FSI-Chinese/Numerisés-new/FSI-StandardChinese-Module01ORN-StudentWorkbook.txt

FSI - Standard Chinese - Module 01 ORN - Student Workbook
Foreign Service Institute

CM 0181 S

STANDARD CHINESE

A MODULAR APPROACH

STUDENT WORKBOOK

MODULE 1: ORIENTATION

MODULE 2: BIOGRAPHIC INFORMATION

SPONSORED BY AGENCIES OF THE UNITED STATES AND CANADIAN GOVERNMENTS

This publication is to be used primarily in support of instructing
military personnel as part of the Defense Language Program (resident and
nonresident). Inquiries concerning the use of materials, including
requests for copies, should be addressed to:

Defense Language Institute

Foreign Language Center

NonresidentTraining Division

Presidio of Monterey, CA 93944-5006

Topics in the areas of politics, international relations, mores, etc.,
which may be considered as controversial from some points of view, are
sometimes included in the language instruction for DLIFLC students since
military personnel may find themselves in positions where a clear
understanding of conversations or written materials of this nature will
be essential to their mission. The presence of controversial
statements-whether real òr apparent-in DLIFLC materials should not be
construed as representing the opinions of the writers, the DLIFLC, or
the Department of Defense.

Actual brand names and businesses are sometimes cited in DLIFLC
instructional materials to provide instruction in pronunciations and
meanings. The selection of such proprietary terms and names is based
solely on their value for instruction in the language. It does not
constitute endorsement of any product or commercial enterprise, nor is
it intended to invite a comparison with other brand names and businesses
not mentioned.

In DLIFLC publications, the words he, him, and/or his denote both
masculine and feminine genders. This statement does not apply to
translations of foreign language texts.

The DLIFLC may not have full rights to the materials it produces.
Purchase by the customer does net constitute authorization for
reproduction, resale, or showing for profit. Generally, products
distributed by the DLIFLC may be used in any not-for-profit setting
without prior approval from the DLIFLC.

ORN Workbook, Unit 2

Example: (This example is limited to surnames.) The surnames Hū, Hú, Hǔ
and Hù are listed on the chalkboard. Speaker 1 has taken the card for Hǔ
from the deck of surname cards.

S2: Nī xìng Hú ma?

SI: Wǒ bú xìng Hú.

S3: Nī xìng Hù ma?

SI: Wo bú xìng Hù.

SU: Nī xìng Hū ma?

SI: Wǒ bú xìng Hū.

S2: Nī xìng Hǔ.

SI: Wǒ xìng Hǔ.

Practice Points: Xìng, jiao, and ma. Also, the Pronunciation and
Romanization Module through Tape I*⁻Tor through Tape 5 if you have
studied P&R 5)•

PREFACE

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

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

A Project Board was established consisting of representatives of the
Central Intelligence Agency Language Learning Center, the Defense
Language Institute, the State Department's Foreign Service Institute,
the Cryptologic School of the National Security Agency, and the U.S.
Office of Education, later joined by the Canadian Forces Foreign
Language School. The representatives have included Arthur T. McNeill,
John Hopkins, and John Boag (CIA); Colonel John F. Elder III, Joseph C.
Hutchinson, Ivy Gibian, and Major Bernard Muller-Thym (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.
Lucille A. Barale and Roberta S. Barry wrote the tape scripts and the
student text. By 1978 Thomas E. Madden and Susan C. Pola had joined the
staff. Led by Ms. Barale, they have worked as a team to produce the
materials subsequent to Module 6.

All Chinese language material was prepared or selected by Chuan 0. Chao
Ying-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

Chinese Core Curriculum Project Board

CONTENTS

Preface....................

MODULE 1: ORIENTATION . About Communication Games ...........  . .

UNIT 1 Communication Game

UNIT 2 Communication Game

About the C-2 and P-2 Tapes ....

UNIT 3

C-2 Workbook

P-2 Workbook

Communication Game

UNIT U

C-2 Workbook

P-2 Workbook

Communication Game . .

MODULE 2: BIOGRAPHIC INFORMATION

UNIT 1

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

P-2 Workbook

Communication Game A

Communication Game B

UNIT 2

C-2 Workbook

P-2 Workbook.......................59

Communication Game A

Communication Game B

UNIT 3 C-2 Workbook

P-2 Workbook......................

Communication Game A .............. ..... 86

Communication Game B................. . . . 9^

UNIT U C-2 Workbook

P-2 Workbook

Communication Game A

Communication Game B

UNIT 5

C-2 Workbook

P-2 Workbook .

Communication Game A

Communication Game B

UNIT 6

C-2 Workbook

P-2 Workbook

Communication Game A

Communication Game B . . . .

UNIT 7

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 8

C-2 Workbook

P-2 Workbook

Communication Game

Vocabulary

MODULE 1: ORIENTATION

ABOUT COMMUNICATION GAMES

For the classroom activities called Communication-Games, the word
"communication" is clearly appropriate. You are communicating. That is,
you are purposefully exchanging information.

The word "games," however, has the drawback of suggesting a lack of
seriousness, except perhaps for seriousness in competition.
Communication Games are not meant to be entertaining breaks in the work
of language learning, or rewards for that work. They are, instead, meant
to be the most serious language-learning work of all. In fact, the only
element of the games that is not serious is the occasional competition
which may occur.

Once the intent of the activity is understood, the word "games" turns
out to be handy and apt. As in other games, you will find that
situations, rules, and goals have been made up for the Communication
Games. Also, as in other games, the Communication Games succeed in
imitating reality in various ways.

While expecting Communication Games to be serious work, you may find
them entertaining and rewarding after all. If you do, it will probably
be because you are communicating.

You are learning Chinese to be able to communicate in Chinese. Language
has other functions. People often talk with each other merely to avoid
an awkward silence. They often talk right past each other, to let
something out, or talk to themselves, to work something out. But the
essential function of language is communication. You want to understand
and be understood.

In this course the assumption is made that you learn by doing. You learn
to communicate by communicating. A lot of study time and even some class
time must be spent on preparing to use the language, but no amount of
preparation can take the place of trying to use the language.

It is not enough, however, for the teacher to say "Let’s talk." For one
thing, you need something to talk about. The subject must be fairly
definite if you are to be able to determine whether you have said what
you wanted to say. Communication Games set up defined, limited
situations to talk about.

For another thing, as a speaker you need to know something the listener
does not know. Similarly, as a listener you should not have the
information the speaker has. Otherwise, nothing that is said will really
tell anybody anything, or have any real effect. You would lose the best
evidence that you have said what you meant to say or have understood
what you were meant to understand. In Communication Games, therefore,
the players are provided with different information so that they can
exchange this information.

To communicate, you need purpose. You need reasons for choosing to say
or ask specific things. Your intention gives significance to what
happens as a result of what you say. In Communication Games you will be
given goals, such as the solution of a puzzle. Different ways to achieve
the goals will occur to you as your knowledge of the situation changes
and indeed as the situation changes.

