNIT 3 C-2 Workbook

P-2 Workbook

Communication Game

UNIT U C-2 Workbook

P-2 Workbook

Communication Game

UNIT 5 C-2 Workbook

P-2 Workbook

Communication Game

UNIT 6 C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 7 C-2 Workbook

P-2 Workbook

Communication Game

UNIT 8 C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game .

MODULE 6: ARRANGING A MEETING

UNIT 1 C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 2

C-l Review Dialogue

C-2 Workbook ....

P-2 Workbook

Communication Game

UNIT 3

C-l Review Dialogue

C-2 Workbook.....................

P-2 Workbook

Communication Game

UNIT 1+

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 5

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 6

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 7

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 8

C-2 Workbook

P-2 Workbook

Communication Game

Vocabulary

MODULE 5: TRANSPORTATION

UNIT 1 C-2 WORKBOOK

EXERCISE 1

The vocabulary in this exercise is useful for traveling by bus. There are two short conversations. The first conversation takes place between an American man and a Chinese woman at a bus stop in Beijing. The second is between the American man and the ticket seller on a bus.

You will hear each conversation three times. The third time, each sentence will be followed by a pause. During each pause, translate into English. Then compare your version with the suggested translation given on tape.

Here are some expressions you will need for this exercise: shàng ban; xià ban liǎngsān biéde shíhou Běihǎi Gōngyuán gàosu zhǔnbèi

EXERCISE 2

This exercise will give you more practice with words used in bus travel. You will hear this conversation, between an American student and a Chinese student in Taipei, three times. After listening to it for the second time, answer the questions on the next page.

Here are some expressions you will need for this exercise: shǎo                             (to be few)

siJi                            (driver of a hired vehicle)

huì                             (will)

Wo bú tai qīngchu.              (I’m not too clear on that.)

QUESTIONS

• 1. How long has the American been in Taipei?

• 2. What is the American going to do today?

• 3. How many stores are there in Ximending?

( ) a few ( ) not too many ( ) quite a few ( ) many

U. What bus is the American advised to take?

5. Where is he supposed to board the bus?

( ) at the outside door of the school

( ) at the gate outside the school

( ) outside the school entrance

6. How often does the bus run? _________________________________________

EXERCISE 3

This exercise will give you more practice with words used to discuss a trip. You will hear the conversation, between an American student and his Chinese friend in Taipei, three times. As you listen to it for the third time, answer the questions below.

QUESTIONS

• 1. Where is the American going on his vacation?

• 2. Where does he have to go to board the boat?

• 3. Has he been there before? ( ) Yes ( ) No

U. For which bus run does the American want to know the time schedule?

( ) the first ( ) the last

UNIT 1 P-2 WORKBOOK

EXERCISE 1

This exercise is a series of questions about what bus routes go where. The information you will need to answer the questions is given in Display I, a map of the Běijīng bus routes.

The following example is the first item on the tape.

TAPE: Cong Qian Men dào Xī Si zuò jīlù chē?

YOU:   Zuò Ērshièrlù chē.

TAPE: Guòle Xī Si, xià yízhàn shì bu shi Píng’ānlī?

YOU:   Xià yízhàn bú shi Píng’ānlī?

TAPE: Ērshièrlù chē shì bu shi qù Dì An Men?

YOU:   Bu. qù. Èrshièrlù chē bú qù DÌ An Men.

This exercise contains the names of many places in Běijīng, most of which you have probably never had the chance to pronounce. Therefore you will need to rely on your ability to read Pinyin romanization.

EXERCISE 2

This exercise gives you an opportunity to describe when one person is doing something in relation to when another person is doing something.

Using the information in Display II, you will answer questions about the activities of the four persons listed there. These four persons are representatives of a Taipei publishing firm. Each will be in a particular city for one calendar month. The display shows when they will be in what cities on business.

Here is an example from the exercise:

TAPE: Lī Xiānsheng jīyuè qù Taizhōng gōngzuò?

YOU:   Tā Jiǔyue qù Taizhōng gōngzuò.

TAPE: Tā zài Taizhōngde shíhou, Zhào Xiǎojiě zài nāli?

YOU:   Lī Xiānsheng zài Taizhōnde shíhou, Zhào Xiǎojiě zài Jīlōng.

TAPE: Zhāng Xiānsheng ne?

YOU:   Lī Xiānsheng zài Taizhōngde shíhou, Zhāng Xiānsheng zài

- Xianggang.

DISPLAY I

Táoránfírig

For this exercise, you will need the word Dōngjīng, ’’Tokyo."

EXERCISE 3

In this exercise you take the part of a visitor in Beijing. You are interested in visiting some of the sights in the suburbs of the city. Before you make plans to visit these places, you need to find out information concerning the transportation going there. (What bus? How often do they run? How late do they run?)

Display III lists the places you are thinking of visiting. Fill in the information about transportation to each place.

Here is an example from the tape:

YOU:   Dao Yìhéyuán qù, zuò jīlù chē?

TAPE:  Zuò Sānshièrlù chē.

YOU:   Sānshièrlù chē duō bu duo?

TAPE: Hen duō.

YOU:   Měi gé duōshao shíhou you yìbān chē?

TAPE:  Měi gé èrshifēn zhōng you yìbān chē.

YOU:   Zuìhòu yìbān chē shi yīdiǎn zhōng?

TAPE: Liùdiǎn zhōng.

DISPLAY III

BUS NUMBER NUMEROUS? HOW OFTEN? HOW LATE?

EXERCISE 4

You will act as an interpreter in this conversation between two students in Taipei. The woman has recently come from the United States.

First, you will hear the conversation without interruptions. Then it will be presented as if the woman cannot speak Chinese and the man cannot speak English. Each speaker’s lines will be followed by a pause on tape, during which you will translate.

Example

AMERICAN: Today is Sunday. Where do you want to go?

YOU:       Jīntiān shi Xīngqītiān. Nǐ yào dào náli qù?

CHINESE:   Wǒ xiǎng dào Xīméndīng qù kàn diànyǐng.

YOU:       I would like to go to Ximending to see a movie.

You will need these words in the exercise: yìqǐ                            (together)

sījī                            (driver of a hired vehicle)

zǒu ba                          (let’s go)

UNIT 1 COMMUNICATION GAME

INSTRUCTIONS:

Type: Fact Gathering

Situation: You are involved in a survey of commuters who return home from the Dì An Men area, where three bus lines meet. You have collected information about four commuters. You need to find out the information which three colleagues have collected about twelve other commuters.

Goal: To fill in information about twelve commuters on your work sheet and to identify on your map the stops where they get off.

Number of Players: Groups of four students.

Materials: A work sheet and map for each player. (See Sample Work Sheets and Maps, on the following pages.)

Your work sheet contains the following information about four commuters: 1) the buses they take; 2) the times when they leave Dì Ān Men; 3) how frequently buses run on those lines at those times; H) the names of stops where the commuters get off; and 5) (if commuters work late shifts) the time of the last bus on those lines.

Besides indicating the stops known by all four players, the map also identifies (in italics) the four stops at which the commuters listed on your work sheet get off.

Procedure: Mingle with the players in your group to exchange information. See the example below for the procedure involved in locating stops.

Example: You are Speaker 1 (Si). In this example, you are giving information rather than collecting it, to show how you read the work sheet and map. Notice how you "introduce” one of the commuters described on your work sheet with You yíge rén....

• SI: You yíge rén shídiān zhōng zǒu.

• S2: Tā zuò jǐlù chē?

• SI: Tā zuò Shísānlù chē.

