FSI-Chinese/ResourceModule/FSI-StandardChinese-ResourceModule-StudentText.txt

FSI - Standard Chinese - Resource Module - Student Text
Foreign Service Institute

CM 0102 S

¹ STANDARD CHINESE

A MODULAR APPROACH

RESOURCE MODULES:

PRONUNCIATION and ROMANIZATION

NUMBERS

CLASSROOM EXPRESSIONS fl

TIME and DATES

SPONSORED BY AGENCIES OF THE

UNITED STATES AND CANADIAN GOVERNMENTS

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

Defense Language Institute

Foreign Language Center

NonresidentTraining Division

Presidio of Monterey, CA 93944-5006

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

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

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

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

STANDARD CHINESE

A MODULAR APPROACH

RESOURCE MODULES:

PRONUNCIATION and ROMANIZATION

NUMBERS

CLASSROOM EXPRESSIONS

TIME and DATES

AUGUST 1979

PREFACE

Standard Chinese: A Modular Approach originated in an Inter-agency
conference held at the Foreign 5ērvice Institute in August 1973 to
address the need’ genera! ly felt in the U.S. Government language
training community for Improving and updating Chinese materials to
reflect current usage in BēljTng and in Taipei.

The conference resolved to develop materials which were flexible enough
Tn 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 Ēoag CCIA); Colonel John F. Elder Hi, Joseph C.
Hutchinson, Ivy Glbian, and Major Bernard Mulier-Thym (DU); James R.
Frith and John B. Ratliff III (FSI); Kazuo Shltama (NSA); Richard T.
Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozorlz
(CFFLS) .

The Project Board set up the Chinese Cora Curriculum Project in 1974 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, Eari 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, PoI a had Joined the
staff. Led by Ms. Baraìe, 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,
Ylng-chlh Chen, Hslao-jung Chi, Eva Dlao, Jan Hu, Tsung-ml LI, and
Yunhul C. Yang, assisted for part of the time by Chleh-fang Ou Lee,
Ylng-ming Chen, and Joseph Yu Hsu Wang. Anna Affholder, Me I -1 I Chen,
and Henry Khuo helped In the preparation of a preliminary corpus of
dialogues.

Administrative assistance was provided at various times by Vincent
Basclano, 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. Dlao, Ms. Hu, Mr. Khuo, Mr.
Li, and Ms. Yang. The English script was read by Ms. Barale, Ms. Barry,
Mr. Basclano, 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? th"e~~Def ense 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.

[]

CONTENTS

_(Sffl)                    Preface.....................

PRONUNCIATION AND ROMANIZATION

Introduction ....

⁽>                    Tape : Workbook (Tones).........,

Tape 2 Workbook (Consonants and Vowels I) ...... .

Tape 3 Workbook (Consonants and Vowels II)

Tape 4 Workbook (Consonants and Vowels III)

Tape 5 Workbook (Consonants and Vowels IV)

Tape 6 Workbook (Tones In Combination) ........ 19

El Tone Card

^(in)                   Summary

Tones

Consonants and Vowels ..... ..........

I .   Finals

i I .   initials .....

Sentence Intonation

Is,                Appendices

I: List of initials

•               II: List of Finals

NUMBERS I ntroduct Ion

h                   Tape I Workbook (Numbers 1-6)

-                  Tape 2 Workbook (Numbers 7-10 and 0)  ...

Tape 3 Workbook (Numbers 11-99)........... , 57

my                 Tape 4 Workbook (Numbers 1-99, Review)

Tape 5 Workbook (Numbers 100-999)

Tape 6 Workbook (Numbers 1,000-99,999) ........ 63

Summary .

CLASSROOM EXPRESSIONS

TIME AND DATES Introduction ...........

Tape 1 Workbook (Dates) ..... ...........

Tape 2 Workbook (Years and Days of the Weak)

Tape 3 Workbook (Clock Time)

Tape 4 Workbook (Ciock Time and Parts of the Day) ... 64

Summary

[]

PRONUNCIATION and ROMANIZATION (P&R)

INTRODUCTION

Your chief concern as you start this course Is learning to pronounce
Chinese, The Orientation Module, which plunges you right Into trying to
say things in Chinese, naturally involves a certain amount of
pronunciation work. This resource module is designed to supplement that
work with a brief, systematic Introduction to the sound system of
Standard Chinese, as well as to Its written representation in PTnyTn
roman 1zation,

The essential part of this module consists of the Pronunciation and
Romanization CP&R) tapes and the accompanying displays and exorcises in
the workbook section of this module. You should work through at least
the first four of these tapes, and preferably the first six, while you
are studying the Orientation ModuIe .

Following the workbook section of this module, you will find a summary
of pronunciation and romanization. You might want to glance at this
before starting the tapes, particularly to locate certain charts and
lists which could be helpful for reference. But it would probably be
better to put off studying the summary until after you have finished the
tapes. The tapes are Intended as an introduction, while the summary is
not. For one thing, text discussions of the sounds of the language
cannot equal the recorded presentations and your teacher’s oral
presentations. For another thing, the summary provides considerably more
Information than you wíi! need or want at first,

Both the tapes and the summary contain discussions of the sounds of the
language and their spellings. You may find that these discussions offer
useful hints, allowing you to put your intellect to work on the problems
of pronunciation and romanization, However, particularly in
pronunciation, most of your learning must come from doing. it Is
important to practice . reading and writing the romanization, but it is
vital to practice recognizing and producing the sounds of the language.
Serious and sustained attempts to mimic, as fa 1thfuiIy-as possible,
either your Instructor or the speakers on the tapes will allow you to
pick up unconsciously far more than you can attend to consc i ous I y.

The most Important thing for you to do Is to abandon the phonetic
'’prejudices" you have built up as a speaker of English and surrender
yourself to the sounds of Chinese, Being less set than adults Tn their
ways, children are quicker to pick up a proper accent. Try to regress to
the phonetic suggestibility of childhood, however hard it is to shed the
safe and comfortable rigidity and certainty of adulthood. Ths most your
intellect can supply is a certain amount of guidance and monitoring.

Be sure to repeat the words and sentences on the tapes In your full
normal speaking voice, or even louder, as If you were speaking to
someone at a reasonable distance. When you speak to yourself under your
breath, you are considerably less precise In your pronunciation than
when you speak aloud. This Is all right In English, since you can
already pronounce the language. But, In Chinese, you would not be
practicing that skill which you are trying to develop, and you would
find yourself at a loss when you tried to switch to full volume in
class.

One of the advantages an adult has over a child In learning a language
Is the ability to make use of e written representation of It. In this
course you learn the PTnyTn system of romanization at the same time that
you are learn i ng the sound system of Standard Chinese. (The nona
Iphabet I c system of written characters Is taught as a separate
component of the course.) You will find that PTnyTn is not the simplest
possible phonetic transcription. Some of the letters and combinations of
letters chosen to represent the sounds of Chinese are not the most
obvious ones. While consonant letters generally stand for fixed
consonant sounds, vowel letters can stand for various vowel sounds,
depending on what letters precede them and follow them. Some of the
abbreviation rules are more trouble than they are worth at first. These
drawbacks--whI ch are actually relatively minor compared with those of
most spelling systems--stem from the fact that PTnyTn was designed for
speakers of Chinese, not for speakers of English. The primary
consideration In devising the system was the most efficient use of the
letters of the Roman alphabet to represent the sounds of Chinese. The
drawbacks to learning PTnyTn are considerably outweighed by the
advantage that PTnyTn is widely taught and used as a supplementary
script In the People's Republic of China. You are learning PTnyTn not
merely as an aid during the first few weeks of the course, but also as
one of the ways Chinese Is actually written, and as what may well
represent the wave of the future.

NOTE: A number of surnames used in this module are rare. Some may even
be unfamiliar to most Chinese, although all are authentic. These rare
surnames are used to Illustrate various contrasts In sound and spelling.

♦

TAPE 1 WORKBOOK (TONES)

DISPLAY I: THE FOUR TONES

HIGH

[]

mǎ, "horse"

[]

[]

FALLING

[]

mà, ^(,T)+o scold"

Exercise I: F5ng vs. Fáng

I . Fang      2. Fang      3.

-   6. Fang     7. Fang     S.

Fang    4. Fang 5. Fang

Fang     9. Fang    IO. Fang

  ------------- --------- --------- ------- -------- ----- ------ ---- ----- -----
  Exercise 2:   WSI vs    . Wěi                                              
                ■■        -                                                  
  1 . Wei       2.        We i      3.      Wei      4.    We I        5.    Wei
  6. Wei        7.        We I      fl.     We I     9.    Wei         10.   Wei
  Exercise 3:   M f vs.   MT                                                 
                — “                                                          
  1 . Mi        2.        Ml        3.      Ml       4.    Mi          5 .   MI
  6* Mi         7.        MI        fl.     MI       9.    Ml          10.   Ml
  Exercise 4:   Wú vs.    Wǔ                                                 
                                                                             
  1 . Wu        2.        Wu        3.      Wu       4.    Wu          5 ,   Wu
  6. Wu         7.        Wu        ■ fl.   Wu       9.    Wu          10.   Wu
  Exercise 5:   YTn vs    . Yìn                                              
                ---—a                                                        
  I . Yin       2.        Yin       3.      Yin      4.    Yin         5.    Yin
  6. Yin        7.        Yin       fl.     Yin      9.    Yin         IO.   Yin
  Exercise ō:   Lái vs    . Làǐ                                              
                                                                             
  1 . Lai       2.        Lai       3.      Laí      4.    Laí         5.    Lai
  6. La i       7.        Laí       6.      Lal      9,    Laf         10.   Lal
  Exercise 7:   Hāo vs    . Hao                                              
                          -                                                  
  1. Hao                  2. Hao            3.       Hao          4.   Hao   
  5. Hao                  6. Hao            7.       Hao          8.   Hao   
  Exercise B:   YT vs.    Y í vs,   YT      vs. Yì                           
                —         '—■"              ■                                
  1 . Yi        2,        YI        3.      YI       4.    YI          5.    YI
  6. Yl         7.        Yi        8.      Yi       9.    Yl          10.   Yi
  II. Yi        12.       YI        13.     YI       14.   YI          15.   Yl
  ifl. YI       17,       YI        18.     YI       19.   YI          20.   Yi
  ------------- --------- --------- ------- -------- ----- ------ ---- ----- -----

TAPE 2 WORKBOOK (CONSONANTS AND VOWELS I)

DISPLAY I: SINGLE VOWELS

  ------------------ ----------------------------- ---------------------------------
  Ch Inese Surname   S i m11 ar Sound in English   Or i entat i on Module Examp 1e
  Fffng              Oki nawa                      tSF
  Mi                 Tahiti                        nī
  Hú                 Mono lulu                     Hú
  Hóng               woman                         tóngzhl
  Ēn                 ch J cken                     ne
                                                   
  ------------------ ----------------------------- ---------------------------------

Exerclse 1

  ----- --------- ----- --------- ------- -------- ----- ---------
  1 .   H____ng   2.    H____ng   3.      H___ng   4.    H___ng
  5,    H___ng    6.    H___ng    7,      H___ng   8.    H____ng
  9.    H____ng   10.   H__ng     1 1 .   H___ng   12.   H___ng
  ----- --------- ----- --------- ------- -------- ----- ---------

Exercise 2

  ------- ------- ----- ------ ----- ----- ----- ------ ----- ------
  1.      MS      2.    Yǐ     3.    Fti   4.    Lóng   5.    Há’’
  6.      Wú      7.    F3ng   8.    Ēn    9.    Lú     10.   Y6ng
  I 1 .   MS ng   12.   in     13.   Yin   14.   Ming   15.   Hóng
  ------- ------- ----- ------ ----- ----- ----- ------ ----- ------

DISPLAY II: DIPHTHONGS

  ------------------ -------------------------------------------- ---------------------------------
  Ch Inese Surname   S 1 m I1 ar Sound In English (with PTnyTn)   Or Ien + atI on Modu1e Examp 1e
  ^(L)ÌL             Shanghai (Shanghai )                         tàj_tal
                     Ta 1 pe 1 (Tái t>S_í_)                       shé 1
  Hao                Mao Tse-Tung (Máo Zédōng)                    h So
  Lóu                Chou En-lal (ZhCu Enlál)                     nS izh5u
  ------------------ -------------------------------------------- ---------------------------------

Exercise 3

2.

Fě I

3.

Máo

4.

Hóu

5 .

He

I .

Màl

6.

Hú

7.

Hā

8.

Lè 1

9.

Lóu

10.

Měng

1 1 .

Méi

12.

LSo

13.

Lóng

14.

LT

15.

Ou

16.

W5I

17.

Ēn

18.

Nàī

19.

Yóng

20.

Hào

DISPLAY III: SEMIVOWELS

+-----------------+-----------------+-----------------+-----------------+
| Consonant A 1   | Semivowe1 A 1   | Consonant       | Orientation     |
| one             | one             |                 |                 |
|                 |                 | Plus Semivowel  | Modu1e          |
|                 |                 |                 |                 |
|                 |                 |                 | Examp 1e        |
+-----------------+-----------------+-----------------+-----------------+
| Háng            | Wáng            | Hu_áng Li^án    | Gi^Sngzhōu      |
|                 |                 | MJ_áo L^áng     |                 |
| L,án            | Wán             |                 | xj_áoj I e      |
|                 |                 |                 |                 |
| Máo             | Yáo             |                 |                 |
|                 |                 |                 |                 |
| Láng            | Yáng            |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

Exercise 4

  ----- -------- ----- ------- ----- --------- ----- ------- ----- -------
  1.    Hán      2.    Wán     3.    Huán      4 .   Láng    5.    Yáng
  6.    L1 áng   7.    Luán    8.    MIfeo     9.    Huáng   10.   Lifeo
  11.   Huá      12.   Huá i   13.   L 1 áng   14.   Luán    15.   Líào
  ----- -------- ----- ------- ----- --------- ----- ------- ----- -------

DISPLAY IV: IRREGULAR COMBINATIONS OF SEMIVOWEL AND VOWEL

Vowel Alone

Semivowel Pius Vowel

Or 1entatIon Module Examp 1e

Initial

After Consonant

E

An

Lóng

Yfe

Yán

Wò

Life

Líán

Luò

X 1 fe X 1 6

Dfen 1 án

w6

Exercise 5

  ----- ----- ----- -------- ----- ------ ----- -------- ----- --------
  1 .   Yfe   2.    Yán      3.    wò     4.    Life     5.    L 1 án
  6.    Luò   7.    LI áng   8.    Lóng   9.    N I fe   10.   Hé *
  II.   Huò   12.   Yáng     13.   An     14.   Yfe      15.   N 1 án
  16.   Wò    17.   È        18.   Luò    19.   L 1 án   20.   Life
  ----- ----- ----- -------- ----- ------ ----- -------- ----- --------

Exercise 6

  ------- ------- ----- --------- ----- ------- ----- ------ ----- -----
  1 .     Fffng   2.    Lfiu      3.    Huáng   4.    Máo    5.    YT
  6.      Wfel    7.    M t ào    8.    Luò     9.    Lá 1   10.   Wú
  1 1 .   Hóng    12.   L 1 áng   13.   Luán    14.   Wò     15.   Yán
  18.     Yáng    17.   L I án    10.   Life    19.   Hé     20.   Yfe
  ------- ------- ----- --------- ----- ------- ----- ------ ----- -----

Exercise 7

1 .

5.

^(F)____^(n)9

2.

6.

M______

3.

4.

7 .

%

8.

L

9.

__n

IO.

ng

1 1 .

L       n

12.

H___ng

13.

L ng

14.

Si

15.

L

16.

L

17.

H , _ng

IS.

L________

19.

_____n

20.