The Communication Games in this course make rather different demands on
you than most classroom language-learning activities. You may find
yourself groping for the right words and for the right way to put them
together, or groping for the right meaning. But when you work these
problems out for yourself, you are really learning the language. You are
doing exactly what you will have to do when you speak Chinese on your
own later on—but somewhat more slowly and consciously, as is generally
the case when beginning something new.

In other words, in Communication Games you are given opportunities to
make mistakes. Without such opportunities, you have no chance to try out
your understanding of how the language works.

The time for help from the teacher is after you have said something.
After you put a sentence together, partly consciously and partly
unconsciously, you are particularly sensitive to what it contains. You
know what words you selected, what grammar you applied, what
pronunciation you attempted, and what meaning you intended. A correction
is likely to meet a recognized need, or at least to click neatly into
place. Saying the sentence once or twice after the instructor says it
will pull things together for you. Often you will find that you do not
need specific help but can pick up hints from the conversation—again,
partly consciously and partly unconsciously.

Obviously, you will "play" these Communication Games in Chinese. You
should be able to say everything in Chinese, even to ask what an
expression means or how to say something. Whatever you say in English is
likely to tip your hand, to give away just enough of what you are trying
to say to invalidate your attempt to say it in Chinese. (Nonverbal
shortcuts can also ruin a game.)

At times, a word or two in English between you and the teacher may
straighten out a problem, but these instances will be few. Fight that
occasional temptation to lapse into English, particularly when
commenting on a game or on your performance. By far the best policy is
to swear off English for the duration.

UNIT 1 COMMUNICATION GAME

INSTRUCTIONS:

Type: Fact-Gathering

Situation: You meet three people and exchange names.

Goal: To ask and find out the names of other people and to tell them
your name.

Number of Players: Groups of four students or fewer.

Materials: A work sheet for each player. (See Sample Work Sheets, which
follow.)

For the first round of the game, each male player assumes the man's name
which is written on his work sheet. Female players assume women's names.
For a second round, each male player assumes the woman's name written on
his work sheet, and female players assume men's names. This arrangement
will allow maximum practice in pronouncing different names.

Procedure: For these conversations, you should use the ’’mingling”
approach (as you would mingle at a party); that is, mix freely with the
other players in your group to exchange information (no fixed order).

Write down the names you learn in the empty boxes on your work sheet,
using the correct Hànyǔ Pinyin romanization, including tone marks.

Example: You are Speaker 1 (Si). You are talking with your first partner
(S2):

-   SI: Ni shi shéi?

-   S2: Wo shi MS Mínglì. NÌ xìng shénme?

-   SI: W8 xìng Fang. WS shi Fang BSolán.

Additional. Note: If you don't catch a name, ask again, as many times as
necessary. You may also use the polite request Qīng ni zài shuō yícì,
"Please say it again" (from the first tape of the resource module on
Classroom Expressions). Qing ni is actually pronounced qíng ni.

Practice Points: Everything in Unit 1. Also, the Pronunciation and
Romanization Module through Tape 2.

SAMPLE WORK SHEETS:

Full Name

  ------- -------------
  (Mr.)   
  (Ms.)   
  (Mr.)   Mǎ Mínglī
  (Ms.)   Fang Baolán
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  ------- -------------

Full Name

  ------- -------------
  (Mr.)   Huá Fānghǔ
  (Ms.)   Lin Wénfēng
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  ------- -------------

Full Name

  ------- --------------
  (Mr.)   
  (Ms.)   
  (Mr.)   Li Huánliàng
  (Ms.)   Lù Wǎnfēng
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  ------- --------------

Full Name

  ------- -------------
  (Mr.)   •
  (Ms.)   
  (Mr.)   
  (Ms.)   
  (Mr.)   Hong YSuwéi
  (Ms.)   Luò Hǎiyáo
  (Mr.)   
  (Ms.)   
  ------- -------------

Full Name

  ------- -------------
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  (Mr.)   Fan Hèlóng
  (Ms.)   Mao Wànfàng
  ------- -------------

BLANK WORK SHEET:

Full Name

  ------- ---
  (Mr.)   •
  (Ms.)   
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  (Mr.)   
  (Ms.)   
  ------- ---

UNIT 2 COMMUNICATION GAME

INSTRUCTIONS:

Type: Guessing

Situation: You are one cf four people with similar-sounding surnames and
similar-sounding given names. You know all the names involved but have
to guess which name belongs to which person.

Goal: To guess people's surnames and given names.

Number of Players: Groups of four students or fewer.

Materials: One deck of cards with surnames written on them and another
deck with given names. (There are enough names and cards for one group
of players to play several rounds.)

Setting up: First, your teacher will write on the chalkboard a list of
the surnames and given names to be used in the game.

Then, one player is selected to be the first person questioned, and he
picks a surname card and a given-name card.

Procedure: For these conversations, you should use the "questioning by
turns" approach; that is, each player takes a turn at being questioned
by all the other players.

After the player to be questioned has selected his surname card and
given-name card, the other players should then take turns trying to
guess his surname and given name from the names on the chalkboard.' Use
ma questions to guess his surname, unless there is only one possibility
left, in which case the more appropriate choice is a simple statement of
what his surname is.

When the players have guessed the first person's name, a surname card
and a given-name card are given to another player, who is then
questioned. Continue until each player has been questioned.

When you are questioning a player, do not follow the order in which the
names are listed on the chalkboard. Instead, skip around. If you follow
a recognizable order, everybody will know which name you are trying to
pronounce. The purpose of the game, which is to be understood when
pronouncing Chinese names, would thus be defeated.

Example: (This example is limited to surnames.) The surname.

and Hù are listed on the chalkboard. Speaker 1 has taken the care from
the deck of surname cards.

-   S2: Nǐ xìng Hú ma?

-   SI: WǑ bú xìng Hú.

-   S3: Nī xìng Hù ma?

-   SI: Wǒ bú xìng Hù.

Sh: Nī xìng Hū ma?

-   SI: Wǒ bú xìng Hū.

-   S2: Nī xìng Hǔ.

-   SI: Wǒ xìng Hǔ.

Practice Points: Xìng, jiào, and ma. Also, the Pronunciation and
Romanization Module through Tape b⁻(or through Tape 5 if you have
studied P&R 5)»

CARDS—GIVEN NAMES

Zhiyīng

Zhiyīng

Zhiyīng

Zhiyīng

Bàoyī

Eàoyì

Bàcyí

Eàoyī

+-----------------+-----------------+-----------------+-----------------+
| Qílóng          | Chílcr.g        | Xílór.g         | Shílóng         |
|                 |                 |                 |                 |
|                 | ____J           |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

CARDS—SURNAMES

  ------ ----------- ------- ------
  Zāng   Cāng _(t)   Shāng   Sang
  ------ ----------- ------- ------

  ------- -------- --------- --------
  Zhang   Chār.g   v’iār.r   Qiár.g
  ------- -------- --------- --------

  ---- ---- ----- ----
  Si   Sū   Shi   XI
  ---- ---- ----- ----

ABOUT THE C-2 AND P-2 TAPES

The C-2 and P-2 tapes are designed to give you as cany benefits of
communication practice as possible in self-study materials. The idea of
communication with a tape instead of a partner contradicts itself, of
course. The tape has no need to know or to tell. It has none of the
flexibility of a human speaker. But practice with these tapes is the
closest you can come to communication practice outside the'classroom and
outside real life.