• S2: Nèige shíhou Shísānlù chē měi gé duōshao shíhou you yìbān?

• SI: Měi gé bāfēn zhōng you yìbān.

• S2: Tā zuò Shísānlù chē cháo něibianr zǒu?

• SI: Cháo dōngbianr zǒu.

• S2: Tā zāi nār xià chē?

• SI: Tā zāi Guǒzǐ Jiàn xià chē.

• S2: Cong Dì Ān Mén zuò jǐzhàn jiù dào le?

• SI: Zuò wǔzhàn jiù dào le.

• S2: Zuìhòu yìbān chē shi J ǐdiān zhōng?

• SI: Shi shíyīdiān zhōng.

SAMPLE WORK SHEET (MAP):

SAMPLE WORK SHEET (MAP):

Táoránfíríg

UNIT 2 C-2 WORKBOOK

EXERCISE 1

In this exercise you will hear instructions for changing buses. Comrade Sun, a newcomer to Beijing, is talking to Comrade Huang, a longtime resident. You will hear the conversation three times. As you listen to it for the third time, answer the questions below.

Here are some expressions you will need for this exercise:

Xiao Mǎ                        (Little Mǎ Cfamiliar form of name,

used among friends!)

zuìhǎo                         (it would be best)

bijiao                         (comparatively)

QUESTIONS

• 1. Comrade Sūn, the newcomer to Beijing,

• ( ) didn’t go to the exhibition hall until last week.

• ( ) is going this week.

• ( ) isn’t going until next week.

• 2. Comrade Sūn has to change buses

• ( ) from No. 7 to No. 10.

• ( ) from No. 10 to No. 15.

• ( ) from No. 15 to No. 10.

• 3. The exhibition hall has

• ( ) more people before ten o’clock.

• ( ) fewer people before ten o’clock.

• ( ) more people after ten o’clock.

• ( ) fewer people after ten o’clock.

EXERCISE 2

In addition to instructions for changing buses, you will hear, in this conversation, ne used in negative sentences containing hái.

An out-of-town cadre who has come to Beijing on official business is staying at a hostel. In this exercise she is talking to a local cadre.

As you listen to the conversation for the third time, translate each sentence orally during the pause provided on tape. Then compare your translation with the suggested translation given by the speaker.

Here are six words you will need to know:

EXERCISE 3

You will hear this conversation, between two Chinese cadres in Beijing, three times. Answer the questions below as you listen for the third time.

The following expressions are in the conversation:

shēng bìng                     (to get sick)

dàifu                          (doctor)

zhù yīyuàn                     (to stay in a hospital)

QUESTIONS

• 1. When are the cadres going to visit their sick friend? ( ) before work ( ) after work

• 2. What bus do they take to go to the hospital?

• 3. Do they go past their stop? ( ) Yes ( ) No

UNIT 2 P-2 WORKBOOK

EXERCISE 1

This exercise is a series of questions asking how to get from one place to another by bus in Beijing. Answering these questions will give you practice in using the structures and vocabulary introduced in this unit.

Display I, a map, shows bus routes in Beijing and points at which you can transfer. Use this information to answer the questions on tape.

Example

TAPE: Cong Tiānqiáo dào Xīdān Shāngchǎng qù, zuò jǐlù chē?

YOU:   Zuò Ershilù chē. Zuòdao Qian Men huàn chē.

TAPE: Huàn jǐlù chē?

YOU:   Huan Ershierlu chē.

TAPE: Èrshièrlù chē shì bu shi yě qù Dì Ān Men?

YOU:   Bu qù. Ershièrlù chē bu qù Dì Ān Men.

If it takes two buses to get to a certain place, give the number of the first bus and simply say where it is necessary to change buses. You will then be asked for the number of the second bus.

EXERCISE 2

In this exercise you will answer questions about eight bus trips you are taking in Taiwan. As you talk about each trip, assume that you are in fact taking the bus trip then.

Display II consists of eight maps showing your bus trips. Each map shows your starting point, your destination, and. the place where you are (an X) at the time of the conversation. Use this information to answer the questions on tape.

Example (using the first map)

TAPE: Nǐ dào náli qù?

YOU:   Wǒ dào Línkǒu qù.

TAPE: Nǐ shi zài náli shàngde chē?

YOU:   Wǒ shi zài Taiběi shàngde chē.

TAPE: Wǒ yě dào Línkǒu qù. Women guòle Xīnzhuāng le ma?

YOU:   Hai mei guò ne.

Notice that in the sentence Women guòle Xīnzhuāng le ma? "Did we pass Xinzhuang?” the marker le is used twice.

Up until now in your study, the use of two le markers in a sentence meant that the situation or action was described AS OF NOW. That is, the situation or action might change in the future. This meaning was used with regard to the amount of the object, as in

Wǒ māile liǎngběn shū le. (I have bought two books Cso far!.) One main difference between this sentence and Women guòle Xīnzhuāng le ma? is that the latter does NOT have an amount object. When two le markers are used in a sentence containing a nonamount object, the meaning is simply completed action, as in

Wǒ maile shū le.                 (I bought books.)

Women guòle Xīnzhuāng le. (We passed Xinzhuang.)

DISPLAY II

Bus Routes in Taipei Area

Bus Routes in Taipei Area

EXERCISE 3

In this exercise you ■will answer questions about the activities of five people during one day. Display III shows what the people have done or are going to do. (At the time you are answering these questions, it is 2 p.m. that day.)

Example

TAPE: Sūn Zhènhàn shi shénme shíhou qù kànde péngyou?

YOU: Tā māile dōngxi, jiù qù kàn péngyou qu le.

TAPE: Tā shi shénme shíhou dào Dìyī Gōngsī qùde?

YOU:   Hái méi qù ne. Tā huànle qián, cái dào Dìyí Gōngsī qù.

As you can see, for each question you will give more information than is asked for. Sometimes you are affirming and adding to what the questioner supposed. Sometimes you are correcting his supposition and supplying the right information.

Make sure that you use Jiù and cái, both meaning ’’then,” properly: When talking about a completed action, use jiù. When talking about a future action which is LATER than expected, use cái.

Notice that the marker le in the first clause of a description of action sequence does not occur in the same position as the marker le in a full sentence. The marker le used in a dependent clause comes directly after the verb.

You will need the phrase xià bān, "to get off work," in this exercise.

DISPLAY III

NOW

8-10 a.m. 10 a.m.-2 p.m. 2-k p.m. 4-8 p.m.

EXERCISE 4

This exercise gives you a chance to review vocabulary and structures by acting as an interpreter. The conversation takes place between a Canadian working in Beijing and her Chinese acquaintance.

First, you will hear the conversation without interruptions. Then it will be presented as if the Canadian cannot speak Chinese and her Chinese acquaintance cannot speak English. Each speaker’s lines will be followed by a pause, during which you will translate. Here is an example:

CANADIAN: I have been in Beijing for six months already. I haven’t yet been to the Beijing Exhibition Hall.

YOU:       Wǒ lai Beijing yijīng liùge yuè le. Wǒ hái mei qùguo

Beijing Zhǎnlǎnguǎn ne.

CHINESE: Xiànzài Beijing Zhǎnlǎnguǎn zhǎnlǎn Rìběn dōngxī.

YOU:       The Beijing Exhibition Hall is now exhibiting Japanese

goods.

You will need these words for the exercise:

UNIT 2 COMMUNICATION GAME

INSTRUCTIONS:

Type: Tracing (This game is similar to the Communication Game in Unit 1, DIR Workbook.)