L_______

TAPE 3 WORKBOOK (CONSONANTS AND VOWELS II)

Exercise I

  ----- ------- ----- ------- ----- -------- ----- ------- ----- -----
  1.    Ā___    2 .   Fá___   3.    Fá___    4.    Nó___   5.    MS_
  6.    W3___   7.    Yl___   8.    Llá___   9.    MT___   10.   Llá
  1 .   W5      12.   Huá     13.   Yì       14.   Ná      15.   Huá
  ----- ------- ----- ------- ----- -------- ----- ------- ----- -----

DISPLAY I: STOPS

  --------------- ------------- ---------------- ------------ -----------
  Unasp 1 rated   Asp I rated   Or ì entatI on   Mode Ie      Examp 1es
  BSn             P3n           BSoIán           TàIg_íng     Yáng¹
  DO ng           Tōng          Dan 1án          t3           
  63              K5            MS ?2_u6         KUnni f ng   -
  --------------- ------------- ---------------- ------------ -----------

Exercise 2

  ---- ------- ----- ------- ------- ------- ----- -------
  1.   ___Sn   2.    ___Sn   3.      __Sng   4.    __ōng
  5.           6.    5ng     7.      3       8.    3n
  9.   _5ng    10.   S       1 1 .   ___3n   12.   ___3
  ---- ------- ----- ------- ------- ------- ----- -------

ExercIse 3

  ---- ------ ----- ------ ------- ------- ----- ------
  1.   Be I   2.    Gōu    3.      Tú      4.    Péng
  5.   Kòng   6.    DTng   7.      Plan    8.    Táo
  9,   Kāng   10.   Dal    1 1 .   B I é   12.   Guó
  ---- ------ ----- ------ ------- ------- ----- ------

DISPLAY it: AFFRICATES

Unasp I rated

Asp 1 rated

Orientation Module Examples

Retrof1 ex

Palatal

Denta1

ZhSng

J I Sng

Zāng

ChSng QJ áng C5ng

tóngzhl       ChéngdE²

JJàn          gT

záo           Cīngzhōu²

DISPLAY III: /r/ AND THE RETROFLEX POSITION

  ---- ----- ------ ------------------------------
                    Orientation Module Example
  Rú   Zhú   Ch ú   rén    tóngzhl     ChéngdCT²
  ---- ----- ------ ------------------------------

DISPLAY IV: THE PALATAL POSITION

  ---- ---- ---- -------------------------------------------------------------------
  YT   JT   QT   Numbers Resource Module Examples yT (one) j I ǔ (nine) qt (seven)
  ---- ---- ---- -------------------------------------------------------------------

Exerc i

se 4

Retrof1 ex

Pal ata 1

Retrof1 ex     Pa i ata 1

1.

ZhSng

J ī ang

7, Zhang

J i Bng

2.

Z lying

J i 3ng

3. Zhíng

J I Sng

3.

ZhSng

.J i a n g

9. Z'hāng

J i 3ng

4,

Zhang

Jiang

10. Zhang

Ji3ng

5.

Zh3ng

J í 3ng

11« Zhang

J i ang

6.

ZhSng

J ì ang

fZ. Zhang

J 1 3ng

Exercise 5

í .

Zh3ng

2, Jiang

3.

Q

iáng 4. ChBng 5. JT

6.

QT

7. Rú

8.

Zh£í      9. Chu

10. Zhào

i ! .

Qíán

12. Ren

13,

Chén 14, Jía

15* R6ng

Exercise □

Retraf1 ex

Pa 1 ata 1

De n t a j_

Retref 1 ex

Pa I ata i Penta 1

1 .

Zh3ng

J 1 Sng

Zang

7, Zhang

JÌSng    Zāng

2,

Zhang

J J Sng

Zing

8. Zhang

Jiang zang

3,

ZhSng

J 1 3ng

Zang

9, ZhSng

Jiang    Zāng

4.

Zhang

J i3ng

Zang

10. ZhSng

J ISng     ZSng

j.

ZhSng

J īang

Zang

I 1 . ZhSng

J 13ng     ZBng

6.

Zhang

J I Sng

ZSng

12. ZhSng ,

J 1Sng     Z3ng

Exercise 7

  ------- ------- ------ --------- ----- ------ ----- ------- ----- ---------
  1 ,     ZhSng   2.     J ì 3ng   3.    ZSng   4,    Chāng   5.    Q 1 éng
  6.      Gang    7.     ZCu       8.    Cáo    9,    Chén    10,   Zhào
  1 1 *   Qian    12.    JTn       13,   Rén    14.   QT      15.   Ch ū
  16.     Zhú     i 7.   Rú        18.   JT     19,   CM      20.   Ze 1
  ------- ------- ------ --------- ----- ------ ----- ------- ----- ---------

Exercise 8

  ----- -------- ----- ----------- ------- ------------- ----- -----------
  1.    ___5ng   2.    ___Sng      3.      __1 Sng       4 .   __’áng
  5 .   ___5ng   6.    ___5rg      7 .     __________ú   a.    _(_)___áo
  9.    TSn      10.   _én         1 1 .   ú             12.   ǎi
  13.   _T       !4.   _én         15,     àl            16,   _ào
  17,   Tn       18,   ________□   19,     _____5u       20.   _______T
  ----- -------- ----- ----------- ------- ------------- ----- -----------

TAPE 4 WORKBOOK (CONSONANTS AND VOWELS lit)

DISPLAY I: AFFRICATES AND FRICATIVES

AtfrI cates

Fricatives

Retrof1 ex

Zji3ng

ChSng

ShSng

Pa 1 ata 1

J I Sng

2J Sng

XI Sng

Denta1

£Sng

Cāng

S3 ng

Exercise í: ShSng vē. X ISng

Retrof1 ex

Pa 1 ata 1

RetrofI ex

Fa 1 ata 1

í.

Shing

XI Ing

e.

Shíng

Xiang

2.

ShSng

Xling

7.

Shing

Xllng

3.

ShSng

Xling

a.

Shing

XI Sng

4.

S filing

XI Sng

9.

Shing

XÍBng

5.

Shing

XI Sng

10.

Shing

Xling

ExercI

se 2;

ìhSng vs, XISng vs.

Sing

*

Ratrof J bx

Pa I ata I

Penta L

RetrofI ex

Pa 1 ata 1 Penta 1

i .

Sh3ng

Xling

Sing

e.

Shing

Xiang

S3ng

2.

Ēhíng

Xling

S3ng

7.

ShSng

XI Sng

Sing

3,

S h in g

XI ing

Sing

8,

ShSng

XI Sng

Sing

4.

Shing

XI Sng

Sing

9.

ShSng

XlSng

Sing

5.

Shing

XI Sng

Sāng

^(í0)-

ShSng

Xīing

Sāng

Exercise 3

1 *

Shing

2.

Xlāng 3.

S3ng

4.

SO      5.

Shd     6.

XTn

7.

Shào

8.

Xlāo 9,

Sòng

ÍO.

Xi à IL

Su3 12.

Shen

Pi

Exerclse 4

I. Zhao   2. XI3o   3. Cáo     4. Shào    5. Qiáo    6. JiSo

-   7. Cháo   3. Suǒ    9. Zuò    10. Càl    II. ShQ    12, XTn

-   13. ZSng  14. Chú    15. JTn    16. Song   17, Zh3u   IB. Qfn

DISPLAY II: FRICATIVES

ShT                   XT                    ST

Exerclse 5:

XT vs. ST vs. ShT

——— - —

—.—--

1 . ShT

2. XT

3. ST      4. XT      5. ST      6. ShT

7. ST

3. ShT

9. XT     10. ST     11. XT     12. ShT

DISPLAY III

Rì běn

Exercise 6

  ----- ----- -------- ----- ----- ------- ----- ----- ----- ------ ---- ---------
  1 .   ShT   2. ChT   3.    ZhT   4.      Rì³   5.    XT    6.     or   7. JT
  8.    YT    9. LT    10.   ST    I 1 .   zT    12.   Cf³   1 3,   QT   14. ChT
  15.   ST    16. Mi   17.   ZhT   18.     ZT    19.   JT    20.    Df   21. Rì³
  22.   Cf³   23. XT   24.   ShT   25.     M í                           
  ----- ----- -------- ----- ----- ------- ----- ----- ----- ------ ---- ---------

Exercise 7

  ----- ------------- ----- ----------- ------- --------- ----- --------
  1 .   _______T      2.    ________T   3.      ______T   4.    ___3ng
  5.    ____i 5 rig   6.    ___Sng      7.      ___3ng    8,    ___Sng
  9.    _l Sng        10.   __1 áng     1 1 .   ___3ng    12.   ___3ng
  ----- ------------- ----- ----------- ------- --------- ----- --------

Exercise 8

1 30

Pn

n

I.                      ________________

4, c h ~

7. i j;_______

10. z _______

15. z J

2, zh_2____

5. ch ______

8, ch 2

11. ch 2__

I 4 , y 2

5- q_________

6, th_2____

9,      ______

12. zh_2____

15. z_________

J T

ChT

Rì*

TAPE 5 WORKBOOK (CONSONANTS AND VOWELS IV)

DISPLAY I

  ------ ----- ----- ------
  Ēn     Wōn   Hūn   HuSn
  Fè í   Wèf   Gul   Guèl
  Hòu    You   Llū   LIŌu
  ------ ----- ----- ------

DISPLAY H

Yōu

L T ú

Yòu l r ìj

DISPLAY III

Wò

Luò

Mò

Exercise 1

1 . W3n

2.

Hūn

3. Wèl

4.

Gul

5.

YÒu

6. L1Ǔ

7.

Luò

3. Mò

9.

Lún

10.

Nlú

II. Rul

12.

Bó

13. CuT

14.

Chūn

15.

QI ú

Exercise 2

%.

■%

1 ,

n

2.

n        3.

4.

5.

6.

*

1                7.

1

8.

9. 9____

13. ।

10.

_________'                  I 1 .

n

12.

14.

___2_n    15.

16.

1_________________________

DISPLAY IV

Li

Lǔ

LU

Exerc i se

3

a

I .

LI

Lǔ

Lu

6.

LT

-

Lǔ

LU

2.

LT

Lū

LU

7.

LT

Lǔ

LU

3.

LT

Lǔ

V

LU

0.

LT

Lǔ

LU

4.

LT

LG

LU

9.

LT

Lǔ

LU

5.

LI

Lū

LU

IO.

LT

LǓ

LU

Exercl se

4

1 .

LT

2.

Lǔ

3.

LU

4.

LǓ

5.

LU

6.

LT

7.

LÌJ

0.

LU

9.

LT

0.

LǓ

DISPLAY V

  -----------------------------------------------------
  YÚ             Yuè             YUán             YUn
  -----------------------------------------------------

DISPLAY VI

Yfe

Wán

Wén

m

YUán

YÚn

Yán

YUán

Exercise 5

1. Shǔ

2.

Sǔ

3.

xù

4.

Wú

5.

YÚ

6. Zǔ

7.

Zhú

3.

JÚ

9.

Chú

10.

QÚ

1

. Mìi

12.

YÚ

13.

Ju

14.

QÚ

15.

XÚ

Exercise 6

  ----- -------- ----- ------- ------- ------ ----- -------
  1.    Shu      2.    Sù      3.      xù     4 .   Xú'ān
  5 .   Shuàng   6.    ChUn    7.      jUn    8 .   Yliè
  9,    què      IO.   LU      1 1 .   Lú     12.   YU
  13.   JU       14.   Yìlán   15.     QUán   16.   Yun
  ----- -------- ----- ------- ------- ------ ----- -------

DISPLAY VII

òr

TAPE 6 WORKBOOK (TONES IN COMBINATION)

[]

f 51 le

DISPLAY I: THE NEUTRAL TONE

[]

[]

ExercIse I

  ---- ------ ----- ----- ----- ----- ------- ------ ----- ----- ------ -----
  1.   FSi    1 e   2.    Fél   1 e   3.      Fěl    1 e   4.    Ffel   1 e
  5.   Fě 1   I e   6,    Fél   1 e   7.      Ffel   1 e   8,    F51    le
  9.   Fél    1 e   10,   Fèl   1 a   1 1 .   FSÍ    I e   12.   Fél    1 e
  ---- ------ ----- ----- ----- ----- ------- ------ ----- ----- ------ -----

DISPLAY II: THE HALF THIRD TONE

[]

Té ì běI

[]

BělJTng YSngp I ng BSodlng

DISPLAY III: THE RAISED THIRD TONE

[]

[]

NánhSl             BělhSl

Exercise 2

  ---- --------- ----- ----------- ------- ----------- ----- ----------
  1.   Thibet    2.    Be i JTng   3.      Yóngp íng   4.    BelhSl
  5.   Bāodlng   6.    Be 1hǎ1     7.      Be IJTng    8.    Tálbèi
  9.   Be Ihǎ1   10.   BSodlng     1 1 .   YÓngping    i2.   Be i hǎI
  ---- --------- ----- ----------- ------- ----------- ----- ----------

DISPLAY IV: TWO-TONE SEQUENCES (1)

  --- ---------- ------------- ----------- ----------- --------
      1          2             3           4           0
  1   ShínxT     Ktfnmí ng     XIBnggSng   KSIhuà      FBI le
  2   YSn'ín     Y 0 n n á n   TálbSl      Luódlng     Féi le
  3   BSlJTng    Yóngp f ng    BSīhSl      Guíngxl n   Fèl le
  4   Si chuSn   Rèhér*        ShànghS1    Fèngyì      Fàl le
  --- ---------- ------------- ----------- ----------- --------

Exercise 3

  ---------- ----------- ----- -------------- ------- ------------ ----- ------------
  1 .        Shanx1      2.    Feī le         3.      Luod1 ng     4.    Be 1 ha I
  5.         Reher       6.    Sichuan        7.      YongpI ng    9.    Tai be!
  9.         Ka I hua    to.   X1anggang      1 1 .   YUnnen       12.   Bel J 1 ng
  13.        Eel le      14.   Shanghai       15.     Guangx1n     16.   Fel le
  17.        ríunml ng   18.   Yan’an         19.     Fel le       20.   Fengy1
  Exercise   i 4                                                         
  1.         ShBnxT      2,    X 1 JJnggSng   3.      YAn’Sn       4.    Fél ie
  5.         SichuSn     6.    Ktfnmf ng      7.      GuSngxln     8.    Fòngyl
  9.         BólhSl      10.   Fěl le         1 1 .   YSngp f ng   12.   ShànghS1
  13.        FII le      14.   YÚnnán         15.     Télběl       16.   Luódln
  17.        K31hua      18.   Fèi le         19.     Be IJTng     20.   Rèhér
  ---------- ----------- ----- -------------- ------- ------------ ----- ------------

*ihis is the name of a former province.

[]

DISPLAY V: TWO-TONE SEQUENCES (2)

  --- -------------- ---------- ------------ --------- ----------
      1              2          3            4         0
  1   CSngzhōu       ZhTf ú     QTngdǎo      85yl      ESI le
  2   Zézhffu        J iésh f   Su I yUSn⁴   Méngzì    Fél 1 e
  3   WìíchSng       J 1ǔ16ng   Pǔěr         L&shùn    Fě 1 le
  4   Z h feJ 1Sng   YUè nán    R1 běn       Wànx1àn   Fě 1 1 a
  --- -------------- ---------- ------------ --------- ----------

Exercise 5

  ---------- ------------- ----- ----------- ------- ----------- ----- -----------
  1 .        Feí le        2.    YUenan      3.      Lilshun     4.    Wuchang
  5,         Su i yllan    6.    Fel le      7.      Zhl fu      8.    Wanxlan
  9.         ZhejIang      IO.   Fuer        1 1 .   Fel le      12.   J 1esh1
  13.        Bey 1         14.   Cangzhou    15,     Rl ben      16.   Fel le
  17.        J 1 u 1 ong   18.   Mengz1      19.     Zezhou      20.   QIngdao
  Exerc1se   > 6                                                       
  I .        Cffngzhōu     2.    ZhèJ ISng   3.      J 1 ǔ16ng   4.    Su Iytlín
  5.         B5yl          6.    Wànxlàn     7.      Fě I le     a.    ZézhCu
  9.         ZhTfú         IO.   Yilènán     1 1 .   Pǔǎr        12.   Méngzì
  13.        Fēl le        14,   Fèl le      15.     WìíchSng    16,   J 1ésh í
                                                                       
  17.        QTngdǎo       18.   R1 hěn      19.     LEfshùn     20.   Fél le
  ---------- ------------- ----- ----------- ------- ----------- ----- -----------

TONE CARD

[]

SUMMARY

TONES

Every syllable In Standard Chinese has one of four distinctive "tones"
or patterns of pitch. The only exception to this rule is that a syllable
loses Its inherent tone when It Is unstressed. The tone is just as much
a part of a syllable as the consonants and vowels and performs the same
function--sīgnaling the meaning of the syllable* In other words,
difference In tone between two syllables can signal a difference In
meaning, Just as a difference In consonants or vowels does.