Some of the situations for the exercises are not like situations you
will deal with in real life. The exercise situations are not intended to
be realistic in this sense tut are intended to make the exercises more
concrete.¹ .In the exercises, the amount of concentrated practice with
constructions and vocabulary items nurinp a few minutes of conversation
might equal your exposure to these expressions over a period of days or
weeks during a trip to China, i'er this reason you might find yourself,
’for-example,-playing. the role .of a hotel manager, or clerk, dealing
with dozens _o.f guests¹ rather than more, realistically acting as a
guest..

. ‘Approach the communication tapes as you a:.; reached the
Communication Games: expect to be challenged; expect tc work cut hew to
say specific things to fit the.facts and requirements of a situation;
and expect to learn from correction and repetition after having made
your test stat at an answer. Don’t be concerned about making mistakes.
You-are very likely to make mistakes at the beginning of an exercise,
when you are getting the feel of it. Sometimes, you may still te making
mistakes at the end of an exercise, in which,case you might profit from
another run-through.

The communication tapes contain enough material in enough, variety to
merit repeated use,'.either for initial learning or for review. Remember
that these tapes are intended not as tests you should pass.handily or as
assignments you must complete but rather as opportunities for you tc
learn from the rough-and-tumble of the language in u¹se.

Despite .the authors’.best efforts, instructions may not.afford
immediate understanding of an activity, particularly if you have not
already completed a similar activity in the classroom. After studying
the instructions carefully, ycu may still find that you need to go
through the first few items in an exercise before you understand fully
what you are supposed to do.^ Examples in the instructions-are usually
the first items in the taped exercises.

There are many appropriate answers to most questions in these exercises,
and the tape can provide only one correct response. Often the answer
provided will be a fuller response than would be given in everyday
conversation on the principle that a fuller answer will imply the
correct shorter answer and will be more worthwhile to repeat. At the
same time, the answer will always be as airect as possible, never
including more than is .actually, asked for.

You must use your own judgment in deciding whether y&ur answer was
acceptable. If you recognize that the suggested answer given cn tape is
what you intended to say and if you are reasonably'sure that your way of
saying it is just as good, note that the answer could he said two ways.
If you can see where you went wrong, note that. If you are not sure
about your answer, the best thing you can de. is copy down the question
anu'your answer and consult either the text ox- your instructor. Don’t
let it bother you if a few problems remain unresolved.

Some additional vocabulary items are. introduced on the communication
tapes for most units and are used for the drill tape,s and in class.
There are just enough of these items to allow you to exploit the
sentence types you are learning and to explore the situation'topics you
are covering. The items are included in the instructions for the C-f and
1'-' exercises and may also be found in the.text Target Lists, Reference
Lists, and Vocabularies for the units. 'Some items are'also in Resource
Modules. .

A few comprehension.exercises contain sentences that are over your head.
These over-the-heaǔ items are included, to givix you. practice in
picking out the sentences you understand from a stream, of Chinese
speech. You are not meant to try to learn these sentences.

UNIT 3 C-2 WORKBOOK

EXERCISE 1

Display I is a map of part of China showing the birthplaces of the four
people named in the margins. Exercise 1 is a series of yes/no questions
about these four people. After listening to each question, consult the
map and answer the question "yes" or "no" by putting a check mark in
front of the appropriate response. If the pause on tape before the
speaker answers a question is not long enough, stop the tape.

DISPLAY I

Zhóu Qing

[]

Jiang Shiyīng Tóngzhi

[TABLE]

EXERCISE 2

Display II is a map indicating the names and birthplaces of four people
now living in Taipei. Exercise 2- is a series of questions about the
people. After listening to each question-word question, put a check mark
in front of the response that gives the information requested. After
each yes/no question, check "yes" or "no." There is a pause on tape
before the speaker answers each question.

(Notice that all the "yes" and "no" answers start out' with shì and bú
shi.)

DISPLAY II

Tang Zhènhàn Xiānsheng

[]

  ----- --- --- --------------- -------------- ----- ----- --- --- ------
  1.    (   )   Californian     ( ) American   ( )   Yes   (   )   No
  2.    (   )   Californian     ( ) American   ( )   Yes   (   )   No
  3.    (   )   from Jiāngsū    ( ) Chinese    ( )   Yes   (   )   No
  U.    (   )   from Zhejiang   ( ) Chinese    ( )   Yes   (   )   No .
  5.    (   )   from Shandong   ( ) Chinese    ( )   Yes   (   )   No
  6.    (   j   from Zhejiang   ( ) Chinese    ( )   Yes   (   )   No
  7.    (   )   Californian     ( ) American   ( )   Yes   (   )   No
  8.    (   )   from Jiāngsū    ( ) Chinese    ( )   Yes   (   )   No
  9-    (   )   from Zhejiang   ( ) Chinese    ( )   Yes   (   )   No
  10.   (   )   from Shandong   ( ) Chinese    ( )   Yes   (   )   No
  11.   (   )   from Shāndōng   ( ) Chinese    ( )   Yes   (   )   No
  12.   (   )   from Jiāngsū    ( ) Chinese    ( )   Yes   (   )   No
  ----- --- --- --------------- -------------- ----- ----- --- --- ------

EXERCISE 3

In this exercise you will work on your comprehension of questions which
ask who different people are and what their names are. For each item, a
speaker will ask a question about the person whose name is written in
this workbook after the item number. All the information you need to
answer each question is in the underlined full name and title. Put a
check mark in front of the answer that gives the information requested.

Example from the Tape:

SI: Tā shi shéi?

(pause on tape to allow you to mark your answer)

S2: Tā shi Lin Déxián Tóngzhì.

Example from the Workbook:

1. Lin Déxián Tóngzhì Lin Déxián Tóngzhì

Lin

( ) Déxián ( ) Yes ( ) No

-   1. Lin Déxián Tóngzhì

( ) Lin Déxián Tóngzhì ( ) Lin ( ) Déxián         ( ) Yes ( ) No

-   2. Jiang Shìying Tóngzhì

( ) Jiang Shìying Tóngzhì ( ) Jiang ( ) Shìying ( ) Yes ( ) No

-   3. Zhao Ziyàn Tóngzhì

( ) Zhao Ziyàn Tóngzhì ( ) Zhao ( ) Ziyàn         ( ) Yes ( ) No

-   U. Zhōu QIng Tóngzhì

( ) Zhōu QIng Tóngzhì ( ) Zhōu ( ) QIng         ( ) Yes ( ) No

-   5. Táng Zhènhàn Xiānsheng

( ) Táng Zhènhàn Xiānsheng ( ) Táng ( ) Zhènhàn ( ) Yes ( ) No

-   6. Gāo Dall Tàitai

( ) Gāo Dàll Tàitai ( ) Gāo ( ) Dall          ( ) Yes ( ) No

-   7. Fāng Mlnzhēn Xiāojiě

( ) Fāng Mlnzhēn Xiaojiě ( ) Fāng ( ) Mlnzhēn         ( ) Yes ( ) No

-   8. Wang Dànián Xiānsheng

( ) Wang Dànián Xiānsheng ( ) Wáng ( ) Dànián         ( ) Yes ( ) No

-   9. Lin Déxián Tongzhì

( ) Lin Déxián Tongzhì ( ) Lin ( ) Déxián         ( ) Yes ( ) No

-   10. Jiang Shìylng Tongzhì

( ) Jiang Shìylng Tongzhì ( ) Jiang ( ) Shìylng ( ) Yes ( ) No

-   11. Zhào Zìyàn Tongzhì

( ) Zhào Ziyàn Tongzhì ( ) Zhào ( ) Ziyàn         ( ) Yes ( ) No

-   12. Zhōu Qing Tongzhì

( ) Zhōu Qing Tongzhì ( ) Zhōu ( ) Qing         ( ) Yes ( ) No

-   13. Tang Zhènhàn Xiānsheng

( ) Táng Zhènhàn Xiānsheng ( ) Táng ( ) Zhènhàn ( ) Yes ( ) No

-   14. Gáo Dàlī Tàitai

( ) Gáo Dàll Tàitai ( ) Gāo ( ) Dàll         ( ) Yes ( ) No

-   15. Fang Minzhén Xiāojiě

( ) Fang Mlnzhēn Xiāojiě ( ) Fang ( ) Mlnzhēn         ( ) Yes ( ) No-

-   16. Wáng Dànián Xiānsheng

( ) Wáng Dànián Xiānsheng ( ) Wáng ( ) Dànián         ( ) Yes ( ) No

EXERCISE 4

For each item in this exercise, a speaker will introduce himself.
Indicate by a check mark which of the two romanized names is the one he
gave. Then the speaker will tell you which one is and which one is not
the one he gave. For example, if the speaker says

Wo shi Wáng Dànián

you should answer in your workbook OZ) Wang Dànián         ( ) Huang
Dànián

Then the speaker will say

Wǒ shi Wang Dànián, bú shi Huang Dànián.

(Notice that he mentions the names in left-to-right order.)

For another example, the speaker says

Wǒ shi Huang Dànián.

You should answer in your workbook ( ) Wang Dànián         (l/) Huáng
Dànián

Then the speaker will confirm:

Wǒ bú xìng Wáng, xìng Huáng.

(Again, you can rely on his mentioning the choice on the left first and
the choice on the right second.)

+-----------------------------------+-----------------------------------+
| -   1. ( ) Lin Déxián             | ( ) Lin Déqián                    |
|                                   |                                   |
| -   2. ( ) Jiāng Shiying          | ( ) Jiāng Zhiyīng                 |
|                                   |                                   |
| -   3. ( ) Zhào Ziyàn             | ( ) Zhào Ziyàn                    |
|                                   |                                   |
| U.   ( ) Zhōu QIng                | ( ) Zhū QIng                      |
|                                   |                                   |
| -   5. ( ) Táng Zhènhàn           | ( ) Tán Zhènhàn                   |
|                                   |                                   |
| -   6. ( ) Gāo Dall Tàitai        | ( ) Gāo Dàlī Tàitai               |
|                                   |                                   |
| -   7. ( ) Fāng Mlnzhēn           | ( ) Feng Mlnzhēn                  |
|                                   |                                   |
| -   8. ( ) Wáng Dànián            | ( ) Huáng Dànián                  |
|                                   |                                   |
| -   9. ( ) Mā Zìqiáng             | ( ) Mā Zhìqiáng                   |
|                                   |                                   |
| -   10. ( ) Sun Měilián           | ( ) Sun Měilán                    |
|                                   |                                   |
| -   11. ( ) Jiāng Huìwén          | ( ) Jiāng Huìwén                  |
|                                   |                                   |
| -   12. ( ) Jiāng Yǒngpíng        | ( ) Zhāng Yǒngpíng                |
|                                   |                                   |
| -   13. ( ) Lī Huìrán             | ( ) Li Huìrán                     |
|                                   |                                   |
| 1U.  ( ) Chāng Lìróng             | ( ) Zhāng Lìróng                  |
|                                   |                                   |
| -   15- ( ) Máo Shìmíng           | ( ) Máo Sìmíng                    |
|                                   |                                   |
| -   16. ( ) Guō Shàowēn           | ( ) Guō Shàowén                   |
|                                   |                                   |
| -   17- ( ) Lou Cheng             | ( ) Luo Chéng                     |
|                                   |                                   |
| -   18. ( ) Zhāng Měizhēn         | ( ) Zhuāng Měizhēn                |
|                                   |                                   |
| -   19. ( ) Zhào Jièshī           | ( ) Zhào Jièshí                   |
|                                   |                                   |
| -   20. ( ) SI Dàiwéi             | ( ) Shi Dàiwéi                    |
+-----------------------------------+-----------------------------------+

EXERCISE 5

For each item, the speaker will tell you where he is from, twice. Write
the place name in romanization, including the tone marks. If you need
more time to complete an answer, stop the tape.

-   1.

-   2. ______________________________________________________________

-   3.
    _________________________________________________________________________

U.
________________________________________________________________________.
       ____________________________________

-   5. __________________________________________

-   6.
    ___________________________________________________________________________

-   7.
    ___________________________________________________________________________

-   8. __________________________________________________________

-   9-
    _________________________________________________________________________

-   10.
    ________________________________________________________________________

EXERCISE 6

In this exercise you will fill in the boxes below with information from
a recorded dialogue. You will hear the dialogue three times. As you
listen to it for the third time, stop the tape whenever you hear
information which you need to fill in a box. (The third time, there will
be enough time between sentences for you to stop the tape and start it
up again without missing anything.)²

  ----------------- -------------- ---------------- ---------------------------
                    MALE SPEAKER   FEMALE SPEAKER   OTHER PERSON TALKED ABOUT
  SURNAME                                           -
  GIVEN NAME                                        
  NATIONALITY                                       
  PLACE OF ORIGIN                                   
  ----------------- -------------- ---------------- ---------------------------

UNIT 3 P-2 WORKBOOK

EXERCISE 1

Display I, on the next page, is a map of part of China showing the
birthplaces of the four people named in the margins. Use the information
in the display to answer the questions in this exercise. The speaker
will ask each question twice. Then he will pause to allow you to answer.
(You may stop the tape to give yourself more time if you cannot come up
with an answer right away.) After this pause, the speaker will give you
a correct answer and then pause again to allow you to repeat it. An
example precedes the first item on the tape.

Your answer may be different from the speaker's answer but still
perfectly correct. If you are not sure whether yours is right or not,
make a note and consult your instructor later.

EXERCISE 2

Display II, on the next page, shows the names and birthplaces of four
people now living in Taipei. Use the display to answer the questions in
this exercise. The speaker will follow the procedure used for asking
questions in Exercise 1.

EXERCISE 3

The names of the eight people in Display I and Display II are numbered.
When the speaker says "Number One," that means that the following
questions will be about the person with the number 1 next to his name.
After the speaker says "Number Two," your answers should be about Máo
Zhìmín Tongzhì. And so forth.