Situation: An American telephones a Chinese friend to ask for directions to the bus stop nearest the friend’s house. Both persons have copies of the same map.

Goal: For the "American" to trace on his map the route to the stop nearest the house of his Chinese friend.

Number of Players: Pairs of students.

Materials: A map for each player. (See Sample Work Sheets, on the following pages.)

For simplicity, streets and avenues on the map have been numbered: Ershièr Jiē, "Twenty-second Street"; Wuhào Dàlù, "Fifth Avenue."⁴ The arrows on the map indicate the directions taken by buses on particular streets. Although bus stops are not shown, it is assumed that buses stop at every intersection.

Procedure: The "American" chooses a starting point and says, for example, Wǒ zài Ěrshièr Jiē gēn Wuhào Dàlùde lùkoushang, "I’m at Twenty-second Street and Fifth Avenue.'⁴ Then the ’⁴Chinese friend" chooses a location for his house and gives directions to it. The "American" traces the route as his friend talks.

The whole trip should be by bus—not even a single block of it on foot (except for crossing streets to catch another bus). The route need not be the most direct one from the starting point to the destination.

After each round, the partners compare maps to make sure that the "American" has reached the correct destination and has followed the correct route. Players switch roles for the next round.

Example: You are Speaker 1 (Si), the "American."

SI: Wǒ zài Ershièr Jiē gēn Wuhào Dàlùde lùkoushang. Dào nǐ jiā qu zenme zǒu?

S2: Zuò Shísānhào gōnggòng qìchē dào Sānshi Jiē, zài huàn Èrshihào gōnggòng qìchē dào Bahào Dàlù xià chē jiù shì.

• SI: Wǒ xiān zuò Shísānhào gōnggòng qìchē, duì bu dui?

• S2: Duì le.

• SI: Ránhòu huàn jīhào gōnggòng qìchē?

• S2: Huàn Èrshihào gōnggòng qìchē.

• SI: Yào dào Sānshi Jiē cài huàn Ershihào gōnggòng qìchē, duì bu dui?

• S2: Duì le.

• SI: Nǐ shuō wǒ zuòdao náli xià chē?

• S2: Dào Báhào Dàlù. Wǒ jiā jiù zài qìchēzhànde duìmiàn.

SI: Xièxie, xièxie.

S2: Bu kèqi.

Practice Points: Taking and changing city buses.

No. 20

31st St.

30th St.

29th St.

28th St.

No. 45

26th St.

25th St

24th St.

No. 65

22nd St.

No. 40

No. 50

No. 65

No. 60

No. 60

No. 70

No. 80

No. 80

UNIT 3 C-2 WORKBOOK

EXERCISE 1

In this exercise you will hear expressions useful for traveling by taxi.

The first of two short conversations starts as Mr. Mǎ is passing the house of his neighbor Mrs. Jiang in Taipei. She is coining out of her doorway with some suitcases. Mr. Mǎ goes into her yard to talk.

You will hear the conversations three times. Answer the questions below as you listen for the third time.

Here are four words you will need:

fēijī                         (airplane)

song                          (to see someone off, to escort someone

to a train station, airport, bus

depot, or pier)

náchuqu                       (to take Csomethingl out)

yào                           (to take Ca certain amount of time!)

QUESTIONS

• 1. How will Mrs. Jiang go to the railroad station?

( ) in Mr. Ma’s car ( ) by taxi

• 2. How many suitcases does Mrs. Jiang have?

( ) one ( ) two ( ) three

• 3. Where are the suitcases put?

( ) in the front ( ) in the back—the trunk

U. How does the taxi driver drive?

( ) slow ( ) just right ( ) fast

EXERCISE 2

•This exercise will give you practice in describing how an action is done (manner).

Mr. Jiāng and Miss Zhao work in the same company in Taipei. Listen to their conversation two times. Then, as you listen again, translate the sentences orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

These expressions are in the conversation:

EXERCISE 3

This exercise will give you more practice with questions and answers used when traveling by taxi. In the first conversation, Miss Tang is talking to her colleague Mr. Lǐ, and in the second, to a taxi driver.

Listen to the conversations two times. Then, as you listen again, translate each sentence orally during the pause provided on tape. Compare your translation with the suggested translation given by the speaker.

Here are four expressions used in the conversations:

yìhuǐr                        (in a little while Epronounced yìhuěr])

Jiē                           (to meet Esomeonel)

yào duōshao shíjiān          (how much time does it take E’’need”H)

jìnliàng                      (to exert all one’s effort, to do one’s

best to)

Lai or qù accompanying a purpose expression may be placed in front of the expression, after it, or in both places.

Wo qù mǎi dōngxi.             (I’m going shopping.)

Wǒ mǎi dōngxi qu.

Wǒ qù mǎi dōngxi qu.

UNIT 3 P-2 WORKBOOK

EXERCISE 1

In this exercise you will have a chance to describe the way in which some activities are done.

Display I contains three charts. Each chart gives information about how Lǎo Sòng, Xiao Zhang, and Lǎo Ma do a certain activity. For instance, the first chart gives information on how they drive, showing how long it takes each person to drive to a particular destination. Using this data, you will decide whether they drive fast, slow, or neither fast nor slow, and answer questions about this. Use the other two charts to answer questions about studying and reading.

Example

TAPE: Lǎo Song kāi chē kāide kuài bu kuai?

YOU:   Lǎo Sòng kāi chē kāide bú kuài yě bú man.

TAPE: Xiǎo Zhāng ne?

YOU:   Xiǎo Zhāng kāi chē kāide tài kuài.

TAPE: Lǎo Mǎ ne?

YOU:   Lǎo Mǎ kāi chē kāide tài màn.

NOTE: The names of the three people in this exercise are nicknames, formed by placing the work lǎo, "old," or xiǎo, "small/young," before surnames.

DISPLAY I

DRIVING

FROM WORK TO BÁI KXlLÍN’S FROM WORK TO THE RESTAURANT: PLACE:

STUDYING

ENGLISH              JAPANESE

READING

EXERCISE 2

Display II shows how often four people do certain activities, such as studying English and going to visit friends. Use this information to answer the questions on tape.

Example

TAPE: Gāo Bīngyīng měitiān niàn Yīngwén ma?

YOU:   Bù, tā měige Xīngqīyī niàn Yīngwén.

TAPE:  Tang Shàowén ne?

YOU:   Tā měige Xīngqīsān niàn Yīngwén.

TAPE:  Bai Huìrán ne?

YOU:   Tā měitiān dōu niàn Yīngwén.

TAPE:  Jiāng Shìyīng ne?

YOU:   Tā měige Xīngqīwǔ niàn Yīngwén.

TAPE: Shéi niàn Yīngwén, niànde zuì duō?

YOU:   Bai Huìrán niàn Yīngwén, niànde zuì duō.

DISPLAY II

EXERCISE 3

In this exercise you will talk about your trips in Taiwan—the ones you have already taken and the ones you are planning to take. Display III shows where, how, when, and for how long you went or are going on these trips. Use this information to answer the questions on tape. Repeat the confirmations.

Example

TAPE:  Nǐ xiàge xīngqī dào náli qù?

YOU:   Wǒ dào Dànshuǐ Dàxué qù.

TAPE:  Nǐ zěnme qù?

YOU:   Wǒ zuò Gōnglùjú qù.

TAPE:  Nǐ zài nàli zhù duo Jiǔ?

YOU:   Zhù yìtiān. Jiùhào huílai.

Notice that when answering the last question you give not only the length of your stay but also the return date. It is common to leave off the name of the month when talking about a date in the current month.

