ORIGINAL EDITION BY
Tao-chung Yao and Yuehua Liu
Liangyan Ge, Yea-fen Chen, Nyan-Ping Bi,
Xiaojun Wang, Yaohua Shi
THIRD EDITION BY
Yuehua Liu and Tao-chung Yao
Nyan-Ping Bi, Liangyan Ge, Yaohua Shi
Level s 0art 1
TEXTBOOK Simplified Characters
Third Edition
Integrated Chinese
CHENG & TSUI COMPANY
BOSTON
Copyright © 2009, 2005, 1997 Cheng & Tsui Company, Inc.
Third Edition / third printing May 2010
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, scanning, or any information storage or retrieval
system, without written permission from the publisher.
All trademarks mentioned in this book are the property of their respective owners.
16 15 14 13 12 11 10 3 4 5 6 7 8 9 10
Published by
Cheng & Tsui Company, Inc.
25 West Street
Boston, MA 02111-1213 USA
Fax (617) 426-3669
www.cheng-tsui.com
“Bringing Asia to the World”TM
ISBN 978-0-88727-644-6 — ISBN 978-0-88727-638-5 (pbk.)
Cover Design: studioradia.com
Cover Photographs: Man with map © Getty Images; Shanghai skyline © David Pedre/iStockphoto; Building with
masks © Wu Jie; Night market © Andrew Buko. Used by permission.
Interior Design: Wanda España, Wee Design
Illustrations: 洋洋兔动漫
Transportation photograph (p. 271, top): Courtesy of Kristen Wanner
Subway photograph (p. 271, bottom): Courtesy of Andrew Buko
Library of Congress Cataloging-in-Publication Data
Integrated Chinese = [Zhong wen ting shuo du xie]. Traditional character edition. Level 1, part 1 / Yuehua Liu ...
[et. al]. — 3rd. ed.
p. cm.
Chinese and English.
Includes indexes.
Parallel title in Chinese characters.
ISBN 978-0-88727-645-3 — ISBN 978-0-88727-639-2 (pbk.) — ISBN 978-0-88727-644-6 — ISBN 978-0-
88727-638-5 (pbk.) 1. Chinese language—Textbooks for foreign speakers—English. I. Liu, Yuehua. II. Title:
Zhong wen ting shuo du xie.
PL1129.E5I683 2008
495.1—dc22
2008062308
The Integrated Chinese series includes books, workbooks, character workbooks, audio products, multimedia
products, teacher’s resources, and more. Visit www.cheng-tsui.com for more information on the other
components of Integrated Chinese.
Printed in Canada.
iii
The Integrated Chinese Series
Textbook DVDs
Watch the Integrated
Chinese story unfold with
live-action videos of the
textbook dialogues and
cultural segments for each
lesson.
BuilderCards
Reinforce and build
vocabulary using fl ashcards.
Features all essential
vocabulary from Level 1.
eTextbooks
Display these downloadable
versions of the printed
textbooks on interactive
whiteboards or your
personal computer. Search,
bookmark, highlight, and
insert notes.
Online Workbooks
Complete the exercises from
the printed workbooks
using a dynamic, interactive
platform. Includes instant
grading and intuitive course
management.
Textbooks Learn Chinese language and culture through ten engaging
lessons per volume. Includes dialogues and narratives, culture notes,
grammar explanations, and exercises.
Workbooks Improve all four language skills through a wide range of
integrated activities that accompany the lessons in the textbook.
Character Workbooks Practice writing Chinese characters and learn
the correct stroke order.
Audio CDs Build listening comprehension with audio recordings
of the textbook narratives, dialogues, and vocabulary, plus the
pronunciation and listening exercises from the workbooks.
The Integrated Chinese Companion Site
Find everything you need to support your course in one convenient place.
UÊÊ,
ÊÌi>V iÀÊÀiÃÕÀViÃ
UÊÊ*>ÃÃÜÀ`«ÀÌiVÌi`Ê>ÃÜiÀÊiÞÃ
UÊÊ>}iÊ}>iÀÞ
UÊÊfflÃÊÌÊ«ÀiÛiÜÃÊ>`Ê`iÃ
UÊÊ-Õ««iiÌ>ÀÞÊÀi>`}Ã
UÊÊ-iÌiViÊ`ÀÃÊ
Find other publications to supplement your Integrated Chinese course. See page xii for more information about
graded readers, listening comprehension workbooks, character guides, and reference materials.
To order call 1-800-554-1963 or visit www.cheng-tsui.com.
www.integrated-chinese.com
Contents
Preface to the Third Edition ......................................................................................................................................xiv
Preface to the Second Edition ................................................................................................................................xix
Scope and Sequence .....................................................................................................................................................xxiv
Abbreviations of Grammatical Terms .............................................................................................................xxx
Cast of Characters ...........................................................................................................................................................xxxi
Introduction 1
Chinese Language and Dialects ..............................................................................................................................1
Syllabic Structure and Pronunciation of Modern Standard Chinese ......................................1
The Chinese Writing System .................................................................................................................................... 11
Useful Expressions ........................................................................................................................................................... 16
Lesson 1: Greetings 19
Learning Objectives
Relate and Get Ready
Dialogue I: Exchanging Greetings ...................................................................................................................... 20
Language Notes .................................................................................................................................................................. 20
Vocabulary ..............................................................................................................................................................................21
Grammar ................................................................................................................................................................................... 22
1 The Verb (xìng)
2 Questions Ending with خ)ne)
3 The Verb פ)jiào)
Language Practice ............................................................................................................................................................ 25
Dialogue II: Asking about Someone’s Nationality ................................................................................ 27
Language Notes .................................................................................................................................................................. 27
Vocabulary .............................................................................................................................................................................. 28
Grammar ................................................................................................................................................................................... 29
4 The Verb ᆯ(shì)
5 Questions Ending with ╷(ma)
6 The Negative Adverb ʃ(bù)
7 The Adverb ʬ(yĚ)
Language Practice ............................................................................................................................................................ 32
How About You? ................................................................................................................................................................. 35
Culture Highlights ............................................................................................................................................................ 36
Pronunciation Exercises .............................................................................................................................................. 38
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Contents v
English Text ............................................................................................................................................................................ 40
Progress Checklist ........................................................................................................................................................... 40
Lesson 2: Family 41
Learning Objectives
Relate and Get Ready
Dialogue I: Looking at a Family Photo ........................................................................................................... 42
Language Notes ..................................................................................................................................................................42
Vocabulary ..............................................................................................................................................................................43
Grammar ...................................................................................................................................................................................45
1 The Particle ᱿(de) (I)
2 Measure Words (I)
3 Question Pronouns
4 ሷ(yםu) in the Sense of “to Have” or “to Possess”
Language Practice ............................................................................................................................................................48
Dialogue II: Asking About Someone’s Family ...........................................................................................50
Language Notes ..................................................................................................................................................................50
Vocabulary ..............................................................................................................................................................................51
Grammar ...................................................................................................................................................................................53
5 ሷ(yםu) in the Sense of “to Exist”
6 The Usage of ʷ (èr) and ᾄ (liיng)
7 The Adverb ⵣ (dņu, both; all)
Language Practice ............................................................................................................................................................55
How About You? .................................................................................................................................................................59
Culture Highlights ............................................................................................................................................................60
Pronunciation Exercises ..............................................................................................................................................62
English Text .............................................................................................................................................................................63
Progress Checklist ............................................................................................................................................................63
Lesson 3: Dates and Time 65
Learning Objectives
Relate and Get Ready
Dialogue I: Taking Someone Out to Eat on His/Her Birthday .................................................... 66
Language Notes ................................................................................................................................................................. 66
Vocabulary ............................................................................................................................................................................. 68
Grammar .................................................................................................................................................................................. 70
1 Numbers (0, 1–100)
2 Dates and Time
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vi Contents
3 Pronouns as Modifi ers and the Usage of the Particle ᱿(de) (II)
4 The Sentence Structure of ໟ嵗̷ײ櫍 (Wם qכng nכ chĨ fàn)
5 Alternative Questions
Language Practice ............................................................................................................................................................. 78
Dialogue II: Inviting Someone to Dinner ....................................................................................................... 83
Language Notes ................................................................................................................................................................... 83
Vocabulary ............................................................................................................................................................................... 85
Grammar .................................................................................................................................................................................... 86
6 Affi rmative + Negative (A-not-A) Questions (I)
7 The Adverb 愸 (hái, also, in addition)
Language Practice ............................................................................................................................................................. 87
How About You? .................................................................................................................................................................. 90
Culture Highlights ............................................................................................................................................................. 91
Pronunciation Exercises ............................................................................................................................................... 93
English Text .............................................................................................................................................................................. 94
Progress Checklist ............................................................................................................................................................. 95
Lesson 4: Hobbies 97
Learning Objectives
Relate and Get Ready
Dialogue I: Talking about Hobbies ...................................................................................................................... 98
Language Notes ................................................................................................................................................................... 98
Vocabulary .............................................................................................................................................................................100
Grammar ..................................................................................................................................................................................102
1 Word Order in Chinese
2 Affi rmative + Negative (A-not-A) Questions (II)
3 The Conjunction (ʟ) (nà{me}, then, in that case)
4 ) qù, to go) + Action
5 Questions with ॑╷(hיo ma)
Language Practice ...........................................................................................................................................................107
Dialogue II: Would You Like to Play Ball? .....................................................................................................110
Language Notes .................................................................................................................................................................110
Vocabulary .............................................................................................................................................................................111
Grammar ..................................................................................................................................................................................112
6 The Modal Verb บ (xiיng, want to; would like to)
7 Verb+Object as a detachable compound
Language Practice ...........................................................................................................................................................114
How About You? ................................................................................................................................................................116
Culture Highlights ...........................................................................................................................................................117
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Contents vii
English Text .......................................................................................................................................................................... 120
Progress Checklist ..........................................................................................................................................................120
Lesson 5: Visiting Friends 121
Learning Objectives
Relate and Get Ready
Dialogue I: Visiting a Friend’s Home ...............................................................................................................122
Language Notes ................................................................................................................................................................123
Vocabulary ............................................................................................................................................................................124
Grammar .................................................................................................................................................................................126
1 ɺʁ(yí xià) and (ɺ)䈙ѽ({yì} diיnr) Moderating the Tone of Voice
2 Adjectives as Predicates
3 The Preposition ߱ (zài, at; in; on)