Questions will not be repeated. After each question there will be a
pause for your answer, then a confirmation from the speaker, and then a
pause for repetition.

DISPLAY I *               U

[]

conglomerate is knowi as Wuhan.

DISPLAY II *       8

Chén Yongpmg Taitai

[]

5

Wang Dànián Xiānsheng

*The numbers included in this display are for use in completing Exercise
3.

EXERCISE 4

In the conversation on tape, Edward Smith, from Pennsylvania, is meeting
someone for the first time in Taipei. After each question addressed to
Smith, try to give the answer before he does. (You may stop the tape
before answering.) Further instructions are on the tape.

Here is the information you will need for this exercise:

SI Déhuá

(Edward Smith)

Bīnzhōu

(Pennsylvania)

UNIT 3 COMMUNICATION GAME

INSTRUCTIONS:

Type: Matching

Situation: The setting is Taipei. You are one of four married people who
meet and talk about what provinces they and their husbands or wives are
from.

Goal: To find people who come from the same province.

Number of Players: Groups no larger than four players.

Materials: A work sheet for each player. (See Sample Work Sheets, which
follow.) Your work sheet shows your name, your home province, and the
home province of your spouse.

Procedure: For these conversations, use the "mingling" approach; that
is, mix freely with the other players in your group to exchange
information (no fixed order).

When you find someone from your province, say in Chinese "I'm also from
. . . ." Complete your work sheet by filling in the home provinces of
the other players and their spouses as you learn them.

Example: You are Speaker 1 (Si).

-   SI: Nín guìxìng?

-   S2: W3 xìng Mǎ. Nì shi shéi?

-   SI: WǑ shi Lí Shoutiān. Mǎ Xiānsheng, nǐ shi nǎrde rén?

-   S2: Wo shi Shāndōng rén.

-   SI: Mǎ Tàitai shi nǎrde rén?

-   S2 Tā shi Héběi rén.

SI: Wǒ ye ("also") shi Héběi rén.

Additional Note: Notice in the last line of the example that the new
word yě, "also," is used before the verb shi. Yě is not introduced until
Unit U, but try to use it now when you point out a match.

Practice Points: Nǎrde rén, (province) rén.

[]

Mrs. Sima Shimín

ORN Workbook, Unit 3

[]

ORN Workbook, Unit 3

r\> oo

[]

ORN Workbook, Unit 3

ro

M3

[]

ORN Workbook, Unit 3

UNIT 4 C-2 WORKBOOK

EXERCISE 1

This exercise is based on a conversation between Mr. Davis and Comrade
Qián, who have just met. You will hear the conversation three times. As
you listen to it for the third time, stop the tape as needed to write
down information required to complete the chart below.

Here are vocabulary items you will need for this exercise:

Niǔyiiēzhōu      (New York State)

Bīnzhōu         (Pennsylvania)

  ------------------------ ------------------------ ------------------
                           HOME STATE OR PROVINCE   PRESENT LOCATION
  Mr. Davis (Dàiwéisī)                              
  Comrade Qián                                      
  Mrs. Davis                                        
  Comrade Qián’s husband                            
  ------------------------ ------------------------ ------------------

EXERCISE 2

In this exercise you will listen to fifteen recorded passages in which
the names of people’s home provinces are mentioned. After hearing each
passage, write in Pinyin romanization the name of the person’s home
province in the blank beside his name.

You will hear each passage twice. After listening for the second time,
fill in the blank. You may stop the tape if you need extra time to
write, and you may rewind if you need to listen again.

  ----- -------------------- ---------------
  1.    Wáng Guìfān          HOME PROVINCE
  2.    He Róngwiáng         
  3.    Sun Guópíng          
  U.    Feng Guóān           
  5.    Li Bǎoyí             
  6.    Zhōu Shàohuá         
  7-    Wú Yùfān             
  8.    Chen Shūyí           
  9.    Zhōu Dàyōu           
  10.   Shěn Xiùyīng         
  11.   Táo Ailing           
  12.   Yáng Wěiguó          
  13.   Qián Wěidá           
  1U.   Zheng Zhìpíng        
  15.   Huang Huìzhū         
  16.   Zhū Xiùméi           
  17.   Bái Mínghuā     __   
  ----- -------------------- ---------------

EXERCISE 3

This exercise is based on a conversation between Mr. Bailey and Comrade
Fāng which takes place when they happen to meet on the street. They have
been introduced previously but have never had a chance to talk.

The conversation has deliberately not been edited to the point where you
can understand everything, but you should be able to understand enough
to complete the chart below. Imagine yourself in China, listening to a
conversation between two fluent speakers of Chinese. Try to understand
as much as you can.

You will hear the conversation three times. As you listen to it for the
third time, stop the tape as needed to write down information.

  ------------------------ ------------------------ ------------------
                           HOME STATE OR PROVINCE   PRESENT LOCATION
  Mr. Bailey (Bèilì)                                
  Comrade Fāng                                      
  Mrs. Bailey                                       
  Comrade Fang’s husband                            
  ------------------------ ------------------------ ------------------

UNIT 4 P-2 WORKBOOK

EXERCISE 1

In this exercise you will practice talking about where people are in
terms of ’’here" and "there."'

The Display I diagram sets the scene. The two speakers on tape are
standing in front of the Beijing Hotel. (They are represented by the
solid triangle Cthe man 3 and the solid circle Cthe woman!.) Comrade Gāo
and Comrade Zhao are standing nearby, near enough to be considered
"here," although neither is in the conversation. Comrade MS and Comrade
Chén are in sight across the street, definitely "there." (These four
people are represented by the outline triangles and circles.)

During the pause on tape after each question asked by the First Speaker
try to give an answer. Then you will hear the Second Speaker’s answer.
Repeat it during the pause which follows.

DISPLAY I

[]

EXERCISE 2

In this exercise you will talk about where people are from and where
they are now.

Display II contains the information needed to answer the questions on
tape. This display shows the birthplaces and present locations of three
people. The solid arrows show that Comrade Li was bom in Sichuan and
that Comrade Lu (his wife) and Comrade Lǔ were born in Yúnnán. The
broken arrows show that Comrade Li and his wife are presently in Sichuan
and that Comrade Lú is in Yúnnèn. (This exercise does not make reference
to the cities of Chéngdū and Kunming.)

Answer each question, and repeat the acceptable answers which follow
your responses. If you need time to work out an answer, stop the tape.
Keep in mind that your answer may have been perfectly correct even if it
was not worded exactly like the answer on tape. You should be able to
decide whether your answer was correct or not. If you are not sure,
write down the question and your answer, and consult your teacher later.

[]

EXERCISE 3

This exercise is a continuation of Exercise 2 and is based on Display
II. In this exercise the cities of Chengdu and Kunming are ment ioned.

EXERCISE 4

This exercise gives you a chance to answer questions you are likely to
be asked when first meeting someone.

In the recorded dialogue, Comrade Qian is beginning a conversation with
Mr. Davis. They are in Běijīng. Use the information in Display III to
answer each question asked by Comrade Qián. Then listen to Mr. Davis’
answer. Finally, repeat his answer.