For this exercise you will need the words huílai                          (to come back)

Gōnglùjú                        (Bureau of Highways CTaiwanl)

DISPLAY III

YOUR TRAVELS AROUND TAIWAN

MEANS OF          LENGTH OF STAV

TIME DESTINATION TRANSPORTATION    AND RETURN DATE

EXERCISE 4

You will act as an interpreter in this conversation between Miss Smith and a fellow employee, who work for an international firm in Taipei.

First, you will hear the conversation in Chinese without interruptions. Then it will be presented as if Miss Smith cannot speak Chinese and the other employee cannot speak English. Each speaker’s lines will be followed by a pause on tape. You will translate during these pauses.

Example

CHINESE: Lǎo Wang shuō ni Jīntiān xiàwǔ yào qù huochēzhàn jiē rén. Nǐ qù jiē shéi?

YOU:      Wang said that you are going to the railroad station to

meet someone this afternoon. Who are you going to meet?

SMITH:    I am going to meet my younger sister. She is coming here

from Taizhong.

YOU:      Wǒ qù jiē wǒ mèimei. Tā cóng Tǎizhōng lai.

Notice in the first sentence above that yào indicates a future action.

Yào may be translated here as "will,” "going to." (See Unit 6.)

For this exercise you will need the word jiē, "to meet."

UNIT 3 COMMUNICATION GAME

INSTRUCTIONS:

Type: Get Me to the Train on Time

Situation: It is noon. A traveler is leaving his hotel in Taipei to go to the train station by taxi. He wants to arrive at the station exactly in time for his train. He does not want to arrive early or late. Instead of telling the taxi driver the train departure time, from time to time the traveler has the driver speed up, maintain speed, slow down, or stop for awhile.

Goal: To arrive at the station exactly on time (at the time given on the time card).

Number of Players: Pairs of students.

Materials: A work sheet for each pair of players. (See Sample Work Sheets, on the following pages.) Each square on the road between the hotel and the train station represents a distance of 1 kilometer. Each circle on the timer represents 5 minutes. (A more elaborate version of the work sheet is also provided.)

Two markers (.such as pennies) are also needed: one (the taxi) to move along the road and one to keep track of how much time has élapsed on the timer.

In addition, there are cards which tell the traveler at what time he should arrive at the station. (See Cards—Get Me to the Train on Time, on the following pages.) Three of the time cards are for use only with the simple version of the game, and three for use only with the elaborate version. The other four time cards are for both versions.

Procedure: The "traveler" takes a card from the shuffled deck of time cards.

The "driver" places his marker (representing the taxi) in the square in front of the hotel. He then moves the marker forward to represent the distance covered during the first 5 minutes. (Since each square represents 1 kilometer and each move represents 5 minutes, a move of one square represents a speed of 12 kilometers per hour. A move of six squares, which represents a speed of 72 kilometers per hour, should be the maximum for this city driving.)

For each move after this, the "traveler" advances his marker one circle on the timer and gives the "driver" instructions to adjust his speed so that they will arrive at the station on time (you will always be starting at noon). The "driver" responds to the instructions by advancing his marker as many squares as he thinks the "traveler" wants to cover in one move.

Example: You are Speaker 1, the "traveler.” You have drawn a time card: 12:30 (Follow your partner’s moves and your own on a work sheet.)

• SI: Aì, jìchéngchē!

• S2: Nǐ dào náli?

• SI: Dao huochēzhàn.

• S2: (moving to square U for his first 5-minute move—a reasonable speed of U8 kph) Wo kāi zhème kuài xíng bu xíng?

• SI: (moving to the 5-minutes circle and computing that their average speed should be more like two squares per 5-minute move) Bù xíng. Ni kāide tài kuài le.

• S2: Hao. Wǒ màn yidiǎn kāi. (moving to square 7 as a guess at how much slower they should go)

• SI: (moving to the 10-minutes circle) Nī háishi (’’still") kāide tài kuài. Bié kāi zhème kuài.

• S2: Hao. Wǒ màn yidiǎn kāi. (moving to square 9)

• SI: (moving to the 15-minutes circle) Xiànzài hǎo le. Ní kāide bú kuài yě bú màn.

• S2: Hǎo. Wǒ jiù zhème kāi. (moving to square 11)

• SI: (moving to the 20-minutes circle and realizing that there are two 5-niinute moves left but only one square) Qǐng ni zài zhèli ting yíxià.

• S2: Hǎo. Wǒ ting zai zhèli. (not moving)

• SI: (moving to the 25-minutes circle) Hǎo le. Xiànzài zǒu ba!

• S2: (moving to square 12) Dào le.

• SI: (moving to the 30-minutes circle) Zhèng hǎo. ("Right on time.")

Practice Points: Manner adverbs and imperatives.

CARDS—Get Me to the Train on Time

UT

UNIT 4 C-2 WORKBOOK

EXERCISE 1

This exercise will give you practice in talking about different means of transportation. In this conversation Mr. Lī, a Chinese person residing outside China, is talking to Miss Hu, an acquaintance, in Taipei.

Listen to the conversation twice. Then answer the questions below as you listen for the third time.

These five expressions are in the conversation:

Tàilǔgé                          (Taroko Gorge Ca recreation spot in

Taiwan])

shān                             (hill, mountain)

shuǐ                              (rivers, lakes Cliterally, ’’water”])

huí                              (to return, to go back)

guò liǎngge yuè                  (after two months have passed)

The sentence You yíge xīngqī mei kànjian ni means ”l haven’t seen you for a week.”

You will notice in the sentence Wǒ qù kàn yige péngyou qu le, "I went to see a friend," that qù appears both before and after the purpose expression. Lai or qù may precede a purpose expression, follow it, or be in both places. When the sentence ends in le., the second lai or qù is required. (A final lai or qù is toneless.)

Wǒ qù kàn yige nùpéngyou.

Wǒ kàn yige nùpéngyou qu.       (ī’m going to see a girl friend.)

Wǒ qù kàn yige nùpéngyou qu.

Wǒ kàn yige nupéngyou qu le.

Wǒ qù kàn yige nùpéngyou qu le. (I went to see a girl friend.)

QUESTIONS

• 1. Where does Miss Hu’s friend live?

• 2. How long did she and her friend stay there?

• 3. How did they get to Taroko Gorge?

• 4. Did they have to buy a ticket in advance? ( ) Yes ( ) No

• 5. How long did the two women stay at Taroko Gorge?

• 6. Where did Miss Hu go immediately after leaving Taroko Gorge?

EXERCISE 2

This conversation takes place in Taipei between an American student and a Chinese student.

Listen to the conversation two times. Then, as you listen again, translate each sentence orally during the pause provided on tape. Compare your translation with the suggested translation given by the speaker.

Here are two expressions you will need for this exercise:

hǎowán                           (to be fun, to be interesting

Cliterally, "good for enjoying youself"])

hǎo J íle                           (wonderful, great)

EXERCISE 3

This exercise consists of a conversation between a Chinese student and an American student who has Just arrived in Taichung.

Listen to the conversation two times. Then, as you listen again, translate each sentence orally during the pause provided on tape. Compare your translation with the suggested translation given by the speaker.

Here are seven expressions you will need for this exercise:

UNIT 4 P-2 WORKBOOK

EXERCISE 1

This exercise will give you practice'in obtaining information needed, for travel in Taiwan. You need to know two things before making travel arrangements : what types of transportation are available and whether or not you need to buy tickets in advance.