4 The Particle،(ba)
Language Practice ..........................................................................................................................................................129
Narrative: At a Friend’s House ..............................................................................................................................135
Language Notes ................................................................................................................................................................135
Vocabulary ............................................................................................................................................................................136
Grammar .................................................................................................................................................................................137
5 The Particle ʴ(le) (I)
6 The Adverb ༇ (cái, not until)
Language Practice ..........................................................................................................................................................140
How About You? ...............................................................................................................................................................141
Culture Highlights ..........................................................................................................................................................142
English Text ...........................................................................................................................................................................144
Progress Checklist ..........................................................................................................................................................144
That’s How the Chinese Say It! (Lesson 1–Lesson 5) 145
Lesson 6: Making Appointments 149
Learning Objectives
Relate and Get Ready
Dialogue I: Calling One’s Teacher .......................................................................................................................150
Language Notes ................................................................................................................................................................150
Vocabulary ............................................................................................................................................................................152
Grammar .................................................................................................................................................................................154
1 The Preposition 倹(gĚi)
2 The Modal Verb ⣬ (yào, will; be going to) (I)
3 The Adverb ⎋ (bié, don’t)
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viii Contents
Language Practice ...........................................................................................................................................................156
Dialogue II: Calling a Friend for Help ..............................................................................................................160
Language Notes .................................................................................................................................................................160
Vocabulary .............................................................................................................................................................................162
Grammar ..................................................................................................................................................................................163
4 Time Expressions
5 The Modal Verb വ (dĚi, must)
6 Directional Complements (I)
Language Practice ...........................................................................................................................................................166
How About You? ................................................................................................................................................................169
Culture Highlights ...........................................................................................................................................................170
English Text ............................................................................................................................................................................172
Progress Checklist ...........................................................................................................................................................173
Lesson 7: Studying Chinese 175
Learning Objectives
Relate and Get Ready
Dialogue I: How Did You Do on the Exam? .................................................................................................176
Language Notes .................................................................................................................................................................176
Vocabulary .............................................................................................................................................................................178
Grammar ..................................................................................................................................................................................179
1 Descriptive Complements (I)
2 The Adverbs ठ (tài, too) and 䡿 (zhĒn, really)
3 The Adverb ଔ(jiù) (I)
4 Double Objects
5 Ordinal Numbers
6 ሷņɺŇ䈙ѽ (yםu{yì}diיnr, somewhat, rather; a little bit)
Language Practice ...........................................................................................................................................................185
Dialogue II: Preparing for a Chinese Class ..................................................................................................188
Language Notes .................................................................................................................................................................188
Vocabulary .............................................................................................................................................................................190
Grammar ..................................................................................................................................................................................191
7 ʟ (zĚnme, how come) in Questions
8 The ᱿(de) Structure (I)
9 The Use of Nouns and Pronouns in Continuous Discourse
Language Practice ...........................................................................................................................................................193
How About You? ................................................................................................................................................................196
Culture Highlights ...........................................................................................................................................................197
English Text ............................................................................................................................................................................199
Progress Checklist ...........................................................................................................................................................200
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Contents ix
Lesson 8: School Life 201
Learning Objectives
Relate and Get Ready
A Diary: A Typical School Day ...............................................................................................................................202
Language Notes ................................................................................................................................................................202
Vocabulary ............................................................................................................................................................................203
Grammar .................................................................................................................................................................................205
1 The Position of Time-When Expressions
2 The Adverb ଔ(jiù) (II)
3 ɺ愙ƥɺ愙(yìbiąn… yìbiąn)
4 Series of Verbs/Verb Phrases
5 The Particle ʴ(le) (II)
6 The Particle ᱿(de) (III)
7 The Adverb ᔌ߱ (zhèngzài, be doing…)
Language Practice ..........................................................................................................................................................211
A Letter: Talking about Studying Chinese .................................................................................................215
Language Notes ................................................................................................................................................................215
Vocabulary ............................................................................................................................................................................217
Grammar .................................................................................................................................................................................218
8 ぜʴƥ˫क,愸ƥ (chúle…yכwài, hái..., in addition to..., also...)
9 ⋱(néng) and ⁺(huì) (I) Compared
10 The Adverb ଔ(jiù) (III)
Language Practice ..........................................................................................................................................................221
How About You? ...............................................................................................................................................................222
Culture Highlights ..........................................................................................................................................................223
English Text ...........................................................................................................................................................................224
Progress Checklist ..........................................................................................................................................................224
Lesson 9: Shopping 225
Learning Objectives
Relate and Get Ready
Dialogue I: Shopping for Clothes ......................................................................................................................226
Language Notes ................................................................................................................................................................226
Vocabulary ............................................................................................................................................................................229
Grammar ..................................................................................................................................................................................231
1 The Modal Verb ⣬(yào, want to, desire to do something) (II)
2 Measure Words (II)
3 The ᱿(de) Structure (II)
4 घ(duņ) Used Interrogatively
5 Amounts of Money
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x Contents
Language Practice ...........................................................................................................................................................235
Dialogue II: Exchanging Shoes .............................................................................................................................239
Language Notes .................................................................................................................................................................239
Vocabulary .............................................................................................................................................................................241
Grammar ..................................................................................................................................................................................242
6 ⭢/ُƥ(ʃ)ɺ㦗 (gĒn/hé... {bù} yíyàng, {not the} same as ...)
7 埝ᤋƥŊרᆯ/̟ᆯƥ(suĨrán..., kĚshì/dànshì..., although…, yet…)
Language Practice ...........................................................................................................................................................244
How About You? ................................................................................................................................................................247
Culture Highlights ...........................................................................................................................................................248
English Text ............................................................................................................................................................................249
Progress Checklist ...........................................................................................................................................................250
Lesson 10: Transportation 251
Learning Objectives
Relate and Get Ready
Dialogue: Going Home for the Winter Vacation ....................................................................................252
Language Notes .................................................................................................................................................................252
Vocabulary .............................................................................................................................................................................254
Grammar ..................................................................................................................................................................................256
1 Topic-Comment Sentences
2 ≛(huòzhĚ, or) and 愸ᆯ (háishi, or)
3 ҅ƥҪƥ (xiąn…zài..., fi rst…, then…)
4 愸ᆯƥ(،) (háishi…{ba}, had better)
Language Practice ..........................................................................................................................................................260
An Email: Thanking Someone for a Ride .....................................................................................................264
Language Notes ................................................................................................................................................................264
Vocabulary ............................................................................................................................................................................266
Grammar .................................................................................................................................................................................267
5 ᕓƥⵣ (mĚi…dņu…, every)
6 ⣬ƥʴ(yào…le, soon)
Language Practice ..........................................................................................................................................................268
How About You? ...............................................................................................................................................................269
Culture Highlights ..........................................................................................................................................................270
English Text ...........................................................................................................................................................................272
Progress Checklist ..........................................................................................................................................................272
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Contents xi
That’s How the Chinese Say It! (Lesson 6–Lesson 10) 273
Indexes and Appendix 281
Vocabulary Index (Chinese-English)...............................................................................................................281
Vocabulary Index (English-Chinese)...............................................................................................................297
Vocabulary by Grammar Category and by Lesson .............................................................................314
Appendix: Alternate Characters (Texts in Traditional Form) ....................................................320
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xii
The Way of Chinese Characters
The Origins of 450
Essential Words
By Jianhsin Wu, Illustrated by Chen
Zheng, Chen Tian
Learn characters through a
holistic approach.
Making Connections
Enhance Your Listening
Comprehension in Chinese
By Madeline K. Spring
Improve listening skills using
everyday conversations.
Tales and Traditions
Readings in Chinese
Literature Series
Compiled by Yun Xiao, et al.
Read level-appropriate excerpts
from the Chinese folk and
literary canon.
Readings in Chinese
Culture Series
By Qun Ao, Weijia Huang
Increase reading and cultural
proficiency with level-appropriate
essays about Chinese culture.
Integrated Chinese BuilderCards
Much More than Vocabulary
Flashcards
By Song Jiang, Haidan Wang
Reinforce and build vocabulary
with flashcards.
Strive for a 5
AP* Chinese Practice Tests
By Weiman Xu, Han Qu, Sara Gu,
So Mui Chang, Lisha Kang
Prepare for the AP exam with
eight practice tests, tips, and
more.
Cheng & Tsui Chinese Character
Dictionary
A Guide to the 2000 Most
Frequently Used Characters
Edited by Wang Huidi
Master the 2,000 most-used
characters.