DISPLAY III

  ------------------------- ---------------- -- --------------
  SURNAME                   Davis               (Dàiwéisī)
  COUNTRY                   U.S.                (Měiguō)
  HOME STATE                New York State      (Niǔyuēzhōu)
  WIFE'S PRESENT LOCATION   New York State      (Niǔyuēzhōu)
  WIFE’S HOME STATE         Pennsylvania        (Binzhōu)
  ------------------------- ---------------- -- --------------

UNIT 4 COMMUNICATION GAME

INSTRUCTIONS:

Type: Matching

Situation: The setting is Taipei. You are talking with someone about
what provinces eight other people are from and what provinces they
happen to be in now.

Goal: To find people from the same home province or people who are now
in the same province.

Number of Players: Pairs of students.

Materials: A fact sheet for each player. (See Sample Fact Sheets, which
follow.)

Each of the four arrows on a fact sheet is labeled with a person's name
and leads from his home province to the province where he is now. The
names of the four people your partner knows about are listed in the
lower left-hand corner of the fact sheet.

Procedure: Each player should ask about the home provinces and current
locations of the four people his partner knows about. (No fixed order
for asking questions.) While questioning your partner, scan your fact
sheet for matches. When you find a match, point it out immediately,
using the word yě, "also."

Example: You are Speaker 1.

-   SI: Táng Yǒngpíng lāojiā zài nǎr?

-   S2: Tā lāojiā zài Hebei.

-   SI: Tā xiànzài zài nār?

-   S2: Tā xiànzài zài Shandong.

-   SI: Li Shìmín xiànzài yě zài Shāndōng.

Additional Note: If you don't recognize the name of a province or if you
don't know where a province is, refer to the map in your textbook. You
may also ask your teacher where a province is, but only in Chinese!

Practice Points: Lāojiā zài, xiànzài zài, yě.

SAMPLE FACT SHEETS:

Táng Yǒngpíng Zhōu Huìwén Jiāng ZhīyuSn Gāo Yùzhēn

Li Shìmín Zhāng Juān Li Déxián Zhào Wānrú

[]

Déxián

Li Shìmín

Zhìyuan

Jiang

Yūzhēn

Gao

Zhang

Juan

Zhōu Huìwén

Táng Yǒngpíng Zhōu Huìwén Jiang Zhīyu&n Gāo Yùzhēn

[]

Ll Dexián

Zhao Wanrū

Zhang Juān

[]

Zhào Wǎnru

[]

[]

LÍ Shìmín

Táng Yǒngpíng Zhōu Huìwén Jiang Zhīyuán Gāo Yùzhēn

[]

[]

[]

LI Shìmín Zhāng Juān Li Déxián Zhào Wānrú

[]

Yūzhēn

Gao

VOCABULARY

Module & Unit

+-----------------------+-----------------------+-----------------------+
| a                     | (question marker)     | 1.2                   |
|                       | spouse                |                       |
| àiren                 |                       | l.U                   |
+-----------------------+-----------------------+-----------------------+
| ba                    | (marker for a         | 2.2                   |
|                       | question which        |                       |
+-----------------------+-----------------------+-----------------------+
|                       | expresses the         |                       |
|                       | speaker’s supposition |                       |
|                       | as to what the answer |                       |
|                       | will be)              |                       |
+-----------------------+-----------------------+-----------------------+
| bàba                  | papa, dad, father     | 2.3                   |
+-----------------------+-----------------------+-----------------------+
| bìng                  | to become ill         | 2.8                   |
+-----------------------+-----------------------+-----------------------+
| Bīnzhou               | Pennsylvania          | 1.3’, l.U’            |
+-----------------------+-----------------------+-----------------------+
| bù/bú                 | not                   | 1.2                   |
+-----------------------+-----------------------+-----------------------+
| bú shi                | not to be             | 1.2                   |
+-----------------------+-----------------------+-----------------------+
| bú zài le             | to be deceased        | 2.5*                  |
+-----------------------+-----------------------+-----------------------+
| cóngqián              | before, previously    | 2.6                   |
+-----------------------+-----------------------+-----------------------+
| dà                    | to be large           | 2.8’, CE 2            |
+-----------------------+-----------------------+-----------------------+
| dàfàndiàn             | hotel                 | 2.2                   |
+-----------------------+-----------------------+-----------------------+
| dào                   | to arrive             | 2.U                   |
+-----------------------+-----------------------+-----------------------+
| dàshī                 | ambassador            | 2.2’                  |
+-----------------------+-----------------------+-----------------------+
| dàxíié                | university            | 2.7                   |
+-----------------------+-----------------------+-----------------------+
| -de                   | (possessive marker)   | 2.2                   |
+-----------------------+-----------------------+-----------------------+
| Déguó (Déguo)         | Germany               | 1.3                   |
+-----------------------+-----------------------+-----------------------+
| Déwén                 | German language       | 2.7*, 2.8             |
+-----------------------+-----------------------+-----------------------+
| Dezhōu                | Texas                 | l.U                   |
+-----------------------+-----------------------+-----------------------+
| dì-                   | used in forming       | l.U                   |
|                       | ordinal numbers       |                       |
+-----------------------+-----------------------+-----------------------+
| dìdi                  | younger brother       | 2.3                   |
+-----------------------+-----------------------+-----------------------+
| Dìyī Dàfàndiàn        | First Hotel (name of  | 2.2’                  |
|                       | a hotel in            |                       |
+-----------------------+-----------------------+-----------------------+
|                       | Taipei)               |                       |
+-----------------------+-----------------------+-----------------------+
| dìzhī                 | address               | 2.2                   |
+-----------------------+-----------------------+-----------------------+
| dong                  | to understand         | 2.8’, CE 1            |
+-----------------------+-----------------------+-----------------------+
| dōu                   | all, both             | 2.3                   |
+-----------------------+-----------------------+-----------------------+
| duì                   | to be correct         | 2.8*, CE 1            |
+-----------------------+-----------------------+-----------------------+
| duìbuqǐ               | I’m sorry, excuse me  | l.U’                  |
+-----------------------+-----------------------+-----------------------+
| duì le                | yes, that’s right     | 2.1, CE 1             |
+-----------------------+-----------------------+-----------------------+
| duo dà                | how old               | 2.5                   |
+-----------------------+-----------------------+-----------------------+
| duo jiù               | how long              | 2.6                   |
+-----------------------+-----------------------+-----------------------+

JOTE: The * symbol appears after the module and unit reference for
vocabulary items which are not required either for comprehension or
production.