Display I is a chart set up to help cue you for the questions you will need to ask and the answers you will need to give. Column 1 shows your destination for each trip. To fill in column 2, you will need to ask whether it is better to go by train or to go by bus. To fill in column 3, you will ask whether or not you need to buy tickets in advance.

Example

TAPE: Nǐ xiǎng dào náli qù?

YOU:   Wǒ xiǎng dào Yěliǔ qù.

YOU:   Nǐ shuō zuò huǒchē qu hǎo ne, háishi zuò Gōnglùjú qu hǎo ne?

TAPE: Méiyou huochē dào Yěliu qù.

YOU:   Zuò Gōnglùjú děi xiān mǎi piào ma?

TAPE: Bú bì xiān mǎi piào.

Notice that, although you do not start the conversation, most of it is based on your questions.

DISPLAY I

DESTINATION BY BUS OR BY TRAIN? BUY TICKETS IN ADVANCE?

EXERCISE 2

In this exercise you will buy train tickets at the advance-purchase window in the Taipei train station. You will have seven conversations with ticket sellers. On each occasion, you need to buy a ticket to a particular destination, keeping in mind that you must be there by a certain time.

Display II provides the information you need. Column 1 shows your destinations. Column 2 shows the days on which you want to leave. Column 3 gives the latest departure times which will allow you to arrive at your destinations on time.

In Taiwan, train travel is very popular. Therefore you may not always be able to take a train which is your first choice. In any case, always try to take the last train which will get you to your destination on time. Always confirm the time and date of the ticket that you finally buy.

Example

YOU:   Wǒ yào mǎi yìzhāng hòutiān qù Táizhōngde piào.

TAPE: Nǐ yào zuò jǐdiǎn zhōngde che?

YOU:   Wǒ yào zuò wǎnshang liùdiǎn bànde chē.

TAPE: Nàbān chēde piào dōu màiwān le. Xiàwǔ sāndiǎn zhōngde xíng bu xíng?

YOU:   Xíng. Wǒ mǎi xiàwǔ sāndiǎn zhōngde.

DISPLAY II

PREFERRED              LATEST POSSIBLE

DESTINATION          DEPARTURE DATE         DEPARTURE TIME

EXERCISE 3

You will act as an interpreter in this conversation between a British student who has Just arrived at Beijing University and a fellow student.

First, you will hear the conversation without interruptions. Then it will be presented as if the British student cannot speak Chinese and the other student cannot speak English. Each speaker’s lines will be followed by a pause, during which you will translate.

Example

BRITISH

STUDENT: The weather today is really beautiful. I would like to go out and enjoy myself.

YOU:      Jǐntiān tiānqi zhēn hǎo. Wǒ xiǎng chūqu wanrwanr.

CHINESE

STUDENT: Nǐ xiǎng qù nǎr a?

YOU:      Where do you want to go?

For this exercise you will need the words tiānqi                           (weather)

dòngwuyuan                        (zoo)

wánr                             (to play, to relax, to enjoy oneself)

chūzū qìchē                      (taxi CBěijīngl)

UNIT 4 COMMUNICATION GAME

INSTRUCTIONS:

Type: Voting

Situation: The setting is Taipei. You and seven others are trying to settle by vote the details of a proposed weekend trip.

Goal: To determine majority opinion on each issue, or the fact that opinion is split evenly (X, Y dōu kěyi), by asking the opinions of other players and filling in your work sheet.

Number of Players: Groups of eight students or fewer.

Materials: A work sheet for each player. (.See Sample Work Sheets, on the following pages.) On these sheets are listed the issues to be decided and the choices for each issue. Your opinions are indicated by Xs on your work sheet. There are sheets for Player 1 through Player 8.

If a group has fewer than eight players, some or all players should take two or more work sheets and report the votes of spouses or friends as well as their own.

Procedure: Mingle with the other players to exchange information. Make all inquiries in the form of choice questions. Use a variety of choicequestion patterns.

Example: You are Speaker 2. In this example you are giving information rather than asking questions.

• SI: Nǐ yào dào Xínzhú qù háishi yào dào Jilóng qù?

• S2: Wǒ yào dào Jīlóng qù.

• SI: Nǐ yào jīntiān qù ne háishi míngtiān qù?

• S2: Wǒ yào míngtiān qù.

• SI: Nǐ yào qù yìtiān háishi liǎngtiān?

• S2: Yìtiān.

• SI: Nǐ shuō dào Jilong qù zuò Gōnglùjú hǎo ne, háishi zuò huǒchē qu hǎo ne?

• S2: Zuò huǒchē zuì fāngbian.

• SI: Nǐ yào zhù guide háishi piányide fàndiàn?

• S2: Wǒ yào zhù piányide.

Practice Points: Choice-question constructions, especially the construction introduced in this unit: Nǐ shuō shi...hao (ne), (hái) shi...hǎo (ne)?

SAMPLE WORK SHEET: /

PLAYERS MAJORITY

12   3 U 5   6   7  8

PLAYERS

MAJORITY

123H5678

PLAYERS

MAJORITY

123^5678

PLAYERS

MAJORITY

123 U 5  6  7  8

PLAYERS

MAJORITY

123U5678

PLAYERS

MAJORITY

12 3H 5678

PLAYERS

MAJORITY

1   2   3 U 5   67   8

PLAYERS

MAJORITY

123456 78

PLAYERS

MAJORITY

1     2     3     4     5     6 T 8

UNIT 5 C-2 WORKBOOK

EXERCISE 1

You. will hear distances and travel times in this conversation between two Chinese cadres in Beijing. You will hear the conversation three times. Answer the questions below as you listen to it for the third time.

In the sentence Wo dào huōchēzhàn qù. mai piào qu le, the purpose marker qù both follows and precedes the verb.

QUESTIONS

• 1. Where did the woman go this morning?

• 2. Why is she going to Shanghai? ________________________________________

• 3. How long does the woman plan to stay in Shanghai?

Shanghai is how many kilometers from Beijing?

5. How many hours does it take by train?

6. When will the woman decide whether or not she will go to Sūzhōu?

( ) before she goes to Shànghǎi

( ) after she arrives in Shànghǎi

EXERCISE 2

This exercise will give you more practice with questions and answers used to arrange a train trip. The conversation takes place in Beijing between a Japanese businessman and his Chinese guide.

You will hear the conversation three times. As you listen to it fop the third time, answer the questions below.

Here are four words you will hear in the conversation:

Ea major industrial city in northeast China2

(factory)

(to visit as an observer)

(great, extremely good)

QUESTIONS

• 1. When is the Japanese businessman going to Shenyang?

• 2. Has he been there before? ( ) Yes ( ) No

• 3. How long does the guide suggest that the businessman stay there?

b-. How many trains go to Shenyang each day?

5. At what time of day does he want to leave?

6. What time does the express leave?

EXERCISE 3

In this conversation, a visiting Canadian is in Shanghai.

Listen to the conversation twice. As you listen to it for the third time, translate into English during each pause on tape. Compare your version with the suggested translation given by the speaker.

Here are two words you will need for this exercise:

Ea city in Zhejiang Province, famous for its scenery; formerly spelled Hangchow!

yàoshi

UNIT 5 P-2 WORKBOOK

EXERCISE 1

In this exercise you will take part in six short conversations, discussing your tentative plans for an upcoming trip.

Display I shows where and when you are planning to go, whether you have been there before, and how long you are planning to stay. Use this information to answer the questions on tape. Here is an example:

YOU: Wǒ xiǎng dào Xiān qù kànkan.

TAPE: Nǐ jìhua něitiān qù?

YOU: Wǒ xiǎng Xīngqīwǔ huòshi Xīngqīliù qù.