Cheng & Tsui Chinese
Measure Word Dictionary
A Chinese-English
English-Chinese Usage Guide
Compiled by Jiqing Fang,
Michael Connelly
Speak and write polished Chinese
using this must-have reference.
More Companions for Integrated Chinese
Visit www.cheng-tsui.com to view samples, place orders, and browse other language-learning materials.
*Advanced Placement and AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.
xiii
Publisher’s Note
When Integrated Chinese was fi rst published in 1997, it set a new standard with its focus on the development
and integration of the four language skills (listening, speaking, reading, and writing). Today, to further enrich the
learning experience of the many users of Integrated Chinese worldwide, Cheng & Tsui is pleased to offer this revised
and updated third edition of Integrated Chinese. We would like to thank the many teachers and students who,
by offering their valuable insights and suggestions, have helped Integrated Chinese evolve and keep pace with
the many positive changes in the fi eld of Chinese language instruction. Integrated Chinese continues to offer
comprehensive language instruction, with many new features and useful shared resources available on our website
at www.cheng-tsui.com.
The Cheng & Tsui Chinese Language Series is designed to publish and widely distribute quality language learning
materials created by leading instructors from around the world. We welcome readers’ comments and suggestions
concerning the publications in this series. Please contact the following members of our Editorial Board, in care of
our Editorial Department (e-mail: [email protected]).
Professor Shou-hsin Teng, Chief Editor
Graduate Institute of Teaching Chinese as a Second Language
National Taiwan Normal University
Professor Dana Scott Bourgerie
Department of Asian and Near Eastern Languages
Brigham Young University
Professor Samuel Cheung
Department of Chinese
Chinese University of Hong Kong
Professor Ying-che Li
Department of East Asian Languages and Literatures
University of Hawaii
Simp-1-1-IC3-1Frontmatter.indd xiii 3/29/2010 1:32:51 PM
xiv Preface
Preface to the Third Edition
It has been over ten years since Integrated Chinese (IC) came into existence in 1997.
During these years, amid all the historical changes that took place in China and the rest of
the world, the demand for Chinese language teaching-learning materials has been growing
dramatically. We are greatly encouraged by the fact that IC not only has been a widely used
textbook at the college level all over the United States and beyond, but also has become
increasingly popular with advanced language students at high schools. Over the years,
regular feedback from the users of IC, both students and teachers, has greatly facilitated
our repeated revisions of the series. Following its second edition published in 2005 that
featured relatively minor changes and adjustments, the third edition is the result of a much
more extensive revision.
Changes in the Third Edition
Manageable Number of Lessons
Level 1 now contains 10 lessons in Part 1 and 10 lessons in Part 2 for maximum fl exibility.
Based on the reports from many teachers that they could not fi nish all the lessons in the
Level 1 volumes within one academic year, we have, for the third edition, eliminated
the chapters “At the Library” and “At the Post Offi ce,” as the language contents in these
chapters have become somewhat obsolete. The chapter “Hometown” has also been
removed, but part of its content has been incorporated into other chapters.
Revised Storyline
In the present edition, a new, connected storyline about a diverse group of students
strings together all the dialogues and narratives in the lessons throughout Level 1. The
relationships among the main characters are more carefully scripted. We want the students
to get to know the characters well and to fi nd out how things develop among them. We
hope that, by getting to know more about each cast member, the students will be more
involved in the process of learning the language.
Current Vocabulary
As in the earlier editions, the third edition makes a special effort to refl ect students’ life.
Additionally, we have updated some of the vocabulary items and expressions in the hope of
keeping pace with the evolution of contemporary Chinese and enhancing students’ ability
to communicate. In the meantime, we have deleted some words and expressions that are of
relatively lower frequencies of usage. As a result, the total number of vocabulary items for
the series is moderately reduced. The grammar sequence, however, remains fundamentally
unchanged.
Clear Learning Objectives and Engaging Learner-Centered Approach
Ever since its inception in 1997, IC has been a communication-oriented language textbook
which also aims at laying a solid foundation in language form and accuracy for students.
The third edition holds fast to that pedagogic philosophy. On top of that, it has adopted
a task-based teaching approach, which is intended to intensify students’ motivation and
heighten their awareness of the learning objectives in each chapter. Each lesson includes
Learning Objectives and Relate and Get Ready questions at the beginning to focus students’
study. At the end of each lesson, there is a Progress Checklist to be used by students in
self-testing their fulfi llment of the learning objectives.
Simp-1-1-IC3-1Frontmatter.indd xiv 3/29/2010 1:32:51 PM
Preface xv
It is our hope that these changes will enable students to learn Chinese in a more effi cient
and pragmatic way and develop their language profi ciency and problem-solving abilities
in real-life situations. In their feedback to us, many users of previous editions of IC noted
that, more than many other Chinese language textbooks, IC was effective in developing
students’ abilities to use the language. While making every effort to retain that merit in the
new edition, we have endeavored to place language acquisition in a real-world context and
make IC all the more conducive to active use of the language in the classroom and, more
importantly, beyond it.
Contextualized Grammar and Interactive Language Practice
The somewhat mechanical drills on sentence patterns in the earlier editions are
now replaced by Language Practice exercises based on simulated real-life situations. In
particular, we have increased the number of interactive exercises and exercises that serve
the purpose of training students’ abilities in oral communication and discourse formation.
Similar changes are also to be seen in the Integrated Chinese Workbook, which offers new
exercises that are more distinctly communication-oriented and more closely aligned with
the learning objectives of each chapter. The exercises in the workbook cover the three
modes of communication as explained in the “Standards for Foreign Language Learning in
the 21st Century”: interpretive, interpersonal and presentational. To help the user locate
different types of exercises, we have labeled the workbook exercises in terms of the three
communication modes.
Linguistically and Thematically Appropriate Cultural Information and
Authentic Materials
In comparison with the earlier editions, there is more cultural information in the third
edition. The revised texts provide a broader perspective on Chinese culture, and important
cultural features and topics are discussed in the “Culture Highlights.” In the meantime,
more up-to-date language ingredients, such as authentic linguistic materials, new realia,
and new illustrations, are introduced with a view towards refl ecting cultural life in the
dynamic and rapidly changing contemporary China. We believe that language is a carrier
of culture and a second/foreign language is acquired most effi ciently in its native cultural
setting. Based on that conviction, we have attempted to offer both linguistic and cultural
information in a coherent, consistent manner and simulate a Chinese cultural environment
in our texts, especially those that are set in China.
All-New, Colorful, and User-Friendly Design
Where design and layout are concerned, the third edition represents a signifi cant
improvement, intended to better facilitate its use by both teachers and students. We have
taken full advantage of colors to highlight different components of each chapter, and have
brought in brand-new illustrations and photos to complement the content of the text. The
book has also been thoroughly redesigned for optimal ease of use.
Updated Audio Recordings
Throughout this book, you will see an audio CD icon next to the main texts,
vocabulary, and pronunciation exercises. This symbol indicates the presence of audio
recordings, which are available on the companion audio CD set.
Acknowledgments
During the course of preparing for the third edition, we accumulated more academic and
intellectual debts than any acknowledgment can possibly repay. We wish to express our
Simp-1-1-IC3-1Frontmatter.indd xv 3/29/2010 1:32:52 PM
xvi Preface
deep gratitude to all those who helped us in so many different ways. In particular, our
heartfelt thanks go to the two editors, Ying Yang of the University of California Berkeley
and Zoe Wu of Pasadena City College, as well as Craig Butler of Hong Kong International
School, Chengzhi Chu of the University of California Davis, colleagues and friends at
Beijing Language and Culture University, and Laurel Damashek at Cheng & Tsui.
As authors, we take great pleasure in the contributions that IC has made to Chinese
teaching and learning over the past ten years, and we also feel the weight of responsibility.
In retrospect, IC has traversed a long way since its earliest incarnation, yet we know its
improvement will not end with the present edition. We promise to renew our efforts in the
future, and we expect to continue to benefi t from the invaluable comments and suggestions
we receive from the users.
An Overview of the New Features of the Third Edition
Chapter Opener
Each lesson opens with an illustration
that highlights the theme for the
lesson.
Learning Objectives for every
lesson help students focus
their study and envision what
they will have accomplished at
the end of the lesson.
The self-refl ective questions
in Relate and Get Ready
help students to refl ect on
similarities and differences
between their native language
and culture and Chinese
language and culture.
Dialogue Design
Each dialogue or narrative begins with
an illustration depicting the scene.
For the main characters, instead of the
characters’ names, their avatar icons
appear in the dialogue. This helps the
students get acquainted with the
characters more quickly.
Simp-1-1-IC3-1Frontmatter.indd xvi 3/29/2010 1:32:53 PM
Preface xvii
Language Notes and Grammar Callouts
The Language Notes are clearly marked
and numbered in green circles, and
placed next to the dialogue for ease of
reference.
The grammar points are highlighted
and numbered in red to draw the
students’ attention to the language
forms covered in the Grammar section
of each lesson.
Vocabulary Section
A low-frequency character that the
teacher may decide not to have the
students practice writing is shown in a
shaded gray color.
Language Practice
In addition to role plays and partner
activities, this section also includes
contextualized drill practice with the help
of visual cues.
New sentence patterns are highlighted in
blue.
Culture Highlights
Photos or other authentic materials
accompany the culture notes.
Simp-1-1-IC3-1Frontmatter.indd xvii 3/29/2010 1:33:00 PM
xviii Preface
Customized Learning: How About You?