It will be difficult at first to appreciate fully that a tone Is
something that belongs to a syllable rather than something that merely
happens to It. This Is because the only use of pitch patterns In English
Is for Intonation of entire sentences, affecting only the meanings of
whole sentences. For example, the rising pitch at the end of "Spinach Is
delicious?" has nothing to do with the meaning of the word "delicious"
but tells us that the whole sentence should be Interpreted as "Are you
saying that spinach is delicious?" It may be difficult at first to
remember the tone of a syllable as well as you remember the consonants
and vowels. This Is because you have to develop the completely new habit
of marking tones In your mental dictionary.

[]

The Four Tones

Display I diagrams the pitch patterns of the four tones and gives their
descriptive names and traditional numbers. As examples, four
single-syllable words with completely different meanings but different
to the ear only in their tones are pronounced at the beginning of the
first P&R tape.

The tone diagrams may bo read as musical notations. The vertical
dimension stands for pitch, with the top of the diagram slightly above
your normal pitch range In English and the bottom slightly below. The
horizontal dimension stands for duration. The thickness of the curve
stands for loudness. These diagrams show the tones as they are heard In
isolated syllables.

The High tone (or First tone) has a steady high pitch and average
length. You may find It somewhat uncomfortable to pronounce at first,
since a steady high pitch is seldom used In English—your only relevant
experience comes from music. Notice that the accent mark which
represents this tone In the romanization captures the level contour
rather than the high pitch.

IG

The Rising tone (or Second tone) rises from the middle of the pitch
range to the top. it too has average length. Unlike the rising
Intonation used In English for questions, the Rising tone gets louder as
It rises. Notice that the tone mark In the romanization rises from left
to right.

I

d"

The Low tone (or Third tone) starts low, dips to the bottom of the pitch
range, and then rises. The lowest part of this tone is the most
distinctive, the part to focus on both when you are trying to pronounce
the tone and when you are trying to recognize it. The lowest part takes
the greatest effort and is the most, prominent, despite the fact that it
Is actually not quite as loud as the rest of the tone. This part Is
exaggerated, both in length and In pitch, when the syllable 1$ stressed
for emphasis. Particularly with male speakers, it may have a harsh,
scraping quality. The Low tone has greater than average length. In
English a similar Intonation is sometimes used for "Well?” when you have
been waiting to hear something. Notice that the tone mark captures the
dipping pitch pattern.

The Falling tone (or Fourth tone) starts at the top of the pitch range
end drops sharply to the bottom, diminishing in loudness as it drops. It
has shorter than average length. In English the falling Intonation used
for exclamations, as in "Well!” is similar, but the Falling tone starts
higher and ends lower than all but our most emphatic exclamations.
Notice that the tone mark falls from left to right.

The Neutral Tone

A syllable loses Its inherent tone when It Is unstressed. An unstressed
syllable, besides being weak and hurried, will have a pitch that Is not
something of Its own but rather something that Is imposed on It by the
tones of the surrounding syllables, particularly by the tone of the
preceding syllable. In such cases we say that the syllable has tost its
full tone, that Its tone has been neutralized, or that it is in the
Neutral tone, ⁵ (Th© Neutral tone Is taken up at the beginning of P&R
Tape 6.)

DISPLAY II: THE NEUTRAL TONE

[]

fBi le              fél le              fěi I e

[]

fèl le

Display II shows the pitch of the Neutral tone after each of the four
tones. The examples are four verbs which differ only In their tones,
each followed by a grammatical element In the Neutral tone, (Notice that
ths Neutral tone Is indicated In the romanization by the absence of a
tone mark.}

After the Falling tone (4), the pitch of the Neutral tone amounts to the
end of the fall. After the other three tones, It amounts to a Jump back
to, or slightly beyond, the middle of the pitch range. In the case of
the Low tone (3), the Jump Is from the low point, since the Low tone has
lost Its rising tail. The pitch of the Neutral tone may also be affected
by the tone of a syllable which follows, moving the Neutral tone in the
direction of the start of the following tone. However, a sequence of
Neutral tones will stay at the same pitch or will drop gradually.

lāVfi

BS ,

There are a few syllables, most of them grammatical elements, which are
always unstressed in normal speech and, therefore, are always In the
Neutral tone. These syllables are exceptions to ths rule that every
syllable has a basic full tone, a tone that may be neutralized but will
reappear under stress. To make a comparison with English, it Is hard to
say what the ’’neutral vowel¹’ In the word ’’given” has been reduced
from, since the ending -en is never stressed.

Tone Changes

3

It rhe >m The a 1 on

it y.

The Low tone pronounced in isolation has a dipping-rising pitch pattern.
This is the shape It always has before a pause. But the Low tone loses
Its rising tall before a Neutral tone, and Display III shows that the
Low tone also loses its tail before any non-Low tone. This display
further shows that something even more unexpected happens to a Low tone
before another Low tone* It changes to a Rising tone, or at least to
something so close to a Rising tone that even native speakers cannot
tell the difference. A Low tone which has lost Its rising tail before a
different tone Is still recognizable, or Is even more recognizable, as a
Low tone. But a Low tone which has changed to a Rising tone before
another Low tone is no longer recognizable. What you will hear for ”i’m
fine¹¹ Is Wó hSo. The only way you can tell that the first word Is reaI
Iy w& Ts by hearing It when It is not followed by a Low tone. Another
quirk of the Low tone Is that ft sometimes changes to a Rising tone
before a neutralized Low tone. Whether this happens or not depends on
considerations of grammar and word formation. It always happens, for
example, when the syllables are separate words, as with the words qTmg j
" + o ask,” and nl, ’’you,” In the expression Qí ng n I . . ., which
means ”(1) ask you (to do such-and-such)¹’ or ”Rlease (do
such-and-such).” ft does not happen in J 1SJ ie (from J i ěj i S),
"older sister.” (The exceptional behavior of the Low tone is taken up In
the sixth tape of this module, right after the section on the Neutral
tone.)                                      .

DISPLAY HI: THIRD TONE BEFORE FULL TONES

[]

Bè!JTng

YSngp íng

BāThĚI

Bāodlng

There are certain other tone changes that take place in longer sequences
of syllables. The main example of this is that a Rising tone changes to
a High tone when 1+ follows a High tone or Rising tone and is fol lowed
by any fuI I tone. For Instance, J I5ná dà, ’’Canada,” Is pronounced J
ISnSdà. Using tone marks, the rule may be expressed tike this:

” ' ” becomes - - -         * becomes

~   ‘ becomes ~ ~                ■ becomes

” ' * becomes * * ^(v)          ' * becomes

" ' ' becomes - - *            * becomes

However, these tone changes will be studied only after you have gained
control of two-syilable sequences.

There are also cases where particular words change their tones under the
Influence of following tones. The number I Is y T when It Is pronounced
alone or as one of a series of digits. It Is yt before a Falling tone or
neutralized Falling tone, and yì before any other tone. The numbers 7,
qT, and 8, bS, are q f and bá before a Falling tone for most speakers.
The negative marker bǔ Is bú before a Falling tone or neutralized
Falling tone. in this course you will find bú quite a few times before
you find bù, but keep in mind that bù is the more basic form. "No," for
example, Is bù.

Tone Weakening and Strengthening

in addition to the dramatic tone changes discussed previously, there are
certain minor automatic changes which affect all full tones In words of
two or more syllables. These Involve all three factors shown in the tone
dIagram--Ioudness, pitch, and length.

Let's start with a similar phenomenon In English, In an English word of
two or more syllables, the syllables vary In how forceful they are and
how much emphasis they receive. We normally think of these levels of
"stress" In terms of the loudness of the syllable, but other factors,
Including syllable length and pitch, are even more Important. The one
thing you need to know about the stress pattern of an English word Is
which syllable has the main stress. This syllable will have the same
weight as a single-syllable word pronounced alone. The stress levels of
the other syllables, down to the level we call "unstressed," will then
fall Into place almost automatically.

For tons

iave

IF

ng e, The id '1 mes ilc

Flit o I va

i*

in

»

fe oud-

>u

। the

i

a I I

Examples such as "PHO-to-graph," "pho-TOG-ra-phy," and "pho-to-GRAPH-ic"
tel 1 you al I you need to know about the stress patterns of these
words.

The best way to approach the stress patterns of Chinese words Is the
other way around. The first thing to find out Is whether any of the
syllables are unstressed, that is, whether any are In the Neutral tone.
(By far the most likely candidate is the last syllable.) Then the stress
levels of the remaining, full-tons syllables will fall Into place
according to the following rules:

-   I. The first full-tone syllable will have normal stress, the same as
    when It Is pronounced.

-   2. The last full-tone syllable (if there is more than one) will have
    heavIer-than-normaI stress. Its loudness, pitch range, and length
    will be exaggerated.

-   3, Any middle syllables will have I Ighter-than-normaI stress. Their
    loudness, pitch range, and length will be reduced.

Let’s take, as an example, the Chinese phonetic equivalent of '’Italy,"
Y ì d à 11 . All three syllables have full Falling tones, but notice 1n
the dIagram below that the three pitch patterns are slightly different:
the first one is normal; the middle one Is reduced; and the last one Is
exaggerated.

[]

-dà- -11

[]

The few exceptions to these rules for relative levels of stress are due
to meaning. One such exception Is that the first of two full-tone
syllables may be given the heavIer-than-normaI stress If the first
syllable Is more significant. For example, the word for ’'Germany" is
pronounced by most speakers as Déguó. The syllable De- Identifies the
country (It Is derived phonetically from Deutsch land), while -guó,
"country,” is used In the names of many countries. Thus the first
Rising-tone syllable Is stronger, in violation of the general rules for
stress patterns.

Dé-

-guó

The subordinate status of -guó In the names of countries Is most clearly
seen by the fact that some speakers treat It almost as a suffix,
pronouncing It Tn the Neutral tone, so that "Germany" becomes Oéguo.

As with English levels of stress, these differences are fairly subtle.
You may not be able to hear them too clearly, and you can make yourself
understood well enough even without getting them quite right, although
you are likely to sound like a computer. You should be able to learn
stress patterns without even thinking about them If you will try to
mimic Chinese speakers as closely as possible.

After learning more about consonants and vowels In the next section of
this summary, you will be Introduced to sentence intonation in the last
section, where you will find that there are further modifications In the
pitch patterns of the tones. If you are reading this summary as you
begin the course, new Information Is piling up too fast. Don’t try to
keep everything In mind at once. As a first approximation of the tones,
for example, try giving your syllables Identifiable and correct tones.
When you have mastered that, work on one or two more points. Meanwhile,
your ear will have begun to lock Tn on what Chinese sounds like, and you
will begin to reach the point of automatic control.

CONSONANTS AND VOWELS

Much of the structural simplicity of the Chinese language is made
evident by traditional analysis of syllable structure. Start with the
syllables which are different to the ear. There are only about 1,300
such distinguishable syllables, not nearly as many as In English. (Many
syllables which sound alike carry more than one meaning and are written
with different characters for each meaning, much as the same English
spoken syllable carries the three meanings represented by the spellings
"two," "too," and "to.")

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P&R MODULE

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1

I

X

i

X 1 c

u G ■8

X c 01 w

X

J

X Si

X £ -X

X G

X

c

8

8 8

X

I

J N

X = J

X c % -s

c e

X £

8

c

X

1

1

X

■t

u c

X e

X

X

X G X

X G

X c

-X

X

X

X =

X

•s

2

G

N

X

X

s

■5

X

£

v

c

ī

I

c

i

G

Si

s

-X

s a> X

!

s u

c

N

£

c

■s

8

c >

*

E

c

1

c

c

X

X

—-

C X

c

X

J

I

=

X

I

1

N

G

X

G

■s

C

s

2

3 i

3

i

2

c

2

X

3

2

&

8

2

X

3

N

2 2

2

X

K

2 •C

X

2

0

c

c

j

i

e

ī

«

s

c

&

X

i

i

3

J

M

5

-C

■5

J

0 «

5

E

1

8.

cf i

G

'í X

£

ā

£

-X

I

*s

N

1

M

£

-5

5

2

c

J

C

X

2

X

ā

JC

X

5

X

ī

X

K

£

1

'5

t

-

N

r

‘2

*N

£

í

s

*

*

£

V

a

jí

M

a>

7

N .

X

t

*>

X

=

-

-

•»

=

T

X

- -

3

£

X

S

X

3

N

■5

E

-

e.

c

X

-

X

jt

-

K

V

A

*S

X

5

*.

—

9

X

*

Adapted front Elementary ChintK- Pelting. China

DISPLAY V; INITIALS

Stops

Affricates

Fricatives

Liquids

Nasals

Unaspirated

Aspirated

Unaspirated

Aspirated

Labials

b

P

f

m

Alveoìars

d

t

1

n

Velars

g

k

h

Dentals

Ī

c

s

Re tr of Lexes

zh

ch

sh

r

Palatals

i

q

X

________.________________________________________,

P&R MODULE

DISPLAY V3: FINALS

Vowels Alone

Vowels Plus Consonants

Diphthongs

0-Row

(s)-i

(r)-j

■a

a

e

-an

an

-ang

ang

-en

en

-eng

eng

er

-ong

-ai

ai

-ao

ao

-ei

ei

-ou

pu

U-Row

-u

wu

-ua

wa

-UQAQ

wo

-uan

wan

-uang

wang

-u_n wen

(weng)

-uai

wa:

•

-u i

wei

J-Row

■i

yi

-ia

ya

-ie

ye

■ian

yan

-iang

yang

-in

yin

-ing

ying

-iong yong

(yai)

-iao

yao

-i_u

you

0-R.ow

-ii

yù

-iie

yíie

■iian

yuan

■tin

yǔn

PSR MODULE

tn this chart, vowel letters which do not have their “standard” sound
values are underlined. The standard sound values are taken to be the
ones they have standing alone as finals after n : na (as in “Okinawa”),
ne (as in “cinema⁷*), ni (as in “Bikini”), nu (as in “Ainu,” “canog”),
and nu (as in no English word). The letter a is not taken to have a
standard sound value. Vowel letters which have been dropped in
abbreviations are indicated by underlined spaces.

Before .-i, (s > stands for all denial consonants and (r) for all
retroflex consonants.

Hyphens mark spellings after initials.

Finals with r suffixes are not shown.

Then, strip off the four tones. This leaves you with about 400 different
strings of consonant and vowel sounds. (See Display IV.)

Next, strip off any Initial consonants, or Initials, of which there are
21. (See Display V and Appendix I, the latter providing an alphabetical
list of the Initials.) What is left are the finals. There are less than
40 different finals--a manageable number.

Last, classify the finals by their medials, that Is, In PTnyTn
romanization, by whether the final starts with u_ (or w), with I (or
y_), with u (or yíí 1, or with none of the above.⁶ This gives you four
classes which are useful when you talk about how the finals combine with
the Initials. You also cross-cI assify the finals by what follows the
medials. (See Display VI and Appendix II, the latter providing an
alphabetical list of the finals.)

-   I. FINALS

-   A. Plain Finals

Let’s take a closer look at the structure of the final. Every final, and
hence every syllable, has at least a vowel. Here are five vowels which
can stand alone as finals, either with or without initials:

ENGLISH EQUIVALENTS

mā

(’■horse")

as

i n

"Ma"

d£

("virtue")

as

1 n

"Adel 1ne"

("you")

as

1 n

"blkin£"

^(b)ì

("no")

as

1 n

"Budapest"

nU⁷

("woman" )

no

English equivalent

about

of tter left

AM of the English equivalents in the examples are, of course,
approximate at best and will be further off If your pronunciation does
not happen to be the most standard American pronunciation. The vowel
/u/, for example, is rather different from Its equivalent in "Budapest,”
even for people who start the name the way they start ’’boot^.* For
someone who starts ’’Budapest¹¹ the way he starts "beāīTtythe comparison
is way, off. The Chinese vowel Is pronounced with the tongue farther
back In the mouth and with the lips more rounded.

' n

* w), Th I s

■ how

í i f y id

■he

There is no English equivalent for /u/, which Is pronounced with the
tongue in position for 71/ and the lips In position for /u/,
simultaneously. it Is not the same as the first vowel in "Utah," which
Is pronounced with the tips In position for /u/_(D) but with the tongue
gliding from the position for /I/ to the position for / «j /.