TAPE: Nǐ yǐqiǎn qùguo Xīān meiyou?

YOU:   Wǒ yǐqiǎn mei qùguo.

TAPE: Nǐ jìhua zài nàr zhù jītiān?

YOU: Wǒ xiǎng, zhù sāntiān jiù gǒu le.

DISPLAY I

DESTINATION DATE OF TRIP PREVIOUSLY VISITED LENGTH OF STAY

EXERCISE 2

In this exercise you will ask for information about trips.

Display II is a map of China with routes marked between certain cities. You will ask three questions about each route: what the distance is, how long the trip takes by train, and how long the trip takes by plane. Ask about the routes in the order that they are numbered. Record the answers you are given; then check to see if you understood by comparing your answers to the information given in Display III.

Here is an example from the tape:

YOU:   Beijing lí Shanghai you duo yuan?

TAPE: You yìqiānsìbǎiqīshiduō gōnglǐ.

YOU:   Zuò huochē yào duōshao shíhou?

TAPE: Yào zou èrshisānge xiǎoshí.

YOU:   Zuò fēijī yào duōshao shíhou?

TAPE: Yào fēi sānge xiǎoshí.

For this exercise you will need the words

(airplane) (to fly)

EXERCISE 3

In this exercise you will be asked to give the information which you collected in Exercise 2. Use Display III to answer the questions on tape.

Example

TAPE: Beijing lí Shànghǎi you duo yuan?

YOU:   You yìqiānsìbǎiqīshiduō gōnglǐ.

TAPE: Zuò huǒchē yào duōshao shíhou?

YOU:   Yào zǒu èrshisānge xiǎoshí.

TAPE: Zuò fēijī yào duōshao shíhou?

YOU:   Yào fēi sānge xiǎoshí.

Notice that some distances and times in the display are rounded off, using ’’plus," as in "1,470+ kilometers." This calls for an answer containing the ’adjectival verb -duō, as shown in the example.

For this exercise you will need the words fēijī                            (airplane)

(to fly)

EXERCISE 4

This exercise is a conversation between a Canadian who lives in Běijīng and her Chinese acquaintance. You will act as an interpreter.

First, you will hear the conversation in Chinese without interruptions. Then it will be presented as if the Canadian cannot speak Chinese and her acquaintance cannot speak English. Each sentence will be followed by a pause, during which you will translate.

Example

CANADIAN: Last year when I went to Shànghǎi for the first time, I didn’t have time to go out and enjoy myself.

YOU:       Qùniàn wǒ dìyícì qù Shànghǎide shíhou wǒ méiyou shíjiān

chūqu wǎnr.

CANADIAN: Now I would like to go again.

YOU:       Xiànzài wǒ xiǎng zài qù yícì.

CHINESE: Nī jìhua shénme shíhou qù?

YOU:       When do you plan to go?

For this exercise you will need

fēijī                            (airplane)

zài qù yícì                      (go again Eliterally, "go one more

time"!)

UNIT 5 COMMUNICATION GAME

INSTRUCTIONS:

Type: Handicap Race

Situation: Four people are leaving one city in Taiwan to go home to four other cities in Taiwan. Each person is trying to arrange the quickest trip home, by train or by bus.

A friend of theirs is trying to find out (from a travel agent) when each person will reach home and which person will arrive first. The friend also wants to find out the distance each person will travel. He has a map of Taiwan train and bus routes and the following information about the four travelers: names, common starting point, destinations, and preferred departure times (for either train or bus).

The travel agent’s map includes distances (in kilometers) between adjacent cities and necessary traveling times by train and by bus for the distances. He will read off distances or travel times from his map, but he will not calculate total distances or total travel times.

(NOTE FOR THE "FRIEND": To simplify the game, waiting time at stopovers and time needed to go from train stations to bus stations, or vice versa, is not to be included in the total traveling time.)

Goal: To figure out the fastest route for each traveler, the final arrival time for each traveler, and the traveler who will reach home first. Also, to work out the distance each person will travel.

Number of Players: Pairs of students.

Materials: A work sheet for each "friend" and a fact sheet for each "travel agent." (See Sample Work Sheets and Sample Fact Sheets, on the following pages.)

Procedure: The "friend" should try out various routes for each person— by train, by bus, or by any combination of the two—until the fastest route is found. Then the "friend" records the final arrival time and the distance covered by that route.

He will find it helpful to take notes on his work sheet, writing down the distance from one city to the next on one side of a route and writing down the faster travel time on the other side of the route.

The "travel agent" should be careful to give only distances and times listed on his fact sheet. If he is asked a question requiring the addition of distances or times, he may play dumb by saying Wǒ bù zhīdào or, at most, may volunteer only information listed on his fact sheet.

Example: You. are Speaker 1, the ’’friend.” This example covers only initial questions about one possible route (in this case, the only logical one) for one of the people.

• SI: (Wǒ you yíge péngyou xìng Lǐ. Tā xiǎng dào Taizhōng qù. Tā jìhua Jīntiān sìdiǎn zhōng qù.) Lǐ Xiānsheng xiān děi dào Xīnzhú. Qǐngwèn Tāibei lí Xīnzhú you duo yuan?

• S2: You liùshí gōnglǐ.

• SI: Zuò huǒchē yào zǒu duōshao shíhou?

• S2: Dàgài yào zǒu yíge zhōngtóu.

• SI: Zuò Gōnglùjú màn yìdiǎn ba?

• S2: Duì le, yào zǒu liǎngge duō zhōngtóu.

(etc.)

Additional Note: There may not be enough time for the ’’friend” to check out all possible routes and be sure that he has found the fastest route for each traveler. In that case, all the students in the class can discuss their findings in a concluding class discussion.

Practice Points: Distances and traveling times.

SAMPLE WORK SHEET : (Friend.)

SAMPLE FACT SHEET: (Travel Agent)

DISTANCE (km)         TRAVELING TIME (hrs:mins)

ARRIVAL

TAIWAN

ARRIVAL

TAIWAN

ARRIVAL

UNIT 6 C-1 REVIEW DIALOGUE

at the train station in Beijing by his

The train leaves at 3:30.

It’s 2:50 now.

It’s still a long time till the train leaves.

That’s good.

Since it’s still early, let’s go to the waiting room and rest a bit.

Please give me your passport and travel permit.

All right, here they are.

the

R: Zheibān chēshang you měiyou        Is there a dining car on this train?

cānchē?

Z: You.                                   Yes.

R: You meiyou Xīcān?

Z: Xīcān Zhōngcān dōu you.

R: Hen hǎo.

R: Zhāng Nùshi, shang chēde shihou wǒ zhème duō xíngli zěnme ban?

Z: Bié jí.

Yígòng sìjiàn xíngli, women měige rěn nǎ liǎngjiàn, jiù xíng le.

Does it have Western food?

It has both Western food and Chinese food.

Good.

Miss Zhāng, when it’s time to get on the train, what do I do with all this luggage of mine?

Don’t worry.

With a total of four suitcases, if each of us takes two that will be fine.

R: Dōu kéyi náshang chē qu ma?

Z: Dōu kéyi náshang chē qu.

R: Na hǎojíle.

R: Kuài yào kāi chē le.

Women dào zhàntái qu ba.

Z: Bú yòng jí.

Hái you shíjiān.

May all of them be taken onto the train?

All of them may be taken onto the train.

That’s great.

The train is going to leave soon.

Let’s go to the platform.

There’s no need to be anxious.

There’s still time.