Beginning students need not
be overwhelmed by additional
vocabulary items that do not seem
to be very useful or relevant to them.
However, they should be given
opportunities to select and learn
words and phrases that relate to
their own interests and experiences.
How About You? provides this
personalized vocabulary space.
Self-Refl ection: Progress Checklist
It’s important for students to be
engaged learners who feel responsible
for their own learning. At the end
of each lesson, students are asked to
check on their learning progress and
evaluate whether they have achieved
the learning objectives.
Functional Expressions: That’s How the Chinese Say It!
After every fi ve lessons, That’s How
the Chinese Say It provides a review
of the functional expressions that
have appeared in the texts. It includes
additional linguistic and cultural
contexts to demonstrate the use of
these expressions.
Simp-1-1-IC3-1Frontmatter.indd xviii 3/29/2010 1:33:04 PM
Preface xix
The Integrated Chinese series is an acclaimed, best-selling introductory course in Mandarin
Chinese. With its holistic, integrated focus on the four language skills of listening, speaking,
reading, and writing, it teaches all the basics beginning and intermediate students need
to function in Chinese. Integrated Chinese helps students understand how the Chinese
language works grammatically, and how to use Chinese in real life.
The Chinese title of Integrated Chinese, which is simply ʑᄽؑ嵔嵛㾕(Zhņngwén
TĨng Shuņ Dú XiĚ), reflects our belief that a healthy language program should be a wellbalanced one. To ensure that students will be strong in all skills, and because we believe
that each of the four skills needs special training, the exercises in the Integrated Chinese
Workbooks are divided into four sections of listening, speaking, reading, and writing.
Within each section, there are two types of exercises, namely, traditional exercises (such
as fill-in-the-blank, sentence completion, translation, etc.) to help students build a solid
foundation, and communication-oriented exercises to prepare students to face the real
world.
How Integrated Chinese Has Evolved
Integrated Chinese (IC) began, in 1993, as a set of course materials for beginning and
intermediate Chinese courses taught at the East Asian Summer Language Institute’s
Chinese School, at Indiana University. Since that time, it has become a widely used series
of Chinese language textbooks in the United States and beyond. Teachers and students
appreciate the fact that IC, with its focus on practical, everyday topics and its numerous
and varied exercises, helps learners build a solid foundation in the Chinese language.
What’s New in the Second Edition
Thanks to all those who have used Integrated Chinese and given us the benefit of their
suggestions and comments, we have been able to produce a second edition that includes
the following improvements:
▲ Typographical errors present in the first edition have been corrected, and the content
has been carefully edited to ensure accuracy and minimize errors.
▲ The design has been revised and improved for easier use, and the Textbooks feature
two colors.
▲ Revised illustrations and new photos provide the reader with visual images and
relevant cultural information.
▲ Many new culture notes and examples of functional expressions have been added.
▲ Grammar and phonetics explanations have been rewritten in more student-friendly
language.
▲ Workbook listening and reading sections have been revised.
▲ A new flexibility for the teaching of characters is oěered. While we believe that
students should learn to read all of the characters introduced in the lessons, we are
aware that diěerent Chinese programs have diěerent needs. Some teachers may wish
to limit the number of characters for which students have responsibility, especially in
regards to writing requirements. To help such teachers, we have identified a number
of lower-frequency Chinese characters and marked them with a pound sign (#) in the
vocabulary lists. Teachers might choose to accept pinyin in place of these characters
in homework and tests. The new edition adds flexibility in this regard.
Preface to the Second Edition
Simp-1-1-IC3-1Frontmatter.indd xix 3/29/2010 1:33:08 PM
xx Preface to the Second Edition
▲ The Level 1 Workbooks have been reorganized. The Workbook exercises have been
divided into two parts, with each part corresponding to one of the dialogues in
each lesson. This arrangement will allow teachers to more easily teach the dialogues
separately. They may wish to use the first two or three days of each lesson to focus
on the first dialogue, and have students complete the exercises for the first dialogue.
Then, they can proceed with the second dialogue, and have students complete the
exercises for the second dialogue. Teachers may also wish to give separate quizzes on
the vocabulary associated with each dialogue, thus reducing the number of new words
students need to memorize at any one time.
▲ Level 2 oěers full text in simplified and traditional characters. The original Level
2 Textbook and Workbook, which were intended to be used by both traditionaland simplified-character learners, contained sections in which only the traditional
characters were given. This was of course problematic for students who were principally
interested in learning simplified characters. Th is diĜculty has been resolved in the
new edition, as we now provide both traditional and simplified characters for every
Chinese sentence in both the Textbook and the Workbook.
Basic Organizational Principles
In recent years, a very important fact has been recognized by the field of language teaching:
the ultimate goal of learning a language is to communicate in that language.
Integrated Chinese is a set of materials that gives students grammatical tools and also
prepares them to function in a Chinese language environment. The materials cover two
years of instruction, with smooth transitions from one level to the next. They first cover
everyday life topics and gradually move to more abstract subject matter. The materials
are not limited to one method or one approach, but instead they blend several teaching
approaches that can produce good results. Here are some of the features of Integrated
Chinese which make it diěerent from other Chinese language textbooks:
Integrating Pedagogical and Authentic Materials
All of the materials are graded in Integrated Chinese. We believe that students can grasp
the materials better if they learn simple and easy to control language items before the
more diĜcult or complicated ones. We also believe that students should be taught some
authentic materials even in the first year of language instruction. Therefore, most of
the pedagogical materials are actually simulated authentic materials. Real authentic
materials (written by native Chinese speakers for native Chinese speakers) are incorporated
in the lessons when appropriate.
Integrating Written Style and Spoken Style
One way to measure a person’s Chinese proficiency is to see if s/he can handle the “written
style” (ῆㄇ嵍, shŞmiànyן (with ease. The “written style” language is more formal and
literal than the “spoken style” (ם嵍, kםuyן ;(however, it is also widely used in news
broadcasts and formal speeches. In addi tion to “spoken style” Chinese, basic “written
style” expressions are gradually introduced in Integrated Chinese.
Integrating Traditional and Simplifi ed Characters
We believe that students should learn to handle Chinese language materials in both the
traditional and the simplified forms. However, we also realize that it could be rather
confusing and overwhelming to teach students both the traditional and the simplified forms
from day one. A reasonable solution to this problem is for the student to concentrate on
one form, either traditional or simplified, at the first level, and to acquire the other form
during the second level. Therefore, for Level 1, Integrated Chinese oěers two editions
Simp-1-1-IC3-1Frontmatter.indd xx 3/29/2010 1:33:10 PM
Preface to the Second Edition xxi
of the Textbooks and the Workbooks, one using traditional characters and one using
simplified characters, to meet diěerent needs.
We believe that by the second year of studying Chinese, all students should be taught
to read both traditional and simplified characters. Therefore, the text of each lesson in
Level 2 is shown in both forms, and the vocabulary list in each lesson also contains both
forms. Considering that students in a second-year Chinese language class might come from
different backgrounds and that some of them may have learned the traditional form and
others the simplified form, students should be allowed to write in either traditional or
simplified form. It is important that the learner write in one form only, and not a hybrid
of both forms.
Integrating Teaching Approaches
Realizing that there is no one single teaching method which is adequate in training a
student to be proficient in all four language skills, we employ a variety of teaching methods
and approaches in Integrated Chinese to maximize the teaching results. In addition to the
communicative approach, we also use traditional methods such as grammar-translation
and direct method.
Online Supplements to Integrated Chinese
Integrated Chinese is not a set of course materials that employs printed volumes only. It is,
rather, a network of teaching materials that exist in many forms. Teacher keys, software,
and more are available from www.cheng-tsui.com, Cheng & Tsui Company’s online site
for downloadable and web-based resources. Please visit this site often for new oěerings.
Other materials are available at the IC website, http://eall.hawaii.edu/yao/icusers/,
which was set up by Ted Yao, one of the principal Integrated Chinese authors, when the
original edition of Integrated Chinese was published. Thanks to the generosity of teachers
and students who are willing to share their materials with other Integrated Chinese users,
this website is constantly growing, and has many useful links and resources. The following
are some of the materials created by the community of Integrated Chinese users that are
available at the Integrated Chinese website.
▲ Links to resources that show how to write Chinese characters, provide vocabulary
practice, and more.
▲ Pinyin supplements for all Integrated Chinese books. Especially useful for Chinese
programs that do not teach Chinese characters.
▲ Preliminary activities for an activity book for Integrated Chinese Level 1 (in progress),
by Yea-fen Chen, Ted Yao and Jeěrey Hayden. (http://eall.hawaii.edu/yao/AB/default.
htm)
▲ Teacher’s resources.
About the Format
Considering that many teachers might want to teach their students how to speak the
language before teaching them how to read Chinese characters, we decided to place the
pinyin text before the Chinese-character text in each of the eleven lessons of the Level 1
Part 1 Textbook.
Since pinyin is only a vehicle to help students learn the pronunciation of the Chinese
language and is not a replacement for the Chinese writing system, it is important that
students can read out loud in Chinese by looking at the Chinese text and not just the pinyin
text. To train students to deal with the Chinese text directly without relying on pinyin, we
moved the pinyin text to the end of each lesson in the Level 1 Part 2 Textbook. Students
can refer to the pinyin text to verify a sound when necessary.