The vowels /!/, /u/, and /íi/ are written y I , wu, and yU whan they do
not follow an initial, In most cases, you wl iT not be able to hear
separate sounds co r respond I ng to and w, as you can hear in the
English words ”ye'^(T) and "woo.” The three vowels are discussed again
in the summary sections on u_ finals, j_ finals, and tl finals.

There are two more vowel sounds which can stand alone as finals, one of
them only after initials. Confusingly, both sounds are represented by
the letter 1 (already seen as standing for the vowel 71/ In "Tahiti”],
The letter preceding the j_ determines which vowel sound Is to be used.

After a consonant pronounced with the tongue In the /s/ position (see
page 42), i stands for a vowel pronounced with the tongue as close as
possible to the /s/ position. Many Americans have a similar vowel in
"Just a moment,” often indicated by the spelling ”jíst.^(IT) For
example:

sl_         ("tour”)             approximately as 1 n "jj_st"

After a consonant pronounced with the tongue In the /r/ position, that
Is, with the tongue strongly curled back (see page 42), i stands for □
vowel which Is simply a prolonged /r/ sound. FoF example:

he nd

d

shí        ("ten")             approximately as In "washer"

When there Is no initial consonant sound before this vowel, the letter
r_ Is written; r I, The r_tells you how to pronounce the I; It doss not
stand for a separate sound. The whole syiiFble is one prolonged /r/
sound.

Everywhere else, _I_ stands for the "standard” /I/, as In "Tahiti

A final may also consist of a vowel followed by a consonant, either ZnZ*
or /ng/ (or Zr/, but this has a rather different status). Here are
examples of all the ways the vowels presented thus far can combine with
/n/ and /ng/:

  ------- --------------- ----- ----- --------------------
  5n      ("peace")       as    1 n   "Onta r i o"
  máng    ("busy")        ZaZ   as    In "Me" + ZngZ
  fSn     ("cent")        35    1 n   "fun.," "chicken.”
  1 áng   ("co 1 d")      as    1 n   "1u n g”
  mtn     ("peop1e")      as    1 n   "mean"
  mf ng   ("bright")      ZtZ   as    In "am£no" t ZngZ
  j (Tn   ("ml 1Itary")   ZUZ   +     ZnZ
  ------- --------------- ----- ----- --------------------

The analysis of /Un/ as simply ZU/ plus ZnZ will not always hold up.
Especially when there is no Initial , you may hear a weak vowel Ze/
sneak In before the ZnZ, so that ZilnZ almost rhymes with Zen/.

There is also a final written ong in which the o_ stands for a vowel
very much like ZuZ. Actually, it Is closer to the vowel sound in "good"
than to the vowel In "food."

There is built-in ZrZ, tongue, as In

6r

I óng        (’’dragon")         ZoZ as In "woman" + /ng/ one final In
which the vowel ZeZ is followed by a pronounced with a strong curling
back of the the Eng I Ish "her."

("ear")            as In "ermine"

Other syllables which end the suffix £. For example:

nǎr         ("where")

In ZrZ have been formed by adding

as in "Na re I ssus"

*The consonant ZnZ at the end of a syllable may sound a little like /ngZ
when the next syllable starts with an Zh/ or a vowel sound, as In hen
háo, "very good," and Yán¹Sn, "Yenan." Actually, however, this variant
of ZnZ, pronounced with the tongue not touching the roof of the mouth,
Is quite distinguishable from ZngZ, pronounced with the back of the
tongue touching. Notice in the romanization Yán’5n that an apostrophe
shows which syllable the n_ belongs to.

sonant, it

ie nted

In many cases, adding an /r/ suffix has a considerable effect on the
final, knocking out an /n/ or /ng/ and changing the vowel, for example.
(You will deal with these Instances on a case*by-case basis In the
course.! The /r/ suffix Is most popular In the Peking dialect but is one
feature of that dialect that has not been widely accepted as a national
norm.

I ways a

s for vowe I

A final may also consist of a diphthong, that Is, a vowel followed by a
weaker glide to the position of /!/ or /□/.

(Similar diphthongs exist

In Eng 1 Ish.)

There are four such

finals:

hǎj_         ("sea")

as 1 n

"Shanghai" "high"

máo         ("hair")

as 1 n

"Mao Tse-tung," "mouth

lèl_         ("tired")

dōu         ("all”)

These diphthongs are best

as In "1 e I , " "si sigh"

as In "sou 1 ," "dough" learned as units. If we look at the

Individual letters, however, we notice that the letter o has a different
sound value in ou than in ao and ong, and thaF the letter £ has a
different sound value In eI than In e, en, and eng.

by a

A final may also consist of any of the above types (vowel alone, vowel
plus consonant, or diphthong) preceded by a medial, that is, by a weak
version of one of the vowels /u/, /I/, and /U/. The medlals /u/ and /!/
are like the English semivowels written w and in "wet” and ^(T,)yet" and
written £ and J_ In "Jaguar"“and "onion." Finals starting with theTe
three medíals are discussed In the next three summary sections.

dd I ng

-   B. u Finals

You have heard and seen the full vowel /u/ following an Initial In the
word bù, "no." When the vowel does not follow ■ an initial, it is
written wu_.

wú            ("five")             as In ¹¹ o o ze” or "woo¹¹

As suggested by the English equivalents, you may or may not hear a /w/
sound before the /u/.

tie we I

tua 1 Iy, t

om

I ce

A /w/ sound may also occur before other vowels at the beginning of a
final. The sound Is written u_ when It follows an Initial and w when It
does not. (Since the sound Is a weak version of the vowei /u/, the sound
will be called medial /u/.) In the following examples of finals which
start with the media! /u/, some have Initials and therefore use the u
spelling. Some have no initials and therefore use the w_ spelling.

huà         ("speech")           as In "qua I 1 ty"

wò                ( " I " )                        as In "wa I ।⁸

Notice that the letter o In wo and uo Is used for yet another vowel
sound, roughly the" voweT In the English word "saw," The spelling uo Is
abbreviated to o after the initials written rn, b, £, and f (the labial
consonants, involving the lips). The medTal sound Is still there,
however, so that mo, "Ink," Is* pronounced as If It were spelled muò■

huàn        ("exchange")        as In "quant Ity," "wan," "Juan"

wáng        ("king")             as in "Wong," Zua/ as In

"quajTty* + /ng/

wèn          ("ask")              as In "Owen," "won"

(There Is a very rare final weng ■ )

You would expect wen to be spelled uen after Initials, but it Is
abbreviated to un: han, "mix up." You can still hear the vowel /e/,
however. TFTe s y I tables written hun and wfen rhyme. Notice that the
tone mark In hùn has been shifted to the only remaining vowel letter.

Huá1        (name of a river) as In "Waikiki ," "why"

wòI          ("stomach")          as In "we I gh"

Again, you would expect we 1 to be written ue1 after initials, but it Is
abbreviated to u 1 ; dul , "correct/" You can still hear the diphthong
/el/, however. The syllables written duì and wè1 rhyme. (There is some
Justification for this spelling. In the High and Rising tones, this
final does sound quite like the English pronoun "we," as the spelling uì
would suggest.) Notice that the tone mark in duì has been shlTTed to the
last available vowel letter.

* i sc

a<

।

A

It

f

I

5

T

ft II E I v

er

Fhe

The

As suggested by the English equivalents, you may or may not hear a /y/
sound before the /I/ In y I . You will usually hear a /y/ sound before
the /!/ in yTn and y í ng, and the vowel Itself is more like the
"short¹' English vowel In "s£n" and "sj_ng."

"Juan"

A /y/ sound may also occur before other vowels at the beginning of a
final. The sound is written i when It follows an Initial and when It
does not. (Since tKe sound Is a weak version of the vowel /I/, the sound
will be called medial Zi/,) In the following examples of finals which
start with the medial /I/, some have initials and therefore use the I
spelling. Some have no Initials and therefore use the spellTng.

yá          ("tooth”J          as In "Yamaha,^(w) "yahoo”

yfe            ("also")             as In "ye I I ow¹¹

t Is we I

I ce n ī ng

As you have seen, In the finals written e, an, and eng, the letter e_
stands for a vowel like the e In "ch 1 cken .^(ir)"^(J) Not Ice that In
the final written ye or Te the letter e stands⁹ for a vowel like the e_
In "hen.” iThis”Ts the same vowel sound e stands for in the diphthong
written e I . In other words, an i or In the final means that e_ stands
for the vowel of "han. "T

nIán⁹ ("year")            as In "yen"

In this final written Ian or yan, the letter a has an exceptional sound
value, essentially the vowel In the EngĒlsh word "hen.”

hear *6 í rhe

FI co able

yéng        (["Yin 6] Yang") ZyZ + /a/ as in "Ma” + ZngZī

as In "Yonkers"

Yòng        ("use")          , ZyZ + /o/ as In "woman" + /ng/

yào         ("want")            as In "yow I"

yòu         ("again")          as In "yeoman"

‘ight."

Yet again, you would expect the final you to be written Iou after
Initials, but It Is abbreviated to I u : IIù, "six." You can still hear
the diphthong /ou/, however. TTù and yòu rhyme. In the High and Rising
tones this final does sound quite like the English pronoun "you," as
suggested by the spelling iu. Notice that the tone mark In ìIù has been
shifted to the last available vowel letter.

There is a very rare final ya I , not shown In Display IV.

0. u Finals

The full vowel ZuZ following an initial occurs In the syllable nú,
"woman.” When it does not follow an initial, it Is written yti.

yū          ("rain”)           no English equivalent

yUn         ("rhyme”)          /uZ + ZnZ

You may or may not hear something like a ZyZ sound before the /(I/,
which Is pronounced with the tongue position of Z i / and the lip
position of ZuZ.

A weak version of the vowel ZuZ, which will be called medial ZU/, may
occur before other vowels at the beginning of a final. The sound Is
written u_ when it follows an initial and ytī when It does not. One of
the following examples of finals which start with the medial ZuZ has an
Initial; therefore the U spelling is used. The other example has no
initial, however; therefore the yU spelling Is used.

jué         ("definitely") ZU/ + Ze/ as in "hen”

Notice that the letter e_ in this final stands for a vowel sound like
the one In the English word "hen," as does In the final spel led ye or
Ie and tn the final spe! led e_i_. ZU/ has the same effect as /!/
because the same tongue position is used to produce both.

yUán        ("garden”)         /ií/ + /an/ as in the British

"answer"

Instead of rhyming this final with the final written an, some speakers
rhyme y U á n with the final written yen or i an, using the vowel sound
of the English "hen."

II. INITIALS

Each group of initial consonants In the following summary sections (A
through F) contains one consonant which Is distinctively "aspirated" and
one which Is distinctively "unasp 1 rated.”

The aspirated consonants explode with .a strong puff of air. In English,
the consonants written t, _k (or c, as in "cow," or cp, and ch are
lightly aspirated at the beginning of a word, as you can tell if you
hold the back of your hand to your mouth while saying "pa," These same
letters, including the combination ch, are used to romanize the
distinctively, more strongly aspirated Chinese consonants.

Unaspirated consonants explode without a puff of air, The English
lightly aspirated consonants become unaspirated after /s/, as you can
tell If you say "pa¹¹ and "spa¹¹ against the back of your hand. This Is
an automatic adjustment for English speakers, and It will take practice
to learn to pronounce English aspirated consonants as unaspirated when
there Is no /s/ to trigger the adjustment.

English has a series of "voiced” consonants which are pronounced with
vibration of the vocal cords. These Include consonants written b_, d_, g
(as In both ''Gary” and "Gerry"), I (as In "Jerry"), and z. These same
letters plus the combination zh are used to romaníze the unvoiced,
distinctively unaspirated Chinese consonants.

The consonants which are neither distinctively aspirated nor
distinctively unaspirated are the ones which can be prolonged, such as
/s/, /I/, and /n/.

So far consonants have been grouped In terms of the general manner In
which they are produced. Now they will be grouped In terms of the tongue
and lip positions used In producing them.

A . Initials m, b, p, f ( L a b i a I )

These are pronounced In the positions suggested by the Ietters.

màn

("

10,000")

as

1 n

"ml 11"

ban

C”

half")

as

1 n

"bl II,"

but

not

vo1ced

<"

divide")

as

I n

"£j II,"

but

more

asp 1 rated

fan

("

cooked rice")

as

In

"fj 1 1”

These Initials

are

never fo11 owed

by

the

med I a 1

/u/

or by

the

vowel or medial

/ÍI/

. Additionally

_(t) /f/

is never

fo11 owed

by the.

vowel or medial /!/. (See Display IV.)

B. Initials n, d, t, I (Alveolar)

These are pronounced in the positions suggested

by the

1etters. n_à

("that")

as

I n

"n 1 1"

dà

("big")

as

1 n

"dj II," but

unvoiced

tff

("he")

as

1 n

"til 1 but

more

("pul 1")

asp 1 rated as In "JJ 1"

/D/ and / + / are never followed by the vowel or medial / tī /. /N/ and
/I/ are the only Initials which may be followed either by the vowel or
medial /il/ or by the vowel or medial /□/. (See Display IV.)

C, Initials g, k, h (Velar)

positions suggested by the

These are Ietters.

s> kà

há

These Initials

pronounced In the

("piece¹')

("1esson")

("with")

are never followed

Display IV.)

as as as by

1 n "£Ì II,” but unvo1ced in "Iklll," but more aspirated

1 n "hj II," but harsher

the

vowels and

med lais /1 /

and

/u/,

(See

D. Initials z, c, s (Dental

/5/

Position)

To

These are

Z3ng CSng

SSng an English

pronounced as Indicated by (surname)         as In "

(surname)        as in"

(surname)        as in"

speaker, the spelling z Is

the English equivalents, beds," but unvoiced bets," but more aspirated
Bess," but stronger only suggestive, and

the spelling c Is quite arbitrary. LJke the velars (/g/, /k/, /h/ì_(t)
these Initials are never followed by the vowels and medials /I/ and
/(I/, (Display IV)

As mentioned previously, the letter J_ after these /s/-posltlon sounds
stands for a vowel with the tongue as close as possible to the /s/
position.

E.   !n111 a Is zh, ch, sh, r (Retroflex, or /r/ Position)

IBLJTZZJ     SBH    '

These are pronounced as Indicated by the English equivalents, but with
the tongue strongly curled back towards the position for /r/.

  ------- ------------ -----------------------------------
  ZhSng   (surname)    as in         but unvoiced
  ChSng   (su rname)   as Tn "chaw," but more a sp1rāTed
  Shīng   (su rname)   as In "Shaw"
  rang    ("al low")   as in "raw”
  ------- ------------ -----------------------------------

Like the velars (ZgZ, I'fJ, ZhZ) and dentals (hi, /cf, Zs/), these
Initials are never followed by the vowels and medlals ZIZ and ZUZ.
(Display IV)

Some speakers pronounce ZrZ with a certain amount of friction so that it
Is somewhat like the ZsZ sound In "measure." Notice that the unfamiliar
zh spelling Is only suggestTve. The letter h_ after a consonant
Tn’dlcates a pronunciation In the ZrZ pos111 on,

As mentioned previously, the letter I after these ZrZ-position sounds
stands for a vowel which Ts a prolonged ZrZ.

sted

f

F. Initials j, q, * (Palatal, or ZIZ Position)

These are pronounced as indicated by the English equivalents, but with
the tongue pushed forward towards the position for ZI Z.

its .

>ted

I S

  -------- ----------- ---------------------------------------------------------
  JJ 5ng   (surname)   as tn ''Jeep,’¹ but unvoiced
  SJáng    (surname)   as In ’’cheap,¹’ but more asp 1raTed
  XISng    (surname)   between the ZshZ of ’’sheep” and the ZsZ of "£ee'p^(Tr)
  -------- ----------- ---------------------------------------------------------

The palatals are followed only by the vowels and medlals ZIZ and ZUZ.
(See Display IV,} Pay particular attention to the spellings £ and x,
since they are quite arbitrary to speakers of English.

With the palatals, this survey of the consonants Is completed. Let’s
summarize the relationship between groups of consonants and the
different sound values of the letter I:

ts.