UNIT 6 C-2 WORKBOOK

EXERCISE 1

This conversation includes questions and answers used in train travel in the PRC. A Canadian professor is talking to her Chinese guide. The professor is going to Nanjing from Beijing.

Listen to the conversation twice. As you listen to it for the third time, translate orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

Here are some expressions you will need for this exercise:

EXERCISE 2

In these two conversations you will hear questions and answers typically used in train travel. Mr. Yamada, a Japanese tourist, talks first to his Chinese guide and then to the train attendant. Mr. Yamada is going to Beijing from Shanghai.

You will hear the conversations three times. As you listen to them for the third time, answer the questions on the next page.

You will hear the following expressions in the conversations.

QUESTIONS

• 1. On what platform is Mr. Yamada’s train?

• 2. The guide says she will

( ) take the small suitcase onto the train.

( ) bring the small suitcase onto the train.

• 3. What kind of food does Mr. Yamada like for breakfast?

• U. Mr. Yamada says he wants

( ) no tea.

( ) red (i.e., ’’black") tea.

( ) green tea.

• 5. The attendant says she will

• ( ) bring the suitcases off the train.

• ( ) take the suitcases off the train.

• ( ) bring the suitcase off the train.

EXERCISE 3

In this conversation two travelers have arrived with their guide at the train station in Shanghai. One of the travelers is now heading for Nanjing and the other is heading for Guilin.⁶ One of the travelers has a few questions for the guide.

Listen to the conversation two times. As you listen to it for the third time, translate orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

Here are some expressions you will need for this exercise:

Guilin                          ta scenic city in the mountains of

Guǎngxī ProvinceJ

huílai                          (to come back)

bang                            (to help)

UNIT 6 P-2 WORKBOOK

EXERCISE 1

This exercise gives you practice in using verbs with directional endings to describe actions.

Display I is five pictures that show Wang Dànián, Fang Bǎolán, Hu Měilíng, and Ma Mínglǐ doing various things. Use the information in the display to answer the questions on tape, (item numbers on tape refer to picture numbers.)

Example

TAPE: Mǎ Mínglǐ bǎ xíngli nǎdao nǎr qu le?

YOU:   Tǎ náshang lóu qu le.

TAPE: Fang Bǎolán bǎ xíngli nadao nǎr qu le?

YOU:   Tā náxia lou qu le.

When ’’you” are in a picture, take into account whether the action is towards or away from you in formulating your answers.

In this exercise you will practice four new words from the Reference List for this unit:

náshangqu                       (to take up)

náshanglai                      (to bring up)

náxiaqu                         (to take down)

náxialai                        (to bring down)

Verbs with two-syllable directional endings, such as the four verbs above can be split. A location or a direct object is placed before the final lai or qu. This happens in the second sentence of the example above: náshang... qu.

DISPLAY I

This sketch shows actions which will happen.

EXERCISE 2

Display II gives the daily schedules for two train routes: Beijing to Shànghǎi and Beijing to Tàiyuǎn. Use this information to answer the questions on tape.

Example

TAPE: Dào Shànghǎi qùde chē měitiān you jibān?

YOU: Měitiān you sānbān.

TAPE: Zǎoshang jǐdiǎn zhōng kāi?

YOU:   Zǎoshang bādian sìshiwǔfēn kāi.

TAPE: Nàibān chē you cānchē ma?

YOU:   You.

TAPE: Huǒchē jǐdiǎn zhōng dào Shànghǎi?

YOU:   Dìèrtiān zǎoshang, bādian èrshibāfēn dào Shànghǎi.

The exchanges on tape take place between you and a friend looking over a train schedule, NOT between a ticket seller and a traveler. Therefore formalities such as using fā chē and 2^-hour clock times are not observed.

DISPLAY II

* The traditional map spellings for these cities are

EXERCISE 3

In this exercise you will review the vocabulary and. structures introduced. in this unit. You will test your comprehension and production of the material by acting as an interpreter.

This conversation takes place between Mrs. Smith, a Canadian official recently arrived in Beijing, and a representative of the Chinese government who is assigned to the Canadian Embassy.

First, you will hear the conversation without interruptions. Then it will be presented as if the Canadian cannot speak Chinese and the other employee cannot speak English. Each speaker’s lines will be followed by a pause, during which you will translate.

Example

CANADIAN: I would like to go to see Xīān.

YOU:       Wǒ xiǎng qù Xīān kànkan.

CHINESE:   Nī dǎsuan shénme shíhou qù?

YOU:       When do you plan to go?

CANADIAN:  Next Monday.

YOU:       Xià Xīngqīyī.

In this exercise you will need the word Xīān, the capital city of Shǎnxī Province. You will also be using some of the additional required vocabulary from previous units:

dǎsuan                          (to plan)

làibují                         (can’t make it in time)

UNIT 6 COMMUNICATION GAME

INSTRUCTIONS:

Type: Train Routes

Situation: You have already collected the following information from five travelers leaving the Beijing train station: 1) destinations, 2) departure times, 3) track numbers for departing trains, and 4) EITHER the distance OR the traveling time to destinations. Three colleagues have collected similar information from other travelers. (Each person talked to five travelers.)

You need to collect this information from your colleagues and figure out the routes which four trains will follow (i.e., the stops on the routes, in sequence).

Goal: To write the names of the destinations of twenty travelers on your work sheet, under the headings for particular tracks and departure times. Also, to number the stops on each train route in the order of their distances from Beijing.

Number of Players: Groups of four students.

Materials: A work sheet for each player. (See Sample Work Sheets, on the following pages.)

Procedure: Mingle with the players in your group to exchange information.

Example: You are Speaker 1. In this example, you are giving information rather than collecting it. Notice how you "introduce" one of the travelers listed on your work sheet with You yíge rén....

• SI: You yíge rén dào Táizhōng qù.

• S2: Dào Táizhōng qùde chē jǐdiǎn zhōng kāi?

• SI: Shísāndiǎn sìshiwǔfēn fā chē.

• S2: Zài dìjī zhàntái?

• SI: Zài dìyī zhàntái.

• S2: Nǐ zhīdao bu zhidao Táizhōng lí zhèr⁷ you duo yuan?

• SI: Wǒ bù zhīdào.

• S2: Nǐ zhīdao bu zhidao yào zōu duōshao shíhou?

• SI: Yào zōu liǎngge duō xiǎoshí.⁷ Hái you yíge rén.... (etc.)

Practice Points: Train schedule information.

SAMPLE WORK SHEET:⁸

TRAVELER DEPARTURE TRACK DESTINATION DISTANCE TIME

NOTE: Trains average 50 kilometers per hour. Use this information to convert time to distance and vice versa.

ROUTES

TRAVELER DEPARTURE TRACK DESTINATION DISTANCE TIME.

ROUTES

Track 1:              Track 1:            Track 2:               Track 2:

13^5                1415               1345                 1415

DESTINATION time/ DESTINATION time/ DESTINATION time/ DESTINATION time/ dist.                dist.                dist.                dist.

TRAVELER DEPARTURE TRACK DESTINATION DISTANCE TIME

ROUTES

ROUTES

TRAVELER DEPARTURE TRACK DESTINATION DISTANCE TIME

ROUTES

Track 2:             Track 2:

13^5                1U15

DESTINATION time/ DESTINATION time/ DESTINATION time/ DESTINATION time/

dist.                dist.                dist.                dist.

UNIT 7 C-2 WORKBOOK

EXERCISE 1

This exercise will give you practice with the ending -hǎo for compound verbs of result.