We are fully aware of the fact that no two Chinese language programs are identical
and that each program has its own requirements. Some schools will cover a lot of material
Simp-1-1-IC3-1Frontmatter.indd xxi 3/29/2010 1:33:12 PM
xxii Preface to the Second Edition
in one year while some others will cover considerably less. Trying to meet the needs of as
many schools as possible, we decided to cover a wide range of material, both in terms of
vocabulary and grammar, in Integrated Chinese. To facilitate oral practice and to allow
students to communicate in real-life situations, many supplementary vocabulary items are
added to each lesson. However, the characters in the supplementary vocabulary sections
are not included in the Character Workbooks. In the Character Workbooks, each of the
characters is given a frequency indicator based on the Hànyן Pínlק Dà Cídiיn (㶩嵍槱᪓
ञ惾Ҥ). Teachers can decide for themselves which characters must be learned.
Acknowledgments
Since publication of the first edition of Integrated Chinese, in 1997, many teachers and
students have given us helpful comments and suggestions. We cannot list all of these
individuals here, but we would like to reiterate our genuine appreciation for their help.
We do wish to recognize the following individuals who have made recent contributions to
the Integrated Chinese revision. We are indebted to Tim Richardson, Jeěrey Hayden, Ying
Wang and Xianmin Liu for field-testing the new edition and sending us their comments
and corrections. We would also like to thank Chengzhi Chu for letting us try out his
“Chinese TA,” a computer program designed for Chinese teachers to create and edit
teaching materials. This software saved us many hours of work during the revision. Last,
but not least, we want to thank Jim Dew for his superb professional editorial job, which
enhanced both the content and the style of the new edition.
As much as we would like to eradicate all errors in the new edition, some
will undoubtedly remain, so please continue to send your comments and corrections to
[email protected], and accept our sincere thanks for your help.
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Simp-1-1-IC3-1Frontmatter.indd xxiii 3/29/2010 1:33:13 PM
xxiv Scope and Sequence
Scope and Sequence
Lessons Topics & Themes Sections & Contexts Learning Objectives & Functions
Introduction 1. Chinese Language and
Dialects
2. Syllabic Structure and
Pronunciation of Modern
Standard Chinese
3. The Chinese Writing
System
4. Useful Expressions
1. Learn about the Chinese language
2. Become familiar with basic Chinese
pronunciation
3. Know basic information about the Chinese
writing system
4. Use common expressions in the classroom
and daily life
1 Greetings 1. Exchanging Greetings
2. Asking about Someone’s
Nationality
1. Exchange basic greetings
2. Request a person’s last name and full name,
and provide your own
3. Determine whether someone is a teacher or a
student
4. Ascertain someone’s nationality
2 Family 1. Looking at a Family
Photo
2. Asking about Someone’s
Family
1. Employ basic kinship terms
2. Describe a family photo
3. Ask about someone’s profession
4. Say some common professions
3 Dates & Time 1. Taking Someone out to
Eat on His/Her Birthday
2. Inviting Someone to
Dinner
1. Tell and speak about time and dates
2. Talk about someone’s age and birthday
3. Invite someone to dinner
4. Arrange a dinner date
4 Hobbies 1. Talking about Hobbies
2. Would You Like to Play
Ball?
1. Say and write the terms for basic personal
hobbies
2. Ask about someone’s hobbies
3. Ask friends out to see a movie
4. Set up plans for the weekend
5 Visiting Friends 1. Visiting a Friend’s Home
2. At a Friend’s House
1. Welcome a visitor
2. Introduce one person to another
3. Compliment someone on his/her house
4. Ask for beverages as a guest at someone else’s
place
5. Offer beverages to a visitor
6. Briefl y describe a visit to a friend’s place
Simp-1-1-IC3-1Frontmatter.indd xxiv 3/29/2010 1:33:14 PM
Scope and Sequence xxv
Forms & Accuracy Culture Highlights
1. The Verb (xìng)
2. Questions Ending with خ) ne)
3. The Verb פ) jiào)
4. The Verb ᆯ (shì)
5. Questions Ending with ╷ (ma)
6. The Negative Adverb ʃ (bù)
7. The Adverb ʬ (yĚ)
Chinese names
1. The Particle ᱿ (de) (I)
2. Measure Words (I)
3. Question Pronouns
4. ሷ (yםu) in the sense of \"to Have\" or \"to Possess\"
5. ሷ (yםu) in the sense of “to Exist”
6. The Usage of ʷ (èr) and ᾄ (liיng)
7. The Adverb ⵣ (dņu)
Chinese kinship terms
Chinese education system
1. Numbers (0, 1–100)
2. Dates and Time
3. Pronouns as Modifi ers and the Usage of the Particle
᱿ (de) (II)
4. The Sentence Structure of ໟ嵗̷ײ櫍 (Wם qכng nכ
chĨ fàn)
5. Alternative Questions
6. Affi rmative + Negative (A-not-A) Questions (I)
7. The Adverb 愸 (hái)
Chinese calendar
Chinese manner of counting age
Chinese food symbolizing longevity
1. Word Order in Chinese
2. Affi rmative + Negative (A-not-A) Questions (II)
3. The Conjuction ņʟŇ(nà{me})
4. ) qù) + Action
5. Questions with ॑╷ (hיo ma)
6. The Modal Verb บ (xiיng)
7. Verb+Object as a Detachable Compound
Chinese way of “splitting” the check
Chinese pastimes
1. ɺʁ (yí xià) and (ɺ)䈙ѽ({yì} diיnr) Moderating the
Tone of Voice
2. Adjectives as Predicates
3. The Preposition ߱ (zài)
4. The Particle ، (ba)
5. The Particle ʴ (le) (I)
6. The Adverb ༇ (cái)
Chinese civilities upon meeting for the fi rst time
Chinese tea
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xxvi Scope and Sequence
Lessons Topics & Themes Sections & Contexts Learning Objectives & Functions
That’s How the Chinese
Say It!
1. Review functional expressions from
lessons 1–5
6 Making
Appointments
1. Calling One’s Teacher
2. Calling a Friend for Help
1. Answer a phone call and initiate a phone
conversation
2. Set up an appointment with a teacher on the
phone
3. Ask for a favor
4. Ask someone to return your call
7 Studying
Chinese
1. How Did You Do on the
Exam?
2. Preparing for a Chinese
Class
1. Comment on one’s performance on an exam
2. Comment on one’s character writing
3. Talk about one’s experience in learning
Chinese vocabulary and grammar
4. Talk about one’s study habits
5. Remark on typical scenes from one’s language
class
8 School Life 1. A Diary: A Typical School
Day
2. A Letter: Talking about
Studying Chinese
1. Describe the routine of a student’s life on
campus
2. Write a simple diary entry
3. Write a brief letter in the proper format
4. Express your modesty in terms of your foreign
language ability
5. Invite friends to go on an outing
9 Shopping 1. Shopping for Clothes
2. Exchanging Shoes
1. Speak about the color, size, and price of a
purchase
2. Recognize Chinese currency
3. Pay bills in cash or with a credit card
4. Determine the proper change you should
receive
5. Ask for a different size and/or color of
merchandise
6. Exchange merchandise
10 Transportation 1. Going Home for the
Winter Vacation
2. An Email: Thanking
Someone for a Ride
1. Comment about several means of
transportation
2. Explain how to travel from one station to
another
3. Describe a traffi c route
4. Express your gratitude after receiving a
personal favor
5. Offer New Year’s wishes
Simp-1-1-IC3-1Frontmatter.indd xxvi 3/29/2010 1:33:22 PM
Scope and Sequence xxvii
Forms & Accuracy Culture Highlights
1. ᾰʴ (suàn le)
2. 嵡ؠ) shéi ya)
3. ᆯ╷ (shì ma)
1. The Preposition 倹 (gĚi)
2. The Modal Verb ⣬ (yào) (I)
3. The Adverb ⎋ (bié)
4. Time Expressions
5. The Modal Verb വ (dĚi)
6. Directional Complements (I)
Chinese phone etiquette
Chinese phone numbers
Chinese names for the Chinese language
1. Descriptive Complements (I)
2. The Adverbs ठ (tài) and 䡿 (zhĒn)
3. The Adverb ଔ (jiù) (I)
4. Double Objects
5. Ordinal Numbers
6. ሷ(ɺ)䈙ѽ (yםu{yì}diיnr)
7. ʟ (zĚnme) in Questions
8. The ᱿ (de) Structure (I)
9. The Use of Nouns and Pronouns in Continuous Discourse
Chinese characters
Chinese character writing
Chinese writing brushes and other stationery
1. The Position of Time-When Expressions
2. The Adverb ଔ (jiù) (II)
3. ɺ愙ƥɺ愙ƥ (yìbiąn...yìbiąn...)
4. Series of Verbs/Verb Phrases
5. The Particle ʴ (le) (II)
6. The Particle ᱿ (de) (III)
7. The Adverb ᔌ߱ (zhèngzài)
8. ぜʴƥ˫क, 愸ƥ(chúle...yכwài, hái…)
9. ⋱ (néng) and ⁺ (huì) (I) Compared
10. The Adverb ଔ (jiù) (III)
Chinese letter format
Chinese school year
1. The Modal Verb ⣬ (yào) (II)
2. Measure Words (II)
3. The ᱿ (de) structure (II)
4. घ (duņ) Used Interrogatively
5. Amounts of Money
6. ⭢/ُƥ(ʃ)ɺ㦗 (gĒn/hé... {bù} yíyàng)
7. 埝ᤋƥŊרᆯ/̟ᆯƥ(suĨrán..., kĚshì/dànshì...)
Chinese salesclerks and waiters
Chinese formal attire
1. Topic-Comment Sentences
2. ≛ (huòzhĚ) and 愸ᆯ (háishi)
3. ҅ (xiąn)ƥҪ (zài)ƥ
4. 愸ᆯ (háishi)ƥ(،) (ba)
5. ᕓ (mĚi)ƥⵣ (dņu)
6. ⣬ (yào)ƥʴ (le)
Chinese taxi drivers
Chinese public transportation
Chinese New Year
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xxviii Scope and Sequence
That’s How the Chinese
Say It!
1. Review functional expressions from
Lessons 6–10
Indexes and Appendix 1. Vocabulary Index
(Chinese-English)
2. Vocabulary Index
(English-Chinese)
3. Vocabulary Index (By
Grammar Category and
by Lesson)
4. Appendix: Alternate
Characters (Texts in
Traditional Form)
Lessons Topics & Themes Sections & Contexts Learning Objectives & Functions
Simp-1-1-IC3-1Frontmatter.indd xxviii 3/29/2010 1:33:31 PM
Scope and Sequence xxix
1. ۥ) wéi)
2. 㸁李槸 (méi wèntí)
3. Expressing and Acknowledging Gratitude
4. ڊ⸅Ŋڊ) ⸅nיli, nיli) or ᆯ╷ŝ(shì ma)
5. ଔᆯ،/ଔᆯ˟/ॎʴ(Jiù shì tą ba/ Jiù shì tą le)
6. ṗ (zhù)
Forms & Accuracy Culture Highlights
Simp-1-1-IC3-1Frontmatter.indd xxix 3/29/2010 1:33:33 PM
xxx Abbreviations of Grammatical Terms
Abbreviations of Grammatical Terms
adj adjective
adv adverb
conj conjunction
interj interjection
m measure word
mv modal verb
n noun
nu numeral
p particle
pn proper noun
pr pronoun
prefi x prefi x
prep preposition
qp question particle
qpr question pronoun
t time word
v verb
vc verb plus complement
vo verb plus object
Simp-1-1-IC3-1Frontmatter.indd xxx 3/29/2010 1:33:36 PM
Cast of Characters
Wang Peng:
᪗ሹ
A Chinese freshman
from Beijing. He has
quickly adapted to
American college life
and likes to play and
watch sports.
Gao Wenzhong:
㋧ᄽʑ
Winston Gore, an
English student. His
parents work in the
United States. He says
he enjoys singing and
dancing. He is also a big
fan of Chinese cooking.
He has a secret crush on
Bai Ying’ai.
Bai Ying’ai:
ᱺ䇃䎑
Baek Yeung Ae, a
friendly outgoing
Korean student from
Seoul. She fi nds Wang
Peng very “cool” and
very “cute”.
Li You:
הቦ
Amy Lee, an American
student from New York
State. She and Wang
Peng meet each other
on the fi rst day of classes
and soon become good
friends.
Gao Xiaoyin:
㋧ଅㅠ
Jenny Gore, Winston’s
older sister. She has
already graduated from
college, and is now a
school librarian.
Chang laoshi:
≘㬇
(Chang Xiaoliang)
Originally from China,
in her forties. Chang
laoshi has been teaching
Chinese in the United
States for ten years.
Cast of Characters xxxi
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Simp-1-1-IC3-1Frontmatter.indd xxxii 3/29/2010 1:33:45 PM
Introduction
I. Chinese Language and Dialects
China is roughly the same size as the United States. There are numerous regional dialects of Chinese.
These dialects, which are often mutually unintelligible, are usually divided into eight groups:
Northern, Wu, Kejia (Hakka), Southern Min (Xiamen), Northern Min (Fuzhou), Yue (Cantonese),
Xiang or Hunan, and Gan or Jiangxi.
Modern Standard Chinese is known as Putonghua (“common language”) in mainland China;
Guoyu (“national language”), but also Huayu (“language spoken by ethnic Chinese people”), in
Taiwan and other Chinese-speaking communities such as Singapore and Malaysia. It is the lingua
franca for intra-ethnic (among different Chinese dialect speakers) as well as inter-ethnic (among
ethnic Chinese and other minority groups) communication in China. Its grammar is codifi ed from
the modern Chinese literary canon, while its pronunciation is based on the speech of Beijing.
China offi cially recognizes 56 ethnic groups. The largest group is the Han, which makes up
over 90% of China’s population. Many of the other 55 ethnic minorities speak their own distinct
languages.
II. Syllabic Structure and Pronunciation of Modern Standard Chinese
A syllable of Modern Standard Chinese is usually composed of three parts: an initial consonant,
a fi nal consisting of vowels or vowels and ending consonants -[n] or -[ng], and a tone. The tone is
superimposed on the entire syllable. A syllable may also have no initial consonant.
Chinese syllabic structure:
syllable = tone
(initial) fi nal
In this book, Chinese sounds are represented by Hanyu Pinyin—shortened to Pinyin. The
Pinyin system uses twenty-fi ve of the twenty-six letters of the Roman alphabet. Although Pinyin
symbols are thus the same as English letters, the actual sounds they represent can be very different
from their English counterparts. Over time, you will acquire a better appreciation of the fi ner details
of Chinese pronunciation. This chapter is designed to help you become aware of these distinctions,
though attaining more native-sounding pronunciation will take time and effort through extensive
listening and practice.
A. Simple Finals:
There are six simple fi nals in Modern Standard Chinese:
a, o, e, i, u, ü
When it is pronounced by itself, a is a central vowel. The tongue remains in a natural, relaxed
position. It sounds similar to a as in “fa la la” in English.
o is a rounded semi-high back vowel. The lips are rounded when pronouncing o. o seldom
appears as a syllable by itself. Usually it compounds with the initials b, p, m, and f, and should be
practiced with them. Because of the bilabial or labio-dental nature of b p m f, o sounds almost like
a diphthong or double vowel uo. It glides from a brief u to o.
Simp-1-1-IC3-1Frontmatter.indd 1 3/29/2010 1:33:47 PM
2 Integrated Chinese • Level 1 Part 1 • Textbook
e is an unrounded semi-high back vowel. It may be helpful to fi rst position the tongue as if to
pronounce o, and then change the shape of the mouth from rounded to unrounded. At the same
time spread the lips apart, as if you were smiling. This vowel is different from “e” in English, which
is pronounced with the tongue raised slightly forward.
i is an unrounded high front vowel. Try to squeeze a smile and pull the corners of your mouth
straight back. It is similar to the long vowel in the English word “sheep.” However, the tongue is
raised higher than it would be to pronounce its counterpart in English.
u is a rounded high back vowel. Pucker up your lips when pronouncing this sound. It is similar
to the long vowel in the English word “coop,” but the tongue is raised higher and retracted more.
ü is a rounded high front vowel. To produce this vowel, fi rst position the tongue as if to
pronounce i, then round the lips.
In the Pinyin system, besides the high front vowel, i also represents two additional special
vowels. One is a front apical vowel, the other a back apical vowel—that is to say, they are articulated
with the front and back part of the tongue respectively. Both of these vowels are homorganic with
the very limited sets of initials with which they can co-occur (see below z, c, s and zh, ch, sh, and r).
In other words, they are pronounced in the same area of the vocal tract as those consonants. You’ll
learn how to pronounce it simply by prolonging the sounds of the two groups of consonants.
B. Initials
There are twenty-one initial consonants in Modern Standard Chinese:
1. b p m f 4. j q x
2. d t n l 5. z c s
3. g k h 6. zh ch sh r
B.1: b, p, m, f
b is different from its English counterpart. It is not voiced, as the vocal cords do not vibrate, and
sounds more like the “p” in the English word “speak.”
p is aspirated. In other words, there is a strong puff of breath when the consonant is pronounced.
It is also voiceless.
m is produced in the same manner as the English m. It is voiced.
Pronounce f as you would in English.
Only the simple fi nals a, o, i, and u and the compound fi nals that start with a, o, i, or u can be
combined with b, p, and m; only the simple fi nals a, o, and u and the compound fi nals which start
with a, o, or u can be combined with f. When these initials are combined with o, there is actually a
short u sound in between. For instance, the syllable bo (buo) actually includes a very short u sound
between b and o.
Practice:
B.1.A B.1.B b vs. p
ba bi bu bo ba pa bu pu
pa pi pu po po bo pi bi
ma mi mu mo
fa fu fo
B.1.C m vs. f B.1.D b, p, m, f
ma fa mu fu bo po mo fo
fu mu pu bu
B.2: d, t, n, l
When pronouncing d, t, n, the tip of the tongue touches the gum of the upper teeth. The tongue is
raised more to the back than it would be to pronounce their English counterparts. When pronouncing
l, the tip of the tongue should touch the palate. d and t are voiceless, and n is nasal.
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Introduction 3
Only the simple fi nals a, i, e, and u and the compound fi nals which start with a, i, e, or u can be
combined with d, t, n, and l; n and l can also be combined with ü and the compound fi nals which
start with ü.
Practice:
B.2.A B.2.B d vs. t
da di du de da ta di ti
ta ti tu te du tu de te
na ni nu ne nü
la li lu le lü
B.2.C l vs. n B.2.D d, t, n, l
lu lü nu nü le ne te de
lu nu lü nü du tu lu nu
B.3: g, k, h
g is unaspirated and voiceless, and k is aspirated and voiceless. When pronouncing g and k, the
back of the tongue is raised against the soft palate. The Pinyin g sounds like the “k” in the English
word “sky.”
h is voiceless. When pronouncing h, the back of the tongue is raised towards the soft palate.
The friction is noticeable. With its English counterpart, however, the friction is not noticeable.
Only the simple fi nals a, e, and u and the compound fi nals that start with a, e, or u can be
combined with g, k, and h.
Practice:
B.3.A B.3.B g vs. k
gu ge ga gu ku ge ke
ku ke ka
hu he ha
B.3.C g vs. h B.3.D k vs. h
gu hu ge he ke he ku hu
B.3.E g, k, h
gu ku hu
he ke ge
B.4: j, q, x
To make the j sound, fi rst raise the fl at center of the tongue to the roof of the mouth and position
the tip of the tongue against the back of the bottom teeth, and then loosen the tongue and let the
air squeeze out through the channel thus made. It is unaspirated and the vocal cords do not vibrate.
Chinese j is similar to the English j as in “jeep,” but it is unvoiced and articulated with the tip of the
tongue resting behind the lower incisors. You also need to pull the corners of your mouth straight
back to pronounce j.
q is pronounced in the same manner as j, but it is aspirated. Chinese q is similar to the English
ch as in “cheese,” except that it is articulated with the tip of the tongue resting behind the lower
incisors. Don’t forget to pull the corners of your mouth straight back.
To make the x sound, fi rst raise the fl at center of the tongue toward (but not touching) the hard
palate and then let the air squeeze out. The vocal cords do not vibrate. x, like j and q, is articulated
with the tip of the tongue resting behind the lower incisors. To pronounce x correctly, you also
need to pull the corners of your mouth straight back, like squeezing a smile.
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4 Integrated Chinese • Level 1 Part 1 • Textbook
The fi nals that can be combined with j, q and x are limited to i and ü and the compound fi nals
which start with i or ü. When j, q and x are combined with ü or a compound fi nal starting with ü,
the umlaut is omitted and the ü appears as u.
Practice:
B.4.A B.4.B j vs. q
ji ju ji qi ju qu
qi qu
xi xu
B.4.C q vs. x B.4.D j vs. x
qi xi qu xu ji xi ju xu
B.4.E j, q, x
ji qi xi
ju qu xu
B.5: z, c, s
z is similar to the English ds sound as in “lids.”
c is similar to the English ts sound as in “students.” It is aspirated.
s is similar to the English s sound.
The above group of sounds is pronounced with the tongue touching the back of the upper
teeth.
The simple fi nals that can be combined with z, c, s are a, e, u and the front apical vowel i. (Not
the regular palatal high front vowel i.)
In pronouncing the syllables zi, ci and si the tongue is held in the same position throughout
the syllable except that it is slightly relaxed as the articulation moves from the voiceless initial
consonant to the voiced vowel.
Practice:
B.5.A B.5.B s vs. z
za zu ze zi sa za su zu
ca cu ce ci se ze si zi
sa su se si
B.5.C z vs. c B.5.D s vs. c
za ca zi ci sa ca si ci
ze ce zu cu su cu se ce
B.5.E z, c, s
sa za ca
su zu cu
se ze ce
si zi ci
za cu se
ci sa zu
su zi ce
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Introduction 5
B.6 zh, ch, sh. r
To make the zh sound, fi rst curl up the tip of the tongue against the hard palate, then loosen it and
let the air squeeze out the channel thus made. It is unaspirated and the vocal cords do not vibrate.
zh sounds rather like the fi rst sound in “jerk,” but it is unvoiced and produced with the tip of the
tongue raised against the hard palate.
ch is pronounced in the same manner as zh, but ch is aspirated. ch sounds rather like the “ch”
in “chirp” except that it is produced with the tip of the tongue raised against the hard palate.
To make the sh sound, turn up the tip of the tongue toward (but not touching) the hard palate
and then let the air squeeze out. The vocal cords do not vibrate. sh sounds rather like the “sh” in
“shirt” and “Shirley” except that it is produced with the tip of the tongue raised against the hard
palate.
r is pronounced in the same manner as sh, but it is voiced, therefore the vocal cords vibrate. You
can pronounce it simply by prolonging sh, but make sure your lips are not rounded.
The fi nals that can be combined with zh, ch, sh, r are a, e, u and the back apical vowel i, as well
as the compound fi nals which start with a, e, or u. In pronouncing the syllables zhi, chi, shi and ri
the tongue is held in the same position throughout the syllable except that it is slightly relaxed as
the articulation moves from the initial consonant to the vowel.
Practice:
B.6.A B.6.B zh vs. sh
zha zhu zhe zhi sha zha shu zhu
cha chu che chi
sha shu she shi
ru re ri
B.6.C zh vs. ch B.6.D ch vs. sh
zha cha zhu chu chu shu sha cha
B.6.E zh, ch, sh B.6.F sh vs. r
shi zhi chi shi shu ru shi ri
she zhe che she
B.6.G r vs. l B.6.H sh, r, l
lu ru li ri she re le re
B.6.I zh, ch, r B.6.J zh, ch, sh, r
zhe re che re sha cha zha
shu zhu chu ru
zhi chi shi ri
che zhe she re
A Reference Chart for Initials
UNASPIRATED ASPIRATED NASALS FRICATIVES VOICED
STOPS STOPS CONTINUANTS
Labials b p m f w*
Alveolars d t n l
Dental sibilants z c s
Retrofl exes zh ch sh r
Palatals j q x y*
Velars g k h
* See explanations of w and y in the “Spelling Rules” section on the next page.
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6 Integrated Chinese • Level 1 Part 1 • Textbook
C. Compound Finals:
1. ai ei ao ou
2. an en ang eng ong
3. ia iao ie iu* ian in iang ing iong
4. ua uo uai ui** uan un*** uang ueng
5. üe üan ün
6. er
* The main vowel o is omitted in the spelling of the fi nal iu (iu = iou). Therefore, iu represents the sound iou.
The o is especially conspicuous in third and fourth tone syllables.
** The main vowel e is omitted in the fi nal ui (ui = uei). Like iu above, it is quite conspicuous in third and
fourth tone syllables.
*** The main vowel e is omitted in un (un = uen).
In Chinese, compound fi nals are composed of a main vowel and one or two secondary vowels, or
a main vowel and one secondary vowel followed by one of the nasal endings -n or -ng. When the
initial vowels are a, e, and o, they are stressed. The vowels following are soft and brief. When the
initial vowels are i, u, and ü, the main vowels come after them. i, u and ü are transitional sounds. If
there are vowels or nasal consonants after the main vowels, they should be unstressed as well. In a
compound fi nal, the main vowel can be affected by the phonemes before and after it. For instance,
the a in ian is pronounced with a lower degree of aperture and a higher position of the tongue than
the a in ma; and to pronounce the a in ang the tongue has to be positioned more to the back of the
mouth than the a elsewhere.
When pronouncing the e in ei, the tongue has to be positioned a bit toward the front and a bit
higher than pronouncing the simple vowel e alone. The e in ie is pronounced with a lower position
of the tongue than the e in ei. When pronouncing the e in en and the e in a neutral tone like the
second syllable of gĒge, the tongue position should be in the center, like the e in “the.”
As noted above, in Pinyin orthography some vowels are omitted for the sake of economy, e.g.,
i(o)u, u(e)i. However, when pronouncing those sounds, the vowels must not be omitted.
SPELLING RULES
1. If there is no initial consonant before i, i is written as a semi-vowel, y. Thus ia, ie, iao, iu, ian,
iang become ya, ye, yao, you (note that the o cannot be omitted here), yan, yang. Before in and
ing, add y, e.g., yin and ying.
2. If there is no initial consonant before ü, add a y and drop the umlaut: yu, yuan, yue, yun.
3. u becomes w if it is not preceded by an initial, e.g., wa, wai, wan, wang, wei, wen, weng, wo. u
by itself becomes wu.
4. ueng is written as ong if preceded by an initial, e.g., tong, dong, nong, long. Without an initial,
it is weng.
5. In order to avoid confusion, an apostrophe is used to separate two syllables with connecting
vowels, e.g., nץ‘ér (daughter) and the city XĨ’ąn (nץ and ér, XĨ and ąn are separate syllables).
Sometimes an apostrophe is also needed when there are confusions even if the two syllables are
not connected by vowels, e.g., fáng’ài (to hinder) and fąng’àn (plan; scheme).
Practice
C.1: ai ei ao ou
pai lei dao gou
cai mei sao shou
C.2: an en ang eng ong
C.2.A an vs. ang C.2.B en vs. eng
tan tang chan chang sen seng shen sheng
zan zhang gan gang zhen zheng fen feng
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Introduction 7
C.2.C eng vs. ong
cheng chong deng dong
zheng zhong keng kong
C.3: ia iao ie iu ian in iang ing iong
C.3.A ia vs. ie C.3.B ian vs. iang
jia jie qia qie xian xiang qian qiang
xia xie ya ye jian jiang yan yang
C.3.C in vs. ing C.3.D iu vs. iong
bin bing pin ping xiu xiong you yong
jin jing yin ying
C.3.E ao vs. iao C.3.F an vs. ian
zhao jiao shao xiao chan qian shan xian
chao qiao ao yao zhan jian an yan
C.3.g ang vs. iang
zhang jiang shang xiang
chang qiang ang yang
C.4: ua uo uai ui uan un uang
C.4.A ua vs. uai C.4.B uan vs. uang
shua shuai wa wai shuan shuang chuan chuang
zhuan zhuang wan wang
C.4.C un vs. uan C.4.D uo vs. ou
dun duan kun kuan duo dou zhuo zhou
zhun zhuan wen wan suo sou wo ou
C.4.E ui vs. un
tui tun zhui zhun
dui dun wei wen
C.5: üe üan ün
C.5.A ün vs. un C.5.B üan vs. uan
jun zhun yun wen xuan shuan juan zhuan
quan chuan yuan wan
C.5.C üe
yue que jue
C.6: er
ger*
* Due to the lack of words with fi rst tone in them, the word “ger” (ge with r ending) is here to give the reader
a feel for it. See D.1 Practice III below for more examples.
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8 Integrated Chinese • Level 1 Part 1 • Textbook
D. Tones
Every Chinese syllable has a tone.
D.1: Four Tones and Neutral Tone:
There are four tones in Modern Standard Chinese: the fi rst tone, the second tone, the third tone,
and the fourth tone.
The fi rst tone is a high level tone with a pitch value of 55 (see chart below); its tone mark
is “¯”.
The second tone is a rising tone with a pitch value of 35; its tone mark is “ࣩ.“
The citation form of the third tone has a pitch value of 214. However, in normal speech it
almost always occurs as a “half third tone” with a pitch value of 21. Its tone mark is “ˇ”. Please
see D.2: Tone Sandhi for discussions on how to pronounce third tone syllables in succession.
The fourth tone is a falling tone with a pitch value of 51; its tone mark is “࣪.“
In addition to the four tones, there is also a neutral tone (qĨngshĒng) in Modern Standard
Chinese. Neutral tone words include those that do not have fundamental tones (e.g., the question
particle ma), and those which do have tones when pronounced individually, but are not stressed
in certain compounds (e.g., the second ba in bàba or “father”). There are no tone marks for
neutral tone syllables. A neutral tone syllable is pronounced briefl y and softly, and its pitch value
is determined by the stressed syllable immediately before it. A neutral tone following a fi rst tone
syllable, as in mąma (mother), carries a pitch tone of 2. When it follows a second tone syllable, a
third tone syllable, or a fourth tone syllable, its pitch value will be 3, 4, and 1 respectively.
Tones are very important in Chinese. The same syllable with different tones can have different
meanings. For instance, mą is mother, má is hemp, mי is horse, mà is to scold, ma is an interrogative
particle. The four tones can be diagrammed as follows:
Tone marks are written above the main vowel of a syllable. The main vowel can be identifi ed
according to the following sequence: a-o-e-i-u-ü. For instance, in ao the main vowel is a. In ei the
main vowel is e. There is one exception: when i and u are combined into a syllable, the tone mark
is written on the second vowel: iù, uì.
D.1 Practice I: Monosyllabic Words
1.A Four Tones 1.B 1st vs. 2nd
bĨ bí bכ bì zą zá
pŞ pú pן pù chŞ chú
dà dי dá dą hĒ hé
shè shĚ shé shĒ shĨ shí
tí tĨ tכ tì
kè kĚ kĒ ké
jכ jí jì jĨ
gú gù gŞ gן
1.C 1st vs. 3rd 1.D 1st vs. 4th
tŞ tן fą fà
mņ mם dĨ dì
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Introduction 9
xĨ xכ qŞ qù
shą shי kĒ kè
1.E 2nd vs. 1st 1.F 2nd vs. 3rd
hú hŞ gé gĚ
xí xĨ tí tכ
zhé zhĒ jú jן
pó pņ rú rן
1.G 2nd vs. 4th 1.H 3rd vs. 1st
lú lù tי tą
mó mò mכ mĨ
cí cì gן gŞ
zhé zhè chĚ chĒ
1.I 3rd vs. 2nd 1.J 3rd vs. 4th
chן chú bם bò
kĚ ké nכ nì
xכ xí chן chù
qן qú rĚ rè
1.K 4th vs. 1st 1.l 4th vs. 2nd
jì jĨ nà ná
là lą zè zé
sù sŞ jù jú
hè hĒ lק lף
1.M 4th vs. 3rd
sà sי
zì zכ
kù kן
zhè zhĚ
D.1 Practice II: Bisyllabic Words
2.a 1st+1st: chŞzŞ tŞchŞ chŞfą
2.b 1st+2nd: chątú xĨqí chŞxí
2.c 1st+3rd: shĒchכ gĒqן chŞbיn
2.d 1st+4th: chŞsè hŞshì jĨlק
2.e 2nd+1st: shíshĨ qíjĨ shíchą
2.f 2nd+2nd: jíhé shépí pígé
2.g 2nd+3rd: jítכ bóqן zhélכ
2.h 2nd+4th: qítè fúlì chíxù
2.i 3rd+1st: zןzhĨ zhןjĨ lכkĒ
2.j 3rd+2nd: pןjí zhןxí chןfá
2.k 3rd+4th: lץkè gןlì tכzhì
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10 Integrated Chinese • Level 1 Part 1 • Textbook
2.l 4th+1st: zìsĨ qìchĒ lקshĨ
2.m 4th+2nd: fùzá dìtú shìshí
2.n 4th+3rd: zìjכ bìhן dìzhכ
2.o 4th+4th: mùdì xùmù dàdì
D.1 Practice III: Words with “er” sound
3.a érzi érqiĚ
3.b Ěrduo mù’Ěr
3.c shí’èr èrshí
D.2: Tone Sandhi
If two third tone syllables are spoken in succession, the fi rst third tone becomes second tone. This
tone change is known as tone sandhi in linguistics. For instance,
xכlכ m xílכ) baptism)
chכrן m chírן) shame)
qןshĚ m qúshĚ (accept or reject)
Note: Following standard Pinyin practice, we do not change the tone marks from third to second
tone. Initially the student might have to consciously remember that the fi rst syllable actually is
pronounced in the second tone, but through practice and by imitating the teacher, it will soon
become an automatic habit.
D.2 Practice
chןlכ m chúlכ gןpן m gúpן
bכnכ m bínכ jןzhכ m júzhכ
zכnץ m zínץ zhכshכ m zhíshכ
D.3: Neutral Tone
The neutral tone occurs in unstressed syllables. It is unmarked. For instance,
chĒzi (car) mąma (mom) chúzi (cook)
shŞshu (uncle) lכzi (plum) shìzi (persimmon)
D.3 Practice
1. mąma gĒge shĨfu chŞqu
2. dízi bóbo bízi chúle
3. lכzi qכzi dכzi fןshang
4. bàba dìdi kèqi kùzi
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Introduction 11
E. Combination Exercises
I.
shąn xiąn sąn
cháng qiáng cáng
כz כj כzh
lüè nüè yuè
kè lè rè
II.
Zhņngguó xĨngqĨ lקshĨ zhàopiàn
zàijiàn tóngxué xכhuan diànshì
yĨnyuè kĚlè yיnlèi shàngwן
cèsuם chŞntiąn xiàwן bànyè
gņngkè kąishכ rìjì cąntĨng
zuìjìn xĨwàng yĨsheng chŞzŞ
zhņumò guąnxi dòufu jiéhŞn
liúxué nץ‘ér shénme suĨrán
wיngqiú xכzיo niánjí yóuyםng
III. The Chinese Writing System
A. The Formation of Chinese Characters
Unlike English, which is an alphabetic language, Chinese writing is represented by “characters,”
each of which represents a syllable. Characters are traditionally divided into the following six
categories:
1. ⩽ഐ xiàngxíng pictographs, pictographic characters
EXAMPLES:
ː rén person
ୀ shąn mountain
ᅺ rì sun
ሶ yuè moon
ቌ mù tree
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12 Integrated Chinese • Level 1 Part 1 • Textbook
2. ྆ʶ zhכshì self-explanatory characters
EXAMPLES:
ʀ shàng above
ʁ xià below
3. ⁺า huìyì associative compounds
EXAMPLES:
ᆙ míng bright
̆ xiŞ rest
4. ഐ⩐ xíngshĒng pictophonetic characters (with one element indicating meaning and the
other sound)
EXAMPLES: ᖶŊᗯŊ櫍Ŋঌ
5. 惌ᘜ zhיnzhù mutually explanatory characters
EXAMPLES: ≘Ŋ≙
6. ϐζ jiיjiè phonetic loan characters
EXAMPLES: 㣅Ŋໟ
A popular myth is that Chinese writing is pictographic, and that each Chinese character represents
a picture. It is true that some Chinese characters evolved from pictures, but these comprise only
a small proportion of the characters. The vast majority of Chinese characters are pictophonetic
characters consisting of a radical and a phonetic element. The radical often suggests the meaning of
a character, and the phonetic element indicates its original pronunciation, which may or may not
represent its modern pronunciation.
B. Basic Chinese Radicals
Although there are more than fi fty thousand Chinese characters in existence, one only needs to
know two or three thousand to be considered literate. Mastering two or three thousand characters
is, of course, still a rather formidable task. However, the learning process will be more effective
and easier if one knows well the basic components of Chinese characters. Traditionally, Chinese
characters are grouped together according to their common components known as “radicals” (ⵒ
㈪, bùshםu). The 214 \"Kangxi radicals\" have been the standard set of radicals since the publication
of the great Kangxi Dictionary (ನ᥄Ҥ, KąngxĨ Zìdiיn) in 1716, although some contemporary
dictionaries, which treat simplifi ed characters as primary forms, have reduced that number to 189.
By knowing the radicals and other basic components well, you will fi nd recognizing, remembering
and reproducing characters much easier. Knowing the