+-----------------+-----------------+-----------------+-----------------+
| AFTER           | WHICH ARE       | ZIZ IS          | AS IN THE       |
|                 | PRO-NOUNCED     | PRONOUNCED      | SURNAME         |
|                 | WITH THE TONGUE |                 |                 |
|                 |                 | W"íTH_          |                 |
|                 |                 | TP’R-CTE''      |                 |
+-----------------+-----------------+-----------------+-----------------+
| ZzZ. ZcZ, / sZ  | In the ZsZ      | close to the    | ST              |
|                 | pos111 on       | ZsZ pos it Ion  |                 |
+-----------------+-----------------+-----------------+-----------------+
| ZzhZ, ZchZ,     | close to the    | In the ZrZ      | ShT             |
| ZshZ, £         | ZrZ position    | pos111 on       |                 |
+-----------------+-----------------+-----------------+-----------------+
| any other       | In any other    | In the          | XT              |
| Initial , 1     | pos111 on       | ”standard" ZIZ  |                 |
|                 |                 | pos111 on       |                 |
+-----------------+-----------------+-----------------+-----------------+

SENTENCE INTONATION

In the previous discussion of different levels of syllable stress and
their effect on the pitch patterns of the tones, you were concerned only
with words pronounced In isolation, as If read from a 1 1st, Usual Iy»
of course, words are strung together in utterances. Then, the rules of
relative stress apply over longer unInterrupted stretches which have a
generally speeded-up tempo end narrowed, lowered pitch range.

In the following example, notice the shrinkage of the pitch patterns and
the overall lowering. The surname and given name together have the
stress pattern of a single word--wlth normal stress on the first
syllable, lighter stress on the middle syllable, and heavier stress on
the last syllable.

[]

In addition to these automatic effects of stringing words together,
deliberate effects of sentence intonation single out for attention
particular parts of a sentence or Indicate how a whole sentence is to be
understood.

Normally, a surname will carry more information than a following title
and, thus, will be given greater emphasis by heavier stress.

[]

’he subordinate status of the title Is shown by the fact that It is
often pronounced with no full tone.

B

J

er

JP

:h

[]

T5 shI Hú Xiáo- -Jle.

More generally, the key word or phrase In any sentence may be emphasized
by heavy stress.

[]

Here, the stress on the negative marker bjj emphaslzes to someone that
he is wrong to think that he has Identified Miss Hú.

With the exception of words that are emphasized, words in rapid normal
speech may seem to have lost the tones you are working so hard to learn.
But don’t feel cheated. In the first place, the words are seldom really
monotone; there Is probably something there to hear. (When you are doing
the talking, it Is better to risk being overly precise, since only the
fluent speaker has the right to mumble.) In the second place, these
words are going to be emphasized sometimes, and then you can't fudge.

The use of stress to single out for attention particular parts of
sentences Is basically the same In Chinese and English. The only major
difference to keep In mind Is that in Chinese stress exaggerates the
pitch pattern of a tone. Stress does not give the syllable a falling
pitch pattern, as Tn English. Be careful not to turn your stressed
Chinese syI IabIes~Into Fallingtone syllables.

There is considerably more difference between Chinese and English In the
use of Intonation patterns to indicate how whole sentences are to be
understood. In English, intonation patterns are most noticeable at the
ends of sentences. The typical pattern Is a drop at the end of the
sentence, used for most statements and for most questions with question
words like "who" or ” w h a t. ”

I'm Denial KI ng.

Who are you? %

The most common exception to this typical pattern In English is a rise
at the end of the sentence, used for most questions that can be answered
"yes’* or "no.”

Are you Mr. KlngT^Z

You're Mr. King? f

Who am. I?/       (meaning "You're asking

who I am?")

in the lest two examples, only the rising intonation shows thet these
are "echo questions¹¹ calling for yes/no answers.

In Chinese, the typical Intonation pattern—the pattern for most
statements--1s the one we have already presented; the sequence of tones,
modified by stress, with a faster tempo and a narrower, lower pitch
range than for words in Isolation.

You will have to fight your natural tendency as a speaker of English to
end statements with a drop In pitch. A High tone remains a High tone; a
Rising tone remains a Rising tone; and a Low tone, with Its rising tall,
remains a Low tone, even at the end of a statement. Do not change them
Into Falling tones.

The most common exception to this typical Chinese Intonation pattern Is
a slightly raised sequence of tones, used for most questions. Unlike the
English rising Intonation, the Chinese raised Intonation produces
hIgher-than-normeI pitch throughout the sentence and is used for
questions with question words, as well as for yes/no questions.

In the following two sentences, only the difference between raised
Intonation and normal Intonation signals that the first Is a yes/no
question and the second a statement.

and who I ō t terns

pat-ta+e~

[]

[]

NT hSo? (You’re fine?}

W& h S o -(Pm fine.)

EngiIsh :rs

Now Jet’s compare the Intonation of a question-word question with Its
answer:

asking that

[]

[]

NT shī nělguo rén?

(What’s your nationality?)

Wò shl Máíguo rén. (I^(T)m an Amar!can.)

■n for

।

and

ikar tone

ind a the

Another Chinese intonation pattern lowers the pitch throughout the
sentence# often giving the voice s breathy quality rather like a sigh.
This pattern Is used for '’echo questions#¹’ which are used to verify
what has been said. Let’s compare a normal question (raised Intonation)
and an ’'echo question’¹ (lowered IntonatIon):

ma-or

:tǐon

[]

ftwasn rst

NT xīng Wáng ma?

(Is your surname Wang?)

NT xl ng Wing a?

([You say) your surname Is

King?)

In discussing these three Chinese Intonation patterns, the point has
repeatedly been made that they affect the general pitch level of the
whole sentence. However, there are noticeable intonations! features at
the ends of sentences. These are particularly noticeable when the last
syllable Is In the Neutral tone. In fact, the marker a has no real
meaning or grammatical function of Its own, merely serving as a carrier
of various final pitch contours which affect meaning. There are also
cases where a final syllable with full tone Is extended to carry one of
these final pitch contours,

Together with Interjections and the various pause markers which
punctuate sentences, these Intonatlonal devices provide much of ths
expressiveness of Chinese speech. Keep listening for them.

APPENDIX I: LIST OF INITIALS

the p í tch i n-tl -tone . ct I on ch

sse

'S

3

J

PTnyTn

  --------------------- ------------------------------------------------------------------------
  Roma n 1 z a 11 o n   Nearest English Equivalent
  b                     "b_i |l,^(lf) but unvoiced
  c                     "bets," but more aspirated
  ch                    ^(M)chaw," but more aspirated and In ZrZ position
  d                     "dj i 1 , " but unvo 1 ced
  f                     "fl 1 1 "
  g                     ^(T,)£l II," but unvo 1 ced
  h                     "M II," but harsher
  J                     "J_eep," but unvoiced and in /I / position
  k                     "Mil," but more aspirated
  1                     "LI 1”
  m                     "ml 1 1"
  n                     "nJ 1"
  P                     "2J 11," but more aspirated
  q                     "cheap," but more aspirated and In ZIZ position
  r                     "raw," but with tongue curled back more
  s ,                   "Bess," but stronger
  sh                    "Shaw," but In ZrZ position
  t                     "till," but more aspirated
  w                     (See Appendix 11, List of Finals.)
  X                     between the ZshZ of "sheep" and the ZsZ of "seep," but in ZIZ posT+lon
  y                     (See Appendix II, List of Finals.)
  z                     "beds," but unvoiced
  zh                    "j_aw," but unvoiced and In ZrZ position
  --------------------- ------------------------------------------------------------------------

APPENDIX 11: LIST OF FINALS

+-----------------------+-----------------------+-----------------------+
| PTnyTn                | Nearest English       | Spelling w 1 thout 1  |
|                       | Equivalent            | n : t_i_a i           |
| Roman 1zat1 on        |                       |                       |
+-----------------------+-----------------------+-----------------------+
| a                     | "Ma"                  |                       |
+-----------------------+-----------------------+-----------------------+
| a 1                   | "Shangha1," "h 1 gh"  |                       |
+-----------------------+-----------------------+-----------------------+
| an                    | "Qatar 1 o"           |                       |
+-----------------------+-----------------------+-----------------------+
| ang                   | "Ma_" + /ng/          |                       |
+-----------------------+-----------------------+-----------------------+
| ao                    | "Mao Tse-tung,"       |                       |
|                       | "mouth"               |                       |
+-----------------------+-----------------------+-----------------------+
| ar                    | "Narc1 ssus"          |                       |
+-----------------------+-----------------------+-----------------------+
| 6                     | ’’Adeline"            |                       |
+-----------------------+-----------------------+-----------------------+
| el                    | "lei," "s 1 e 1 gh"   |                       |
+-----------------------+-----------------------+-----------------------+
| en                    | "fun," "ch 1 ckan"    |                       |
+-----------------------+-----------------------+-----------------------+
| eng                   | "lung"                |                       |
+-----------------------+-----------------------+-----------------------+
| er                    | "ermlne"              |                       |
+-----------------------+-----------------------+-----------------------+
| 1 (after £, £, c)     | "JJ_st" (/s/          |                       |
|                       | position)             |                       |
+-----------------------+-----------------------+-----------------------+
| (after r, zh, ch, sh) | "washer" (/r/         | r 1                   |
|                       | position)             |                       |
+-----------------------+-----------------------+-----------------------+
| (elsewhere)           | "Bl kin P'            | yi                    |
+-----------------------+-----------------------+-----------------------+
| la                    | "Yamaha," "yahoo,"    | ya                    |
|                       | "yacht"               |                       |
+-----------------------+-----------------------+-----------------------+
| 1 an                  | "yen"                 | yen                   |
+-----------------------+-----------------------+-----------------------+
| I ang                 | /y/ + "Mia" + /ng/,   | yang                  |
|                       | "Yonkers"             |                       |
+-----------------------+-----------------------+-----------------------+
| 1 ao                  | "yow 1'"              | y ao                  |
+-----------------------+-----------------------+-----------------------+
| 1 e                   | "ye 11ow”             | ye                    |
+-----------------------+-----------------------+-----------------------+
| 1 n                   | "mean"                | y 1 n                 |
+-----------------------+-----------------------+-----------------------+
| 1 ng                  | "arnhio" + /ng/       | y Ing                 |
+-----------------------+-----------------------+-----------------------+

*

  ------------------------ ------------------------------------------------------------------------------------------------------------------------------ ----------------------------
  PTnyTn Roman Izat i on   Nearest English Equivalent                                                                                                     Spe Hing w 1 thout Initial
  I ong                    /y/ + "woman" + /ng/                                                                                                           yong
  lu                       "yeoman"                                                                                                                       you
  0¹⁰                      "wa 1 1"                                                                                                                       
  ong                      "woman" + /ng/                                                                                                                 
  ou                       "soul"                                                                                                                         
  4¹¹                      "Budapest"                                                                                                                     wu
  ua                       "quaj fty"                                                                                                                     wa
  ua 1                     "Waikiki"why"                                                                                                                  wa 1
  uan¹¹                    "quant 11y," "J uan"                                                                                                           wan
  uang                     "Wong"quality" + /ng/                                                                                                          wang
  u 1                      "we 1 g_h"                                                                                                                     wel
  un¹¹                     "Owen," "won"                                                                                                                  wen
  uo                       "wall’¹                                                                                                                        wo
  d¹¹                      íno English equivalent; pronounced with the tongue in the /I/ position and the lips In the /u/ position, simultaneous 1 y. )   yti
  Uan¹¹                    /U/ + "Ontario"                                                                                                                yUan
  Ue¹¹                     / ùl / + "h^n"                                                                                                                 y Ue
  Un¹¹                     /U/ + /n/                                                                                                                      y[fn
  ------------------------ ------------------------------------------------------------------------------------------------------------------------------ ----------------------------

NUMBERS (NUM)

INTRODUCTION

The ability to use the Chinese number system may be one of ths most
useful skills you will acquire during this course. The Numbers resource
module Introduces the Chinese numbers from zero through 99,999 and
ordinal numbers.

The essential part of this module consists of the Numbers (NUM) tapes
and the accompanying displays and exercises In the workbook section of
this module. The workbook text Is followed by a summary section.

You should work through at least the first four tapes, which Introduce
the numbers up to 100, while you are studying the Orientation Module.
These tapes Include some work on pronunciation. Working with numbers
offers an excellent opportunity to build up fluency and accuracy of
pronunciation without having to learn a lot of new vocabulary.

NUM tapes 5 and 6 are Intended to be used with the second half of the
Money Module, where higher numbers are used in banking situations.
However, because tapes for the resource modules are as self-contained as
possible, you may use them at any time with a minimum of reference to
other components of the course.

TAPE 1 WORKBOOK (NUMBERS 1-6)

DISPLAY I

-   I     yT                       4

-   2    èr                    5

-   3    s3n                  6

ExercI so I

A.____               e.____

1324         4132

D.

4 3 12                3 2 14

Exercise 2

A. 1243 B. 3421 C. 1324      0.  4132 E. 2431

Exercise 3

A.____ 3.

12 5 6                   3 5 4 6

D.

5246

Exercise 4

C. 1645 D. 2564

E. 6135

A. 5315 B. 5362

TAPE 2 WORKBOOK (NUMBERS 7-10 and 0)

। yr

-   2 èr

-   3 s3n

-   4 si

-   5 wū

Exercise I

A.____ 8.

5 7 6 8

0.  ___ E-

4 7 3 8

Exercise

ft. S765 B. 7843

DISPLAY 1

-   6 I líi

-   7 qT

-   8 bS

-   9 J I Ǔ

-   IO shí

0 I í ng

C. ___

8 7 13                  2 7

6 6 7 5

C. 7157 D. 2867 É.

5868

Exercise 3

A.

7 6 5 6

D.

8 6 4 2

B.

C.

--B —

E.

1 3 5

7

7

4

3

8

7

7

8 8

Exercise 4

A.____

9 0 0 9

D.

5 9 0 6

Exercise 5

B.

E.

7

4

%

9 S

0 3

0

9

C.

9

0

8

7

A. 8790

Exercise 6

A.____

17 7 6

D.____

16 2 0

B.

1939

0.

E.

C.

1

1

4096

4 9 2

9 2 9

0.

2005

C.

1

E

0

6

7980

6

TAPE 3 WORKBOOK (NUMBERS 11-99)

DISPLAY I

  ----- ------------ ---- ----------- ---- ---------------
  11    shíyT        20   èrsh f      22   èrshIèr
  I2    sh f èr      30   sBnsh f     33   sBnsh1sSn
  I 3   sh í sBn     40   si sh (     44   sish1 si
  I 4   sh í si      50   wǔsh f      55   wúsh1wǔ
  I5    sh í wǚ      60   Hùshf       66   11ush 1 II ù
  I6    sh f Ií ù    70   qTshí       77   qTsh1qT
  I 7   sh f qT      80   bSshf       88   bSshlbā
  I 8   shfbS        90   J I ūsh í   99   J I ūsh 1J 1ǚ
  19    sh f j I ǔ                         
  ----- ------------ ---- ----------- ---- ---------------

Exercise I

  ---- ----- ---- ----------------------- -------------
  1.   2.    3.   4.                      5 ,       _
       12    40   30              16      20
  6,   7.    8.   9.                      10.   _____
       1 1   70   17                 90   !4
  ---- ----- ---- ----------------------- -------------

ExercIse 2

1 .    85

2.

17

3.

44

4 ,

93

5.

38

6.  29

7.

70

8.

26

9.

52

10.

61

TAPE 4 WORKBOOK (NUMBERS 1-99, REVIEW)

  --------------------------------------
  Exercise I
  1 .   3      2.16'    3,
  6.   91         7.   34         8.
  Exe rcI so 2
  1.   67          2.   12          3.
  6.   35         7.   26         8.
  Exercise 3
  1 .  4+5        2.  3 + 8
  5.7+2    6.9+7
  9. 3 + 9         10. 4 + 4
  Exercise 4
  1. 36         2,   41         3.
  6,   94         7.   25         8.
  Exercise 5
  1.  21+10    2.  65+10
  5.   59 + 10      6.   74 + 10
  9.   25 + 10     10.   76 + 10
  --------------------------------------

  ----- ------------ ---- ----- -------
  48    4.   70           5.    22
  59    9.    6           10.   30
  90    4.   54           5.    83
  79    9.   48           10.   4
        3.  1+2           4.    6 + 9
        7.   0 + I        8*    5 + 6
  72    4.   18           5.    63
  66    9. 52             10.   27
  3.    33 + 10      4,   18    + 10
  7 .   42 + 10      8.   86    + 10
  ----- ------------ ---- ----- -------

NUM MODULE

TAPE 5 WORKBOOK (NUMBERS

DISPLAY i

100-999)

100

y 1 bá 1

600

I I ùbā I

200

i1ǎngběI

(11ángbā 1)¹²

700

qTbì i

300

sSnbǎ1

800

bībāT

400

500

si bS 1

wí bā I

(wúbā1)

DISPLAY II

900

j I ǔbSI

(j lúbǎI)

140

y1bí1 sish í

655

I IùbǎI wish!wǔ

222

11SngbíIèrsh1èr

(11ángbS i èrsh1èr)

747

qTbèlslshlqT

56 1

wūbǎ í11ùsh f yT (wúbS11īùshfyT)

999

J I ǔ b í1J 1 ǔ 5 h 1J 1 ū (J lúbSījlūshījlǚ)

  ------------- ------------------------ --------------------------------------
  Exe rc i se   1 (Answers are on        tape.)
  1 .                                    6.
  2.                                     7.
  3.            •                        8.
  4.                                     9.
  5.                                     10.
  Exerc í se    2                        
  1 .   630     2.  543                  3.  224       4.  468       5.  770
  6,   185      7.  852                  8.  292       9.   369      10.  987
                                         DISPLAY til
                COLUMN 1                 COLUMN 2
  104           yl bǎ 11 í ngsl          140 ylbilsìshf
  202           1 i ǎngbǎ11 f ngèr       220    11Sngbá1 èrshí
                (1 i ángbǎ 1 1 í ngèr)   (11ángbè1èrsh f)
  405           s 1 bS í1 í ngwǔ         450 slbílwǔshf
  603           1 Iùbǎ11 í ngsSn         630     1 1 íibè ī sSnsh í
  709           qTbā i 1fngJ i □         790     qTbǎ1 J i ǔshí
  ------------- ------------------------ --------------------------------------

DISPLAY IV

+-----------------+-----------------+-----------------+-----------------+
| 1 10            | y ì b a 1 y     | 4 14            | s 1 b ǎ i y T s |
|                 | Tsti í          |                 | h 1 s ì         |
+-----------------+-----------------+-----------------+-----------------+
| 21 1            | 1 1             | 7 16            | qTbǎ1yfsh 111 ù |
|                 | āngbě1yTshlyT   |                 |                 |
|                 |                 |                 |                 |
|                 | (1              |                 |                 |
|                 | lángbSlyTshlyT) |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 3 12            | sSnbǎ1yTsh1èr   | 916             | J JubalyTshl    |
|                 |                 |                 |                 |
|                 |                 |                 | (j [úbā 1 yTshl |
|                 |                 |                 | bif)            |
+-----------------+-----------------+-----------------+-----------------+

DISPLAY V

IM

121

131

Exercise 3

  ----- ----- ----- ------ ------- ------- ----- -----
  I .   101   2.    1 10   3.      1 1 1   4 ,   270
  5.    308   6.    410    7 .     555     8.    90!
  9.    613   10.   220    1 1 .   812     12.   721
  ----- ----- ----- ------ ------- ------- ----- -----

Exercise 4

1 -

909

919

99 1

6.

4 14

441

444

2.

74 1

747

774

7.

200

208

280

3.

203

2 13

230

8.

5 1 5

525

55 1

4.

3.1 í

313

33!

9.

808

868

881

5.

602

612

62 1

10.

101

1 10

1 i 1

Answers to

Exerc1se

4;  1.919

2. 741

3. 230

4. 31 1

5 .

602

6 . 444

7. 208

8.

525

9. 808

10. 110

TAPE 6 WORKBOOK {NUMBERS 1,000-99,999)

DISPLAY I

  -------- ------------ ------- --------------
  1 ,000   yì q ǐ In    6,000   1 i ìiq 1 In
  2,000    1 iǎngq1In   7,000   qTq iIn
  3,000    sSnq í In    6,000   bīq íIn
  4,000    si q i In    9,000   j1ǔq1 In
  5,000    wǔqIIn               
  -------- ------------ ------- --------------

DISPLAY II

1,246 yìqI InfīangbSI sishI I Iù

3,575 slnq1InwǔbSiqTshiwǔ

6,750 í iùqiInqTbǎiwǔshf

Exercise I

  ----- -------- ----- ------- ----- -------- ----- -------
  1 .   5,555    2.    3,690   5.    1 ,200   4 ,   6,455
  5.    2, B99   6.    7,131   7 .   4,256    8.    9,742
  9.    8,329    10.   2,974                        
  ----- -------- ----- ------- ----- -------- ----- -------

Exercise 2

  ---- -------- ----- ----------
  1.   1,111    2 .   7, t 1 7
  5.   4,9 12   6.    9,115
  ---- -------- ----- ----------

3.  2,210

7.  3,813

4 ,  6,616

8,  5,419

DISPLAY III

COLUMN I

COLUMN 2

  ------- ---------------------- ------- ----------------------------
  1,001   y ì qISn1 f ngyT       1,101   yl q 1 3nyl bS 1 I í riavT
  2,002   1 Iǎngq15n1f ngèr      2,202   1 lǎngqlínliāngbSi1í ngèr
  6,005   1 I ùq i ān I tn gwǔ   6,605   I iìiqISínl iùbāi 1 fngwǔ
  7,007   q T q13 n1 1ngqT       7,707   qTqīSnqTbǎl 1f ngqT
  9,009   J!ǔ q1Sn1 tnqJi ù      9,909   J 1 ǔq iīnj1ǔbā1If ngJ 1ǔ
  ------- ---------------------- ------- ----------------------------

Exercise 3

1 . ________________________________________

-   2. ________________

-   3. _______________

-   4. _______________

-   5. _______________

-   6. _________________

-   7, _________________

-   8. _______________

-   9. _______________

-   10. _______________

(Answers are on page 68.)

Exercise 4

  ---- ----------- ----- -------- ---- ------- ---- -------
  1.   8, t' 4 ?   2.    1,202    3.   4,007   4.   6,500
  5.   7 , 2 1 2   6.    3,4 10   7.   9,704   6.   2,002
  9.   5,330       10.   2,222                      
  ---- ----------- ----- -------- ---- ------- ---- -------

DISPLAY IV

Exercise 5

I .        ____________________________________________

-   2. ________________

-   3. _______________

-   4. _______________

-   5. ________________

+-----------------+-----------------+-----------------+-----------------+
| 1! 0,000 il     | y í wàn         | 6í 0,000        | 91ùwàn          |
+-----------------+-----------------+-----------------+-----------------+
| 2, 0,000        | 1 1 ǎngwàn      | 1\ 0,000        | q fwàn          |
+-----------------+-----------------+-----------------+-----------------+
| 1               | sSnwàn          | 8’0,000 I       | báwàn           |
|                 |                 |                 |                 |
| 3^(l) 0,000     |                 |                 |                 |
|                 |                 |                 |                 |
| 1               |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 4* 0,000        | si wàn          | 9,0,000         | j I □ w à n     |
+-----------------+-----------------+-----------------+-----------------+
| 5‘ 0,000        | wǔwà n          |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

-   6. _______________

-   7. _______________

-   8. _______________

-   9. ________________

-   IO. ________________

(Answers are on page 68.)

Exerc i se 6

  ---- --------- ----- -------- ---- -------- ---- --------
  1.   62,! 39   2.    45,365   3,   21,540   4.   69,211
  5,   93,537    6.    14,610   7.   57,442   8.   38,793
  9.   76,818    !O.   28,954                      
  ---- --------- ----- -------- ---- -------- ---- --------

DISPLAY V

COLUMN 1

COLUMN 2

1 ,000 I

y íwan lingyT

I ,OOP!    yfwànífngyT

1,00 t1

y f w□nIf ngyT s h I y T

1 , 100 1    yíwànyìqiSnl īrìgyT

i ,01 H

y í wà nI íngyìbǎi-

],1101     yT wà n y1q1Sny1bǐ t-

yTshiyT

1 f n g y T

Exerc i se

_7

1 .

6.

2;

7,

3.

8.

4 .

9,

5,

10.

.            (Answers are on page 68.)

Exerc1se 8

  ---- -------- ----- -------- ----- -------- ----- --------
  1.   80,015   2.    46,002   3.    70,005   4 .   22,20!
  5.   54,003   6.    30,009   7 .   27,006   8.    10,055
  9.   62,008   10.   90,509                        
  ---- -------- ----- -------- ----- -------- ----- --------

  ----- --------------------------
        DISPLAY VI
  No.   42 DàlT J 13 Sìshlèrhào
  No.   36 DàlT Jlē SSnshlllùhào
  ----- --------------------------

Exercise 9

  ----- ----- --------- --------
  1 .   No.   42 DàlT   Street
  2,    No.   36 DàlT   Street
  3.    No.   29 DalT   Street
  4.    No.   63 DàlT   Street
  5.    No.   84 DàlT   Street
  ----- ----- --------- --------

ANSWERS TO TAPE

6 EXERCISES

ExercIse

3

1 ,

1,001

6.

4,00B

2.

1,101

7,

9,616

3.

6,505

8.

3,403

4*

7,001

9,

5,501

5.

B,0IO

i 0.

6,006

Exsrc150

5

t .

1 i , 1 ! 1

6.

05,215

2.

52,520

7,

23,310

j.

78,234

a.

67,490

4.

92,46?

9.

34,043

5.

45,730

10.

29,672

Exercise 7

  ----- -------- ----- ------------------------
  1 ,   20,001   6.    Ē4,206               '
  2.    40,010   7.    60,009
  3.    33,001   8.    59,003
  4.    70,601   9.    10,050
  5,    98,015   10.   20,505
  ----- -------- ----- ------------------------

SUMMARY

The Chinese system of numbers is simple and predictable. You may find it
more regular than the number system Tn English.

+-------------+-------------+-------------+-------------+-------------+
| Here are    | the numbers | 1 to 10     | zero:       |             |
|             |             | plus        |             |             |
+-------------+-------------+-------------+-------------+-------------+
| yr          | ( 1 )       | wǔ (5)      | J’ǔ         | (9)         |
+-------------+-------------+-------------+-------------+-------------+
| èr          | (2)         | 1 I Ù (61   | sh t        | ( 10)       |
+-------------+-------------+-------------+-------------+-------------+
| s5n         | (3)         | qT (7)      | I I ng      | < 0)        |
+-------------+-------------+-------------+-------------+-------------+
| si          | (4)         | b5 (8)      |             |             |
+-------------+-------------+-------------+-------------+-------------+
| The         | numbers 11  | through 19  | formed with | word for    |
|             | followed by | are the     | the 1       |             |
| 10, shí,    |             | words for   | through 9:  |             |
+-------------+-------------+-------------+-------------+-------------+

+-----------+-----------+-----------+-----------+-----------+-----------+
| sh f yT   | (II)      | sh f si   | f 14)     | sh : qT   | (17)      |
+-----------+-----------+-----------+-----------+-----------+-----------+
| Shíèr     | ( 12)     | sh í wǔ   | (15)      | sh í b£T  | (18)      |
+-----------+-----------+-----------+-----------+-----------+-----------+
| sh1sSn    | (13)      | sh í 1 1ù | (16)      | Sh í j i  | (19)      |
|           |           |           |           | ū         |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| You can   | that      | the       | forming   | 11        | resemb1es |
| see       |           | system    |           | through i |           |
| addition: | + ¹ >     | for etc.  |           | 9         |           |
| 10        |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

The number 20 is

1 i tera11y

"two tens." All the

multiples

of 10 are formed with

the words

for 2 through 9 followed by

the word for

10, sh í:

èrsh f

(20)

wǔsh í

(50)         bSshf

(80)

sīnsh í

(30)

1 i ùsh í

(60)         Jiǔshf

(90)

sìsh f

(40)

qTsh í

(70)

You can see

that this

system resembles multiplication

: 2 x 10,

etc.

The remaining numbers up to 100 are

formed by combining

these two systems. For example, to form the word for 21,

fIrst multiply,

"two tens,” and then

add

the word for 1.

èrshIyT

(2 1 )

si shIj i ǔ

(49)

I 1 ùsh1qT

(67)

èrsh1b5

(28)

si sh1yT

(41 )

qTsh1 si

(74)

sīn s hIèr

(32)

wǔsh i s5n

(53)

bSsh1 1 1 ù

(86)

sānsh1 1 I ù

(36)

wǔshIb5

(59)

J I ǔsh1èr

(92)

si sh1wǔ

(45 )

1 1ù s hIwǔ

(65)

J I ǔ s h i j I ǔ

(99)

Notice that shi,

10,

loses its tone

in the examples above

1

HUNDREDS

Multiples of 100 are formed in the same way as multiples

of 10: the words for

1 through 9 followed by the word for

"hundred," - b ǎ i y 1 bǎ I

(100)

si bǎ I

(400)

qtbǎ I

(700)

1 1 ǎngbǎ i

(200)

wǔbǎ i

(500)

bābǎl

(800)

(11ángbǎ 1 ) sffnbǎ1

(300)

(wúbǎ i )

1 1ù bǎ 1

(600)

J 1ǔbǎI (Jlubǎi)

(900)

Notice that the word for I, y T, occurs before -bǎ I, although It was
not used before 10, shT. Note also the dTf'f ere nt word for 2 used when
forming the hundreds. In the numbers 2_(t) 12, and all numbers
containing 2 up to 100, èr Is used. Llang— Is used with hundreds.

When forming numbers with "hundred," remember that some of the numbers
from I through 9 change tone before the Low tone of -bǎ i . Y± (I)
changes from a High tone to a Falling tone. L1 ǎng (2), wǔ (5), and J Iu
(9) change from Low tones to Rising tones.

yt                         yl bǎ I

I ling-                  I iSngbǎl (llángbSl)

wǔ                        wǔbǎI (wǔbǎ i)

Jlǔ                   Jlǔbǎi (Jlúbǎí)

The numbers I through 9 after the hundreds bring up a special point when
there Is no number in the tens place: a zero, Iíng, Is used to mark that
place.

ylbǎillngyT       (101)           I IùbǎI Ifng I Iù

I ISngbSIttngèr   (202)          qTbǎiIfngqT

tIiángbātIfnger)                   bSbSilfngbff

slnbilllngstn <303)          J IùbǎI I IngjIí (909)

slbǎi I fngsl        (404 )           (J Iúba I I I ngj I ǔ )

wǔbSI I Ingwǔ (505)

(wúbǎ iIIngwǔ )

When numbers Tn the teens follow the hundreds, yT (I) is Inserted before
the word for 10, shI. To understand why this Is necessary, you need to
distinguish between the numbers 1 through 9 and the numbers which label
a group of numbers--more specifically, which label a power of 10, such
as "ten," sh I, "hundred," -bǎ I , and so on. The rule is that two
numbers which are labels for other numbers (such as -bǎ I and sh I)
cannot occur one after the other-. Therefore, yT Is added before sh f In
the numbers I 10 through !!9,

  ------------------------- ---------- --------------------- --------
  yì bǎ i yTsh í            f 1 10 )   wūbǎ i yTsh1wǔ        (5 15)
  1 1 angbS1 yTsh1yT        (211)      b3bS1yTsh i1 ī ù      (816)
  s 1 b ǎ I y T s h f è r   (412)      sffnbǎ iyTsh IqT      (317)
  j 1 ǔbǎ i yTsh i s5n      (913)      1 1 ùbā i yTsh i b3   (6 18)
  qTbā i yTsh i si          (7 14)     ylbǎIyTsh1j1ǔ         (119)
  ------------------------- ---------- --------------------- --------

The High tone of yT changes to a Falling tone before the Low tone of -
bǎ i but does not change before s h í, as you would expect. The tone of
yT is usually affected by any tone which follows, but this case is an
exception.

The remaining numbers In reguI a rIy.

ylbǎlbSshiJiǔ

I I ǎngbǎlèrshièr

$3nbǎ i si shI I 1li     ( 346)

slbālbSshf

wǔbǎIsSnsh 1 yT

the hundreds are formed

IīùbSI sishIqT (647) qTbǎlsānshlI IÙ (736) bSbStqTshlJiǔ (979) J ī GbS
TI lùshièr (962)

THOUSANDS

The word for "thousand” Is -qISn. The thousands are

formed In the

same way as

the

hundreds.

y1q T 5n

(1,000)

1 1 ùq ī 5n

(6,000)

11ǎngqISn

(2,000)

qTq Iffn

(7,000)

sSnq i 5n

(3,000)

blq15n

(8,000)

si q i 5n

(4,000)

j 1 u q 1 5 n

(9,000)

wǔq13n

(5,000)

Notice that 2 Is 1 iǎng- and that to a Falling tone before the High

the High tone of

tone of yT changes -q15n.