The conversation takes place in Běijīng. Comrade Lī, who is going to Xīān on a business trip, is talking with Comrade Wang, who works in the General Services Department of the same ministry.

You will hear the conversation three times. As you listen to it for the third time, answer the questions below.

Here are five expressions you will need for this exercise:

^formerly spelled Sian, capital of Shǎnxī (formerly Shensi) Province!]

(fairly good/well)

(to attend a meeting/conference)

(driver of a hired vehicle)

(won’t be able to catch Ca plane, a train, etc.3)

You will notice that the word for "if" may follow the subject as well as precede it.

QUESTIONS

• 1. How busy was Comrade Wang? _________________________________________

• 2. Is there enough time for Comrade Lī to get to Xīān by train?

( ) Yes ( ) No

• 3. What does Comrade Wang want Comrade Lī to do?

H. What time does the plane take off?

5. How does Comrade Lī decide to go to the airport?

6. When does she have to be ready? _____________________________________

EXERCISE 2

In this conversation you will hear expressions used in arranging for plane tickets and getting to the airport. Mrs. Anderson, a Canadian, is talking with Mr. Zhāng, a Chinese employee of the Canadian Embassy in Beijing.

Listen to the conversation twice. As you listen to it for the third time, translate orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

You will need to know the word -jiàn, meaning matters): yíjiān shì, "one matter," "one piece of

EXERCISE 3

This exercise will give you practice with the words for "send," "take," and "deliver." The conversation takes place between two cadres, Comrade Wú (Department Chief Fang’s secretary) and Comrade Lī (a cadre in the General Services Department of a government bureau in Beijing).

Listen to the conversation twice. As you listen to it for the third time, translate orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

Here are some expressions you will hear:

chùchāng                         (division chief)

chū chāi                         (to go on a business trip)

Yán’ān                           Ca city in Shānxī Province (formerly

Shensi), headquarters of the Chinese Communists during the civil war!

dǎ diànhuà                       (to phone, to make a phone call)

To say "as soon as...then...," use the sequence yī...j iù.■.. For example,

Tā yì lai wǒ jiù zǒu.           (As soon as he comes, CthenJ I

will leave.)

UNIT 7 P-2 WORKBOOK

EXERCISE 1

In this exercise you will make plane reservations. Display I gives you information needed to reserve plane tickets for five trips: destinations, departure dates, and preferred arrival times. For each trip, provide the appropriate information as you answer questions on tape. Then ask three questions: 1) At what time will the plane take off? 2) Is the flight nonstop? 3) At what time does the plane reach its destination?

Example

YOU:   Wǒ xià xīngqī yào dào Guangzhou qù. Qīng ni gěi wo ding

yìzhāng fēijī piào.

TAPE: Měitiān dōu you fēijī. Nī něitiān qù?

YOU: Wǒ Xīngqīsi qù.

TAPE: Xīngqīsì you sāhbān fēijī. Zǎoshang you yìbān, xiàwǔ you liǎngbān. Nī yào zǎoshang qù hǎishi xiàwǔ qù?

YOU: Wǒ yào zǎoshang qù. . . . Nèibān fēijī jīdiǎn zhōng qǐfēi?

TAPE: Jiǔdiǎn ling wǔfēn qǐfēi.

YOU: Zhèibān fēijī zhí fēi Guǎngzhōu ma?

TAPE: Shi, zhí fēi Guǎngzhōu.

YOU: Jīdiǎn zhōng dào Guǎngzhōu?

TAPE: Shíèrdiǎn shífēn dào Guǎngzhōu.

DISPLAY I

YOU WANT TO                                                   AT WHAT TIME

RESERVE A                                AT WHAT TIME IS THE. WILL THE

PLANE TICKET                            WILL THE      FLIGHT PLANE REACH

FOR NEXT      YOU WANT TO YOU WANT TO  PLANE TAKE NON-    ITS

WEEK TO       LEAVE ON ARRIVE BY    OFF?          STOP?  DESTINATION?

EXERCISE 2

In this exercise you will talk about train routes in the PRC. Display II shows train routes between some of the major cities. Using the information found in the display, answer the questions on tape about what routes pass through what cities.

Example

TAPE: Cong Xuzhōu dào Beijing wàng běi zǒu ma?

YOU:   Shi, Xīān wàng běi zǒu, zài wàng xī zǒu.

TAPE: Cong Xuzhōu dào Beijing, rúguo zuò huǒchē jīngguo Jìnán ma?

YOU:   Jīngguo jìnán.

TAPE: Jīngguo Liányungǎng ma?

YOU:   Bù jīngguo Liányungǎng.

For this exercise you will need the verb jīngguo, "to pass through."

EXERCISE 3

You will act as an interpreter in this conversation. Mrs. Smith, a Canadian official recently arrived in Běijīng, is talking with a representative of the Chinese government who is assigned to the Canadian Embassy.

First, you will hear the conversation without interruptions. Then it will be presented as if the Canadian cannot speak Chinese and the other employee cannot speak English. Each sentence will be followed by a pause, during which you will translate.

Example

For this exercise you will need the word wàng, "to forget."

UNIT 7 COMMUNICATION GAME

INSTRUCTIONS:

Type: Fastest Route

Situation: A traveler in Taiwan is trying to work out the fastest route from a particular location in one city to a certain location in another city, by taxi, bus, plane, and train.

A travel agent has bus, train, and plane schedules as well as information about the traveling time by taxi between locations in cities. For the purposes of this game, he does not actively help work out the fastest route for the traveler.

Goal: Given the starting time, to work out the fastest route from the starting point to the destination.

Number of Players: Pairs of students.

Materials: A fact sheet for the "traveler" and a fact sheet for the "travel agent." (See Sample Fact Sheets, on the following pages.) The "traveler" will also need pencil and paper.

Procedure: The "traveler" questions the "travel agent."

Example: You are Speaker 1, the "traveler." This example covers only one possible route.

• SI: Wǒ yào dào Huālián qù. Xià yìbān fēijī jīdiǎn zhōng qīfēi?

• S2: Shíèrdiān shíwùfēn qǐfēi.

• SI: Xiànzài shíèrdiān zhōng le, láibují le. Jīntiān hái you yìbān qù Huāliánde fēijī ma?

• S2: You, shíqīdiǎn zhōng qīfēi.

• SI: Jīdiǎn zhōng dào Huālián?

• S2: Shíbādiān zhōng dào.

• SI: Cong Huālián fēijīchǎng dào lùguān yào duōshao shíjiān?

• S2: Dàgài yào bànge zhōngtóu.

(etc.)

Additional Note: There may not be enough time for the "traveler" to check out all possible routes and be sure that he has found the fastest route.

In that case, students in the class who used identical fact sheets as "travelers" can discuss their findings at the conclusion of the game.

Practice Points: Traveling times, departure times, and arrival times.

SAMPLE FACT SHEET: (Traveler)

Taibei to Huālián

You are at the Ambassador Hotel in Taiběi at twelve o’clock. You are trying to reach the Yǎshìdū Hotel in Huālián as fast as you can.

SAMPLE FACT SHEET (TRAVEL AGENT):

Táiběi to Huālián

BUS

(departure) 1315

(arrival) 1535

PLANE

TAXI

trips to/from airports: 30 minutes

other trips: 15 minutes

NOTE: Passengers must arrive at airports at least 30 minutes before departure time and at train and bus stations at least 15 minutes before departure time.

Yiìán to Táizhōng

You are at the bus station in Yílán at 7:^5* You are trying to reach the Shuāngměi Hotel in Táizhōng as fast as you can.

Yílán to Taizhōng

BUS