Éguó (Èguó)(-guo) Russia èr                    two

1.3

NUM 1

2.5, T&D 1

2.H

Èryiiè (Èryiiè)          February

érzi                   son

  --------------------- ------------------------------------------------------------------------------ -----------
  Fǎguó (Fàguó)(-guo)   France                                                                         1.3
  fānchéng              to translate into                                                              CE 2
  fàndiàn               hotel; restaurant                                                              2.1
  Fawén (Fawén)         French language                                                                2.?’, 2.8
  fāyīn                 pronunciation                                                                  CE 2
  fùmu                  parents                                                                        2.3
  fùqin                 father                                                                         2.3
  fūren                 Mrs., Lady, Madame; a very polite word for the wife of a high-ranking person   1.1+
  --------------------- ------------------------------------------------------------------------------ -----------

  ------------------ ----------------------------------- -----
  -ge                (general counter)                   2.1
  gēge               older brother                       2.3
  gēn                and; with                           2.3
  gōngzuò            to work                             2.2
  guìxìng            your honorable surname              1.2
  -guó               country                             1.3
  -guo               (experience marker)                 2.6
  Guóbīn Dàfàndiàn   Ambassador Hotel (name of a hotel   2.2
  ------------------ ----------------------------------- -----

in Taipei)

  ------------------- ---------------------------------- --------------
  hái                 still                              2.3
  haijūn              navy                               2.8
  háizi               child, children                    2.3
  hao                 to be good, to be well             2.'2
  -hào                no. (in addresses, etc.); day of   2.2
                      the month                          
  hen                 very                               2.1
  hòunián (hòunian)   the year after next                2.5, T&D 2
  hòutiān (hòutian)   the day after tomorrow             2. It, T&D 2
  huì                 to know how to, can; to have       2.7, 2.8
                      the skill or knowledge of,         
                      to know                            
  huídá               to answer, to reply                CE 2
  ------------------- ---------------------------------- --------------

  ------- ---------------------------- --------
  Jl-     how many                     2.3
  Jiā     plus; to add                 NUM 1+
  Jia     home                         2.2
  -Jiā    (counter for institutions)   2.3’
  Jiāli   family                       2.3
  ------- ---------------------------- --------

  ------------------- --------------------------------- ------------
  Ji an               to meet                           CE 2
  Jiànádà             Canada                            l.U
  Jiao                to be called, to be given-named   1.2
  Jiāzhōu             California                        1.3
  Jiē                 street                            2.2
  jiéhūn (jiehūn)     to get married, to be married     ’ 2.U*
  jiějie              older sister                      2.3
  jiěmèi              sisters                           2.3
  jǐge xǐngqī         how many weeks                    2.6
  Jǐge yuè            how many months                   2.6
  jìhào               what day of the month             2.5, T&D 1
  JīngJixué           economics                         2.7
  Jínián              how many years                    2.6
  Jīnnián (jǐnnian)   this year                         2.5, T&D 2
  jíntiān (jintian)   today                             2.U, T&D 1
  jǐsuì               how old                           2.5
  jǐtiān              how many days                     2.6
  Jiǔ                 nine                              NUM 2
  Jiù                 only                              2.3
  Jiǔyūè (Jiǔyūe)     September                         2.5, T&D 1
  Jíyǐiè              what month                        2.5
  junguān             military officer                  2.8
  junrén              military person                   2.8
  kè                  class                             2.8
  kěshi               but                               2.U*
  kongjun             air force                         2.8
  lái                 to come                           2.U
  iSojiā              ’’original home”                  l.U
  lǎoshī              teacher                           CE 2
  le                  (combined le: new-situation       2.U
                      and completion marker)            
  le                  (new-situation marker)            2.5
  le                  (completion marker)               2.6
  liǎng               two                               2.3
  llbàijí             what day of the week              T&D 2
  Líbàitian           Sunday                            T&D 1
  Líbàiyī •           Monday                            T&D 2
  ling                zero                              NUM 1
  lìshǐ               history                           2.7
  liù                 six                               NUM 1
  Liùyǔè (Liùyiie)    June                              2.5, T&D 1
  lù                  road                              2.2
  luguǎn              hotel                             2.1’
  lùjun               army                              2.8
  ------------------- --------------------------------- ------------

  --------------------- --------------------------------- -------------------
  ma                    (question marker)                 1.2
  mama                  momma, mom, mother                2.3
  man                   to be slow                        CE 2
  méi                   not, not to have                  2.3
  Me i guó (Me i guo)   America, United States            1.3
  Měiguo Guojì          U.S. International Communica-     2.2*
  Jiāoliú Zongshǔ       tions Agency                      
  Měiguo Guowùyiiàn     U.S. State Department             2.7
  Měiguo Yínháng        Bank of America                   2.2’
  méi Jiéhūn            not to be married                 2.1*’
  mèimei                younger sister                    2.3
  méi(you)              not to have; there isn’t/aren’t   2.3
  -men                  plural suffix                     2.3
  Měngtèruì             Monterey                          2.7°
  míngnián              next year                         2.5, T&D 2
  (míngnian)                                              
  míngtiān              tomorrow                          2.1*, T&D 2, CE 2
  (míngtiān)                                              
  míngzi                given name                        1.2
  mǔqin                 mother                            2.3
  nà                    that                              2.2
  nàge                  that (one)                        2.2
  nali                  where                             2.2
  náli                  Not at all!                       2.7
  nàli                  there                             2.2
  nan                   to be difficult                   2.7
  nánháizi              boy                               2.3
  nanpéngyou            boyfriend                         2.3'
  nar                   where                             1.1*
  nàr (nèr)             there                             1.1*
  ne                    (question marker)                 1.2
  něi-                  which                             2.1
  něige                 which                             2.1
  nèige                 that                              2.1
  něigué                which country                     1.3
  něinián               which year                        2.5
  něitiān               which day                         2.1*
  nèr (nàr)             there                             1.1*
  nǐ                    you                               1.1
  -nián                 year                              2.5, T&D 2
  nianji                age, years old                    2.5’
  niánnián              every year                        2.5
  niàn shū              to study                          2.7
  niàn                  to study                          2.7
  nǐmen                 you (plural)                      2.3
  nín                   you (polite)                      1.2
  --------------------- --------------------------------- -------------------

  -------------- ------------------ -----
  Niǔ Yǔē        New York           2.6
  Niu Yuē Zhōu   New York State     l.U
  nuer           daughter           2.U
  nuháizi        girl               2.3
  nushì          Ms., Miss; lady    l.U
  nutóngzhì      (female) Comrade   2.3
  -------------- ------------------ -----

  --------- ----------- ------
  péngyou   friend      2.2
  pǔbù      waterfall   2.3'
  --------- ----------- ------

+-----------------------+-----------------------+-----------------------+
|                       | seven                 | NUM 2                 |
+-----------------------+-----------------------+-----------------------+
| qiánnián              | the year before last  | 2.5                   |
+-----------------------+-----------------------+-----------------------+
| (qiánnián) qianti an  | the day before        | 2.U                   |
|                       | yesterday             |                       |
+-----------------------+-----------------------+-----------------------+
| (qiántian) qīngchu    | to be clear           | CE 2                  |
+-----------------------+-----------------------+-----------------------+
| Qingdao               | Qingdao (a city in    | l.U                   |
|                       | Shandong              |                       |
+-----------------------+-----------------------+-----------------------+
|                       | province)             |                       |
+-----------------------+-----------------------+-----------------------+
| qlngwèn               | May I ask...          | l.U                   |
+-----------------------+-----------------------+-----------------------+
| Qīyǔè (Qíyue)         | July                  | 2.5, T&D 1            |
+-----------------------+-----------------------+-----------------------+
| qunián (qúnian)       | to go last year       | 2.6                   |
|                       |                       |                       |
|                       |                       | 2.5, T&D 2            |
+-----------------------+-----------------------+-----------------------+