Rules concerning tone changes and use of yT and H ng for numbers In the
hundreds also apply to numbers in the thousands.

+-----------------------------------+-----------------------------------+
| yì q ī S'n 1 f ngbísh ī 1 í ìj    | £ 1,086) (2,220) (5,610) £8,105)  |
|                                   | (9,017)                           |
| 1 iǎngqiSnl íǎngbǎlèrshí wǔqI3n1  |                                   |
| i ùbǎ1yTsh1 bāq I Sny 1 bǎ H t    |                                   |
| ngwìí                             |                                   |
|                                   |                                   |
| j1ǔq1Sn1f ngyTsh1qT               |                                   |
+-----------------------------------+-----------------------------------+

The use of Ifng is expanded in numbers as large as thousands. The word
Iíng can stand for two or more adjacent zeros. This use Is similar to
the English "and" In "one thousand and one" (1,001),

yl q i ?n I f ngyT        (1,001)        I I ù q ī 8 n I f n g I ī ù

(6,006)

(7,007)

(8,00S)

(9,009)

couId lead

IlǎngqiSnl íngèr   (2,002)      qTqISnI í ngqT

sing T SnIī ngsSn     (3,003)        b3qIffnIí ngbB

si q i Sn11 ngsl        (4,004)       jIǔq1?n1I ng J 1ǔ

wùqISnIf ngwù (5,005)

Seemingly, this expansion of the meaning of l_ f ng to confusion, but
compare the following:

yìqIffnslbSI if ng I Iù (1,406) yìq1SnIfngsìshI I Iù (1,046) ylqI In If
ng I I ù           (I,006)

ylqlínlfngllùshf (1,060)

The remaining numbers In the thousands are formed reguI ar Iy.

JlǔqlínllàngbàlqTshlbó qTqlSnsSnbǎlyTshlyT siqISnwǚbàIèrshIèr
IlǎngqīSnylbǎíIIùshIsffn

(9,278) (7,311) (4,522) (2,163)

TEN THOUSANDS

The word for "ten thousand" Is -wan.

yfwàn      (10,000)                Ilùwàn  (60,000)

llàngwàn  (20,000)               qfwàn   (70,000)

sSnwàn    (30,000)               báwàn   (80,000)

sìwàn      (40,000)               jlùwàn  (90,000)

wǔwàn      (50,000)

Notice that the numbers yT, qT, and bff change from High tones to Rising
tones before the FaTlIng tone of -wàn.

The rules for hundreds and thousands also apply to ten thousands: I) The
word I ISng- (2) Is used with -wàn, 2) Numbers which label a position
cannot occur one right after another. 3) The word ling can stand for two
or more adjacent zeros in a number.

JiùwànèrqlSnsānbǎlslshi I iù I I Sngwànèrq1ffnèrbāIèrsh I èr

(92,346 )

(22,222)

b á w à nIí ngb5                  (80,008)

bá wà nI í ngbffsh ī bS          (80,088 3

báwàn I í ngbgbǎ I bīsh I bā (80,888) [n the first two examples èr ts
used for 2 when it Is not the first digit In a number.- The second
example clearly shows that native speakers may start off with I ISng-
and then switch to èr.

Numbers in the ten thousands bring out a characteristic of the Chinese
number system which Is truly different from the English system of
numbers. Traditionally, Chinese numbers were written with the comma to
the left of the fourth digit.

I iSngwànwǔqiSnwǔbàlsSInshl I 1 ù 2,5536

báwàn I Iùq1SnqtbǎIsìshIqT         8,6747

ORDINAL NUMBERS

Like the cardinal numbers, ordinal numbers in Chinese are also easily
and regularly formed. The word for '’number," dì-( in the sense of
"number I¹’} may be placed before any cardinal number to make It an
ordinal number.

+-----------------------------------+-----------------------------------+
| dlyT                              | ("number 1"flrst")                |
+-----------------------------------+-----------------------------------+
| dl èr                             | ("number 2," "second") ("number   |
|                                   | 3," "third") ("number 4,"         |
| dl sffn                           | "fourth")                         |
|                                   |                                   |
| dl si                             | ("number 5," "fifth") ("number    |
|                                   | 6," "sixth") ("twentIath")        |
| dì wǔ                             |                                   |
|                                   | be followed by a unit number, not |
| dì 1 lù d ì è r s h f             | by                                |
|                                   |                                   |
| The prefix dl - must              |                                   |
+-----------------------------------+-----------------------------------+
| a number which 1$ a label         | for a group of numbers. For       |
|                                   | Instance:                         |
+-----------------------------------+-----------------------------------+
| dl ylb§ 1                         | ("LoneJ hundredth")               |
|                                   |                                   |
| (NOT dìbS 1 )                     | ("Cone3 thousandth")              |
|                                   |                                   |
| dì yl q I līn                     | ("Conel ten thousandth")          |
|                                   |                                   |
| (NOT dlqlín) dlyI wan (NOT diwan) | hold true for the numbers 10 tc   |
|                                   | 19:                               |
| Notice that this does NOT         |                                   |
+-----------------------------------+-----------------------------------+
| d 1 sh í dlsh I yT dlsh f J 1 ǔ   | ("number 10," "tenth")            |
|                                   |                                   |
|                                   | ("number 11," "eleventh")         |
|                                   |                                   |
|                                   | ("number 19," "nineteenth")       |
+-----------------------------------+-----------------------------------+

There is also another word, - hào, which when used with a number refers
to things in an order. Unlike the numbers used with dl -, the numbers
with -hāo come to be used as names for the ttīTngs they refer to, as Tn
addresses or dates.

Dèíl JIS Slshièrhào ("No. 42 Dà 11 Street")

SUnyuè SānshlyThào ("March 31st¹¹)

SAYING NUMBERS ALOUD

There are two ways to say numbers aloud, One way Is to give the full
form of the number, Including the labels for the powers of 10.

80,011          báwàniíngyTshIyT

12,705          y(wànI IāngqISnqTbSI 1fngwǔ

70,009        qíwàniíngjlu

48,347         siwànbSqISnsSnbāI sish1qT

The other way Is to use "telephone style," leaving out the labels for
the powers of 10.

80,011        b3-Hng-I fng-yT-yT

12,705         yT-èr-qT-Ifng-wu

70,009          qT—Ifng-I íng-lÍng-Jiu

48,347         s1-bS-sSn-sl-qT

There are two things to notice when reeding numbers "telephone style,"
First of all, since there Is a slight pause between each number, the
tone of a syllable Is not changed by the next syllable. Therefore, ail
numbers are pronounced with their basic tones. Secondly, Ifng cannot
stand for more than one zero (and Is repeated If need be),

"Telephone style" Is often used to Identify a year. The word for "year,"
-n I án, follows the numbers.

yT-JIǔ-wú-Iíng-nI an (1950)

CLASSROOM EXPRESSIONS (CE)

  ------- ---------------------------- ------------------------
  CE      1                            
  I.      Zao!                         Good morning.
  2.      Women shàng kè ba.           let’s begin class.
  3.      N1 tTng wo shuō.             Listen to me say It.
  4 .     NT dong le ma?               Do you understand now?
  5.      Wǒ bù dong.                  1 don't understand.
  6.      Dǒng le.                     1 understand.
  7.      QÌng gSnzhe wo shuO.         Please repeat after me
  8.      QT ng nI zà I shuǒ y f cl.   Please say 11 aga i n.
  9.      Duì Ie.                      That's correct.
  10.     Bù duì .                     That's not right.
  I 1 .   Wǒ bíi zhTdào.               1 don't know.
  12.     Shi shénme ylsl?             What does It mean?
  13.     Hāo, wǒmen xià ke ba.        Okay, class Is over.
  ------- ---------------------------- ------------------------

CE 2

-   I. Wǒ mél tTngqTngchu.

-   2. Wǒ you yIge wèntf,

-   3. NT shuǒcuò le.

-   4. Hide fāyTn bú +àI hSo.

-   5. NT gēn tff shuǒ.

-   6. Wáng Dànlán, nT wèn went!.

-   7. Hú M ě I 1 T n g , n 1 h u í d á .

I didn’t hear clearly.

I have a question.

You said It wrong.

Your pronunciation isn’t too good.

You talk with him OR You tell It to him.

Wáng Dànián, you ask the questions.

Hú Mailing, you answer them.

0,  Q'íng riT fīnchéng Zhōngwén.

-   9, Qìng n't fSnchéng YTngwén.

-   10, Qlng dà yìdǐǎnr shSngyTn

shuē.

-   II. Qlng man yldlanr shuC.

-   12, ZhSng LāoshT, nín hàol

-   13, MíngtI5n jlàn.

-   14, Car Zhíīngwén zěnme shu5?

Pieass translate it Into Ch Inese.

Please translate it Into Engl Is h.

Please talk a little louder.

Please talk a little slower,

Mr. (Teacher} ZhSng, how are you?

See you tomorrow.

How do you say "car" In Ch Inese?

TIME and DATES (T&D)

INTRODUCTION

This resource module summarizes and supplements core module
presentations involving dates and time. Time and Dates (T&D) tapes I and
2 cover dates (year, month, day of the month, day of the week, and such
expressions as "next week¹' and "yesterday¹'). TiD tapes 3 and 4 cover
time (clock time and such expressions as "In the morning¹').

The prerequisites for this module are P&R tapes 1-6 and NUM tapes 1-4.
Otherwise, the Time and Dates Module Is self-contained. Note, however,
that dates are Introduced with tapes 5 and 6 of the Biographic
Information Module and that time is Introduced with tapes 5 and 6 of the
Money Module.

TAPE 1 WORKBOOK (DATES) ¹³

of this module restates the rules

Exerc i se

_l_ (Answers are on tape.)

I ,

(1 )

August 5th

(2)

September 5th

Í3)

August 15th

2.

( I )

August 2nd

(2)

August 20th

(3)

July 1 Oth

3.

( I )

January 20th

(2)

July 12th

(3)

October 20th

4.

(I )

October 4th

(2)

February 8th

(3)

November 10th

5.

( I )

February 9th

(2)

December 4th

(3)

June 14th

6.

( I )

February 7th

(2)

December 7th

(3)

December 1st

7 .

(I )

April 1st

(2)

October 13th

(3)

May 7th

8.

{ I )

October 10th

(2)

April 11 th

(3)

April 1st

9.

< I )

July 17th

(2)

March 19th

(3)

January 11 th

IO.

(I )

December 25th

(2)

July 31st

DISPLAY 1

(3)

January 31st

I .

AprII 20th

4.

March 14th

7.

September 3rd

2.

May

20th

5 .

March 25th

8.

July 3rd

3.

Ma y

14th

6.

September 25th

DISPLAY II

9.

July 11 th

I .

February IB

3 .

July 20

5.

October 4

2.

November I

4 ,

May 4

6.

July 1

TfcD MODULE

TAPE 2 WORKBOOK (YEARS AND DAYS OF THE WEEK)

DISPLAY I

  ---- ----------- ---------- ----- ---------------
  1.   February    22, 1732   4 .   June 15, 1215
  2.   July 4+h,   1776       5.    May 8, 1945
  3.   January 1   , 1863     6.    April 7, 1939
  ---- ----------- ---------- ----- ---------------

DISPLAY II

«»

  ------ ------- -------
  LAST   THIS    NEXT
  1925   1 926   1 927
  ------ ------- -------

  ------ ------ ------
  I960   1961   1962
  ------ ------ ------

+-----------------------+-----------------------+-----------------------+
|                       | Rea 1                 | ?                     |
|                       |                       |                       |
|                       | T 1 me                |                       |
+-----------------------+-----------------------+-----------------------+

Exercise I

_______________S u n d a y

__________Monday

______________T u e s d a y

__________W ednesday

______________T h u r s d a y

_______________f r I d a y

____________S a T u r d a y

TSD MODULE

^(,k)

Exercise 2

  ----- ----------- ---------- -----------
  1.    Monday      Tuesday    Wednesday
  2.    Thursday    Friday     Saturday
  3.    Friday      Saturday   Sunday
  4 ,   Thursday    Fr1 day    Saturday
  5.    Wednesday   Thursday   Fri day
  6.    Thu rsday   Friday     Saturday
  7.    Monday      Tuesday    Wednesday
  8.    Wednesday   Thursday   Friday
  ----- ----------- ---------- -----------

DISPLAY III

March

+---------+---------+---------+---------+---------+---------+---------+
| Sunday  | Monday  | Tuesday | We      | T       | Fr1 day | S       |
| 3       | 4       | 5       | dnesday | hursday |         | aturday |
|         |         |         |         |         | 8       |         |
|         |         |         | 6       |         |         | 9       |
+---------+---------+---------+---------+---------+---------+---------+

August

Sunday

12

Monday 1 3

Tuesday

14

Wednesday

15

Thursday

16

Friday 1 7

Satu rday 1 8

December

Sunday

Monday

Tuesday

Wednesday

Thursday

FrI day

Saturday

20

21

22

23

24

25

26

+-----------------------------------+-----------------------------------+
| TAPE                              | 3 WORKBOOK (CLOCK TIME)           |
|                                   |                                   |
| 1.   5:00         3.              | DISPLAY 1                         |
|                                   |                                   |
| 2.  7:00         4.               | 2:00        5. 12:00         7.   |
|                                   | 11:00                             |
| 1      '■ /^T                     |                                   |
|                                   | 10:00        6.   3:00         8, |
| /io                               |   8:00                            |
|                                   |                                   |
| 9     n                           | DISPLAY II                        |
|                                   |                                   |
| A )           v ^(X)              | s.              ² •    / 12 X     |
|                                   |                                   |
| 3.                                | i\              /\x । iX          |
|                                   |                                   |
| fl \8                             | A             /io     / A         |
|                                   |                                   |
| 1     Vu                          | al                     19         |
|                                   |        o        31                |
| 1    ⁵* AT                        |                                   |
|                                   | V          \       V              |
| 710 y" 9    \                     |                                   |
|                                   | X            X. .6 jx             |
| \8                                |                                   |
|                                   | iX               /II । iX         |
|                                   |                                   |
|                                   | ì\                /ia             |
|                                   |           2\                      |
|                                   |                                   |
|                                   | a]                       [9 <L 3  |
|                                   |                                   |
|                                   | 7         \      7                |
|                                   |                                   |
|                                   | xL s Jx                           |
|                                   |                                   |
|                                   | I'X             ⁶¹ /\\            |
|                                   |                                   |
|                                   | \                      / ⁰      1 |
|                                   |        2\                         |
|                                   |                                   |
|                                   | 7                 (⁹      T       |
|                                   |       J                           |
|                                   |                                   |
|                                   | 4/                \8     1     4/ |
|                                   |                                   |
|                                   | X           JX                    |
|                                   |                                   |
|                                   | 81                                |
+-----------------------------------+-----------------------------------+

[]

[]

[]

[]

[]

[]

+-----------------------------------------------------------------------+
| Exerc īse 1                                                           |
+-----------------------------------------------------------------------+
| 1.  4:00           4:15           4:50           4:45                 |
+-----------------------------------------------------------------------+
| 2.  6:00           6:15           6:30           6:45                 |
+-----------------------------------------------------------------------+
| 3.  2:00           2:15           2:30           2:45                 |
+-----------------------------------------------------------------------+
| 4. 12:00          12:15          12:30          12:45                 |
+-----------------------------------------------------------------------+
| 5 . i1:00             11:15             11:30             11:45       |
+-----------------------------------------------------------------------+
| (Answers are on page 83.)                                             |
+-----------------------------------------------------------------------+
| Exercise 2                                                            |
+-----------------------------------------------------------------------+
| 1.   10:                      6.                                      |
+-----------------------------------------------------------------------+
| 2.     1:                         7. .                                |
+-----------------------------------------------------------------------+
| co uì                                                                 |
+-----------------------------------------------------------------------+
| 4,9:             9 .                                                  |
+-----------------------------------------------------------------------+
| 5.    4:                    10.                                       |
+-----------------------------------------------------------------------+
| (Answers are on page 83.)                                             |
+-----------------------------------------------------------------------+
| Exercise 3                                                            |
+-----------------------------------------------------------------------+
| 1 .                                            6.                     |
+-----------------------------------------------------------------------+
| 2.                                7.                                  |
+-----------------------------------------------------------------------+
| Of a>                                                                 |
|                                                                       |
| «                                                                     |
+-----------------------------------------------------------------------+
| 4.                                9.                                  |
+-----------------------------------------------------------------------+
| 5.                               10.                                  |
+-----------------------------------------------------------------------+
| (Answers are on page 83.)                                             |
+-----------------------------------------------------------------------+
| DISPLAY III                                                           |
+-----------------------------------------------------------------------+
| 1.  4:10           3.  7:35            5.   1:04                      |
+-----------------------------------------------------------------------+
| 2. 12:25            4.  6:43            6.  9:45                      |
+-----------------------------------------------------------------------+

4» ANSWERS TO TAPE 3 EXERCISES

ExercIse I

I .  4:30     2.  6:00   ‘ 3,   2:45     4.

5.   11:45

Exercise 2

-   I. 10:15

-   2.

-   3.

-   4.

-   5.

Exercise 3

-   I. 3:05

-   2.

-   3.

-   4.

-   5.

    6.

    7,

    -   8.

    -   9.

    -   10.

    -   6.

    -   7.

    -   8.

    -   9.

    -   10.

    TAPE 4 WORKBOOK

(CLOCK TIME AND PARTS OF THE DAY)

Exercise I

Indicator

of past time

+-----------------------------------------------------------------------+
| 1.  ____________ 4.  ____________ 7.  __________„                     |
|                                                                       |
| 2¹⁴ ________________ 5. ________________ 8.   ________________        |
|                                                                       |
| 3.           __ 6. ________________ 9. ________________               |
+-----------------------------------------------------------------------+

(Answers are on page 88.)

DISPLAY 1

1 .

6: 15

3.   9:20

5.

1:17

2,

3í 10

4.   11:30

6.

5:05

DISPLAY II

1 .

3:45

3.   11:40

5.

7:55

2.

1 : 50

4.   9:46

6.

12:59

DISPLAY til <

[]

T HE P.M. CLOCK

[]

Exerc i se 2

[]

I .

2_(t)

3.

6.

7 .    _____________________

6,  _______________

(Answers are on page 89.)

Exercise 3

+-----------------+-----------------+-----------------+-----------------+
| I.              | last year       | last year March | last year April |
|                 | February        |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 2.              | last year       | this year Aprl  | next year April |
|                 |                 | I               |                 |
|                 | J anuary        |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 3.              | this year       | this year       | next year       |
|                 |                 | January         | November        |
|                 | July            |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| 4.              | last month 3rd  | this month 18th | next month 9th  |
+-----------------+-----------------+-----------------+-----------------+
| 5.              | last month 20th | next month 5th  | next month 2nd  |
+-----------------+-----------------+-----------------+-----------------+
| 6.              | last week       | this week       | next week       |
|                 | Monday          | Tuesday         |                 |
|                 |                 |                 | Friday          |
+-----------------+-----------------+-----------------+-----------------+
| 7.              | this week       | this week       | next week       |
|                 | Thursday        | Saturday        | Wednesday       |
+-----------------+-----------------+-----------------+-----------------+
| 8.              | August 6th      | May 3rd         | December 1 I th |
+-----------------+-----------------+-----------------+-----------------+
| 9.              | July 2nd        | January 21st    | October 13th    |
+-----------------+-----------------+-----------------+-----------------+
| IO.             | February 17th   | March 30th      | June 8th        |
+-----------------+-----------------+-----------------+-----------------+
|                 |                 | (Answers are on | page 88.)       |
+-----------------+-----------------+-----------------+-----------------+

DISPLAY IV

[]

[]

[]

[]

[]

[]

E C p.m.)

[]

G (p.m. 1

H Cnoonl

ANSWERS TO TAPE 4 EXERCISES

Exercise 1

1 .   1:50

4 .

5:15

7.

4:20

2.  8:35

5.

8:05

8.

3:30

3.  6:00

6.

7:45

9,

11:10

ExercIse

2

1 .

2:00

p. m.

4.

9:45

p .m.

7.

8:50

p .r

2.

10: 15

a .m.

5.

5:00

a.m,

8.

11:50

p . m

3.

12:30

p.m.

6.

6:25

a ,m.

9,

1 1 :O5

a. nt

Exercise 3

1 .

last year February

6.

this week

Tuesday

2.

th 1 s

Aprl 1

year

7.

next week Wednesday

3.

th I s July

year

8.

August 6th

4.

next 9th

month

9.

January 21st

5.

1 ast

20th

month

10.

June 8th

SUMMARY

MONTH, DAY, AND YEAR

in Chinese, the name's for the months of the year are the numbers I
through 12 fol lowed by the word for "month/¹ yuè. *

  ---------- --------------- ----------- ---------------
  Y I yuè    ("January")     Qíyuè       ("July" )
  Eryuè      ("Februa ry")   Báyuè       ("August")
  SJnyuè     ("March")       J I ǚy uè   ("September")
  Si yuè     ("Apri1")       Sh íyuè     ("October")
  wǔy uè     ("May")         Sh fyTyuè   ("November")
  L í ùyuè   ("June")        Sh íèryuè   ("December")
  ---------- --------------- ----------- ---------------

The tones on the numbers y T, qt, and b_5 change to Rising tones before
the Failing tone of yue.

The day of the month Is expressed by the number of the day

fo11 owed

by the

bound word -hào.

Literally, -hào means "number

slhào

(

"the

4th")

q í hào

(

"the

7th")

sh íqThào (sh í q í hào)

(

"the

17th")

èrsh i bShèo

(èrshIbáhāo)

(

"the

2Sth")

Notice that the tone when part speaker„

numbers yT, qt, and of a larger number.

bS TKl

do not always s varies from

change speaker to

The

order

of the month and

the

day

of the month

1 s the

same in Chinese as It Is In English:

Qíyuè slhào           ("July 4")

Báyuè Jlǔhào          ("August 9")

Shíèryue èrshièrhào ("December 22”)

*Yuè was introduced in the Biographic Information Module with the
spelling yuè. Starting with the Money Module, the umlaut is written only
where It Is necessary In PTny Tn: after n_ and 1 to distinguish nu from
nŪ and Iu from Iu.

To ask what month or what day of the month it is, use the question word
JT — > "how many":

Zhèīge yuè shl Jlyuè? ("What month Is this?")

JTntian j”íhào?          ("What Is today's date?")

J1 - ís usually used when the number In the answer Is expected to be no
more than 10 or so (duōs.hao being used otherwise). But notice that JT -
Is used for the day of the month, when the answer may contaTF a number
up to 31.

in Identifying years, four single-digit numbers are followed by the word
»nI in, "year":

YTJI ǔèr I 1ùnIán (I 926)

YTJIusānsSnnIán (1933)

YTJ i ǔslern fan (1942)

YTJĪūwǔtfngnián (1950)

These numbers are given in "telephone style" (one by one), not combined
into a larger number. YT, qT, and bS do not change tone In "telephone
style."

When asking "what year?" the question word nēInIán Is used: NT shl
neínián shSngde? ("What year were you born?")

When giving the month, day, and year In Chinese, proceed from the larger
to the smaller:

YTqTqTI IùnIán Qíyue sìhào ("July 4, 1776")

YTJIǔwǔI!ngn1án SSnyue sSnshīyThào ("March 31, 1950")

YTJIuIíng Ifngnián Llùyue shíwuhào ("June 15, 1900")

Notice that the word I íng, "zero," is Inserted each.time a zero Is
used.

DAYS OF THE WEEK

The names for days of the week from Monday through Saturday are formed
by using the word for "week," xTng, followed by a number. Notice that
the Chinese week begins on Monday.

  ----------- ---------------
  xTngqT      ("week")
  XTngqTyT    ("Monday")
  XTngqTèr    ("Tuesday")
  XTngqTsSn   ("Wednesday")
  XTngqTsl    ("Thu rsday")
  XTngqTwú    ("Friday")
  XìngqTI1ù   ("Saturday")
  ----------- ---------------

There are two different words for "Sunday, neither con taintng a number:

XTngqTtijn       ("Sunday”)

XTngqTrl

Literally, XTngqTt]īn Is "heaven day," and XT ngqTrl is "sun day,"

In addition to these commonly used names, which are

standard in the Peopíe’s Republic formed with 1T b a |:

LlbàlyT LT bà1èr LTbà ǐsīn LT ba ī si LTbàIwǔ LÌbàI I [ù LT bà IT i Sri
Lībàirl

To ask what day of the week is used:

JTntǐBn xTngqTJŪ JTntǐīn iībàlJJJ

of China, there are names

("Monday") ('’Tuesday") ("Wednesday¹’) ("Thursday’') ("Friday")
{"Saturday’') {"Sunday")

It is, the question word JT-

("What day is today?") ("Wha+ day Is today?")

TIME WORDS WITH DAY, WEEK, MONTH, AND YEAR

"next year," and

The words for "this year, words for "today,” "tomorrow," one except ion
(*):

JTnn1án ("this year") mf ngn i án ("next year")

*qu n i s n

("last year") hourián

("year after next") q i án n1á n

("year before last")

and so on and the

so forth are parallel, with

JTntlJn

("today")

mi ngtIīn

{"tomorrow")

zuót íSn

("yesterday")

hòutI3n

("day after tomorrow")

q i á nt i ffn

("day before yesterday")

The words for "this month,” ’'next month," and so on and the words for
"this week," "next week," and so forth are parallel:

zhèlge yuè

("this month")

xiàge yuè

("next month")

shàngge yuè

("last month")

zhèlge xTngqT OR

zhèlge I ì bà 1 ("this week")

xiàge xTngqT OR xiàge 11 b à i ("next week")

shàngge xTngqT OR shàngge iībàl ("last week")

TELLING TIME

+-----------------------------------+-----------------------------------+
|                                   | Dlān, literally meaning "dot," Is |
|                                   | the counter for hours             |
+-----------------------------------+-----------------------------------+
| on                                | the clock. The word zhōng,        |
|                                   | "o'clock" (literally "clock"),    |
+-----------------------------------+-----------------------------------+
| í s                               | added optionally.                 |
|                                   |                                   |
| is                                | Yldiān (zhōng)      (1:00)        |
|                                   |    QTdlàn (zhōng)       (7:00)    |
|                                   |                                   |
|                                   | Liàngdlǎn (zhōng)  (2:00)         |
|                                   |    BSdiǎn (zhōng)       (8:00)    |
|                                   |                                   |
|                                   | SōndlSn (zhōng)     (3:00)        |
|                                   |     Jlǔdiàn (zhōng)      (9:00)   |
|                                   |                                   |
|                                   | Sldiàn (zhōng)      (4:00)        |
|                                   |    Shídiǎn (zhōng)    (10:00)     |
|                                   |                                   |
|                                   | WúdlSn (zhōng)      (5:00)        |
|                                   |    ShfyTdian (zhōng)  (11:00)     |
|                                   |                                   |
|                                   | LlùdlSn (zhōng)    (6:00)         |
|                                   |    Shièrdiǎn (zhōng)  (12:00)     |
|                                   |                                   |
|                                   | To express time on the half hour, |
|                                   | the word ban, "half," used :      |
+-----------------------------------+-----------------------------------+

•J

Llàngdlǎn bin (zhōng) (2:30)

Wǔdlín bàn (zhōng)      (5:30)

J lūdTSn ban (zhōng)     (9:30)

ShíyTdlàn bin (zhōng) (11:30)

Notice that these expressions can also end In zhōng, "o’clock."

To express time on the quarter hour, the word kè, "quarter," I $ used:

Yldlan y f kè (1:15, "a quarter after I")

Llāngdlàn sōnkè (2:45, "three quarters past 2")

WudiSn yíkè (5:15, "a quarter past 5")

Shfèrdlān sōnkè (12:45, "three quarters past 12")

A more specific way to express the idea of "quarter p a st the hour" is
with the word guò, "to pass":

sldiān guò yíkè ("a quarter past 4*')

shíèrdtān guò yíkè ("a quarter past 12")

To express the Idea of "quarter to the hour," the word chà, "to lack,"
may be used:

j I ǔd I ān chà yíkè OR

chà yíkè JlǔdlSn        ("a quarter to 9")

shíyTdiān chà yíkè OR

chà yíkè shíyTdiān ("a quarter to II¹’)

With expressions of quarter hours before the hour, two word orders are
possible. (Only one Is possible with expressions of time after the
hour.)

Expressions of quarter hours before the hour or past the hour do not end
in zhCng, ¹¹ o^(T) clock."

The word f 5n, "minute," Is used to give the exact time:

I lǎngdlān shíwtifān      (2:15)

bīdíān èrshlèrfSn      (8:22)

Shídlān shffffn          (10:10)

shfèrdlān sínshiqTfān (12:37)

F5n may be omitted ín longer time expressions:

yìdlān sSnshiwǔ         (1:35)

yld1àn sSnshIwǔf ēn

The word ling, "zero," may be added to clarify a time exp ressI on :

sSndiān wǔfffn            (3:05)

s5nd1 an ling wǔf3n

Guò and chà may be used with time expressions Including minutes:

sffndlān guò èrshlfSn ("20 minutes after 3")

qTdlān chà shtfSn ("10 minutes before 7") chà sh í fffn qTdlān

To ask what time of day It Is, use the question word JT : JTdlǎn zhòng?
("What time Is It?")

PARTS OF THE DAY

In Chinese,

the different parts of a day are referred to

as follows:

HOURS (approx.)

zǎoshan g

("morn Ing"--fu11 daylight

6-11 a.m.

(zǎochén)

unt11 near noon)

shàngwǚ

( "f orenoon"--norma 1 working

8 or 9 a,m.

(shàngwu)

hours until noon)

until II a. m.

or 1 p.m.

zhōngwù

("noon")

II a.m. until

(zhōngwu)

I p. m.

xí àwǔ

("afternoon^(TI)--noon until the

1-5 p.a.

(x1àwu J

end of the business day)

wSnshang

("evenlng"--after the evening

6-1 I p.m.

mea 1 )

bànyò

("midnight")

yè 1 1

("n 1 ght"--genera11y from

II p.m. until

around II p.m. until sunrise)

4 a.m.

In Chinese, clock time Is often preceded by a word designating the part
of the day Involved:

zācshang qTdlín zhffng        (”7 o’clock In the morning,*¹

7 a.m.)

wǎnshang bSdlín bàn zhōng (”0:30 In the evening,"

8:30 p .m.)

Notice that the Chinese word order once again begins with the larger
unit and proceeds to the smaller.

94

¹

There are no appropriate examples In the Orientation Module. You will
find these words In later modules.

²

There are no appropriate examples In the Orientation Module. You will
find these words In later modules.

³

ThIs Is not a name.

⁴

Thls Is the name of a former province.

⁵

A somewhat similar neutralization happens to vowels In English. Vowels
which are perfectly distinguishable when stressed become
indistinguishable when unstressed. "I confined the dog" may sound the
same as "I can find the dog," although, with stress, "con-" does not
sound the same as "can."

⁶

ln this summary, underlining calls attention to letters (the letter u)
and slant lines call attention to sounds (the sound /□/). “

⁷

Standard PTnyTn romanization u_ is written only after n and J_.
Everywhere else (after j_,     x_, and y_, it is written

simply u.

⁸

C, I Finals

You have heard and seen the full vowel /I/ following Initials in the
words nl, "you"? mln, "people"; and mfng, "bright." When the vowel does
not follow an Initial, it Is written y I .

yT          ("one")             as Tn "east" or "yeast"

yTn         ("cloudy")           as In "YIn (Yang")

y Ing        ("win")              /y/ + /Ing/ as in "sing"

⁹

BesIdes the historical reason for this spelling, there Is the reason
that adding the suffix Zr/ "brings back" a normal, "broad" /a/ voweI.

¹⁰

Abbreviation of /uo/ after labials rn, b_, and f\

¹¹

**/U/, /Uan/, /Ue/, and /tin/ are spelled £, uan, ue, and u n
respectively after j_, g_, x, and y_.

¹²

RomanTzat!on in parentheses indicates tone changes.

¹³

The Summary at the- end presented on T&D Tape I .

¹⁴

For further Information on de, as an see notes on Nos. 6-7> Unit 4, BIO.