  -------- ------------------- -----
  rén      person              1.3
  Rìbēn    Japan               1.3
  Rìwén    Japanese language   2.7
  róngyi   to be easy          2.7
  -------- ------------------- -----

  ----------------- ----------------------------------- -------------
  sān               three                               NUM 1
  Sānyǔè (Sānyǔe)   March                               2.5, T&D 1
  Shandong          Shandong (a province of China)      l.U
  shàngge           last, previous (i.e., last month,   2.5*, T&D 2
                    shàngge yǔè)                        
  shàngge xīngqī    last week                           2.5*, T&D 2
  shàngge yuè       last month                          2.5°, T&D 2
  Shanghai          Shànghǎi                            1.3
  shàng kè          to begin class, to attend class     CE 1
  shàoxiào          major (military title)              2.2
  shēi              who                                 1.1
  shēng             to be born                          2.5
  shēngyln          voice, sound, noise                 CE 2
  (shēngyin)                                            
  shénme            what                                1.1
  shénme dìfang     where, what place                   2.7’
  ----------------- ----------------------------------- -------------

  --------------------- -------------------------- ----------
  shénme shíhou         when, what time            2.1+
  shi                   ten                        NUM 2
  shi                   to be                      1.1
  shi                   yes, that’s so             2.1
  shìbīng               enlisted man               2.8
  shi de                yes, that’s so             2.2
  shi...-de             (focus construction)       2.U
  Shíèryūè (Shíèryue)   December                   2.5, T&D
  shìguān               sergeant                   2.8’
  shíhou                time                       2.1+
  Shíyiyūè (Shíyiyue)   November                   2.5, T&D
  Shíyuè (Shíyue)       October                    2.5, T&D
  shū                   book                       2.7’
  shuō                  to say, to speak           CE 1
  shuō                  to speak a language        2.7
  shuō                  to say that...             2.7
  shuōcuò               to speak/say incorrectly   CE 2
  SI                    four                       NUM 1
  Sìyuè (Sìyíie)        April                      2.5, T&D
  -suì                  year (of age)              2.5
  suìshu(r)             age                        2.5’
  --------------------- -------------------------- ----------

  ---------------- ---------------- ------------
  tā               he, she, it      1.1
  tài              too, excessive   CE 2
  tàitai           Mrs., wife       1.1
  Taiwan Yínháng   Bank of Taiwan   2.2'
  tāmen            they             2.3
  -táng            class period     2.8’
  -tian            day              2.1+
  tiāntiān         every day        2.1+'
  ting             to listen        2.8’, CE 1
  tóngzhì          comrade          1.1
  ---------------- ---------------- ------------

  ------------------ ----------------------------- -------------
  Wàijiāo Xuéyìiàn   Foreign Service Institute     2.7’
  wài zǔfù           maternal grandfather          2.3
  wàizǔmǔ            maternal grandmother          2.3
  -wèi               (polite counter for people)   2.1
  wen                to ask (for information)      1.1+’, CE 2
  wèntí              question, problem             CE 2
  wénxíié            literature                    2.7
  wǒ                 I, me                         1.1
  women              we, us                        2.3
  wǔ                 five                          NUM 1
  Wǔguānchù          Defense Attache’s Office      2.2
  Wǔyuè (Wǔyūe)      May                           2.5, T&D 1
  ------------------ ----------------------------- -------------

  ------------------------ ------------------------------------------ -------------
  xiàge                    next (i.e., next month, xiàge yǔè)         2.5*, T&D 2
  xiàge xlngqí             next week                                  2.5*, T&D 2
  xiàge yuè                next month                                 2.5*
  xià kè                   to end class                               CE 1
  xiang                    to think that; to want to, would like to   2.5*, 2.6
  xiansheng                Mr., sir                                   1.1
  xiànzài                  now                                        l.U
  xiǎojiě (xiáojie)        Miss                                       1.1
  xiě                      to write                                   2.8
  xièxie                   thank you                                  2.2
  xìng                     to be surnamed                             1.1
  xìngqǐ                   week                                       2.6, T&D 2
  xīngqijǐ                 what day of the week                       2.5, T&D 2
  Xíngqǐtiān               Sunday                                     2.5, T&D 2
  Xíngqìyl                 Monday                                     2.5, T&D 2
  xiōngdì                  brothers                                   2.3
  xiōngdì Jiěmèi           brothers and sisters                       2.3
  xué                      to study                                   2.7
  xūéshēng (xuésheng)      student                                    2.7
  xuéxí (xuéxi)            to study, to learn (PRC)                   2.7
  yě                       also                                       l.U
  yí                       one                                        NUM 1
  yícì                     once, one time                             CE 1, CE 2
  yìdiǎn(diǎn) (yìdiǎnr)   a little                                   2.7, CE 2
  yíge rén                 singly, alone                              2.U
  yíhào (yíhào)            the first day of the month                 2.5
  yíjǐng (yíjing)          already                                    2.U
  Yíjiǔ nian               the year 19                                2.5
  Yíngguó (Yíngguo)        England                                    1.3
  yíng le                  won                                        2.3
  Yíngwén                  English language                           2.7
  yínháng                  bank                                       2.2
  yìsi                     meaning                                    CE 1
  Yiyuè (Yíyuè) (-yue)     January                                    2.5
  you      _(f)            to have; there is/are                      2.3
  yōuzhèngjú               post office                                2.2’
  yuè                      month                                      2.5, T&D 1
  ------------------------ ------------------------------------------ -------------

  ------------------- -------------------------------- ------------
  zài                 again                            CE 1
  zài                 to be in/at/on                   l.U
  zài                 in/at/on (prepositional verb)    2.2
  Zǎo.                Good morning.                    2.1, CE 1
  zěnme               how                              CE 2
  zhè                 this                             2.2
  zhège               this (one)                       2.2
  zhèi                this                             2.1
  zhèige              this                             2.1
  zhèige yuè          this month                       2.U°, 2.5°
  zhèli               here                             2.2
  zhèngzhixué         political science                2.7
  zhèr                here                             l.U
  zhǐ                 only                             2.3
  zhidao              to know                          2.8°, CE 1
  Zhōngguó            China                            1.3
  (Zhōngguó)                                           
  Zhōngguó huà        Chinese (spoken) language        2.7
  Zhōngwén            Chinese language                 2.7
  zhù                 to stay, to live                 2.1, 2.6
  zì                  character (of Chinese writing)   2.8
  zǒu                 to leave                         2.U
  zǔfù                paternal grandfather             2.3
  zǔmǔ                paternal grandmother             2.3
  zuò                 to do, to make                   2.7
  zuò shì             to work                          2.8
  zuótiān (zuōtian)   yesterday                        2.5
  ------------------- -------------------------------- ------------

210

¹

This comment applies as well tc many of the classroom communication
activities.

²

A good bit of the dialogue is over your head, but all the information
you need is in sentences you should be able to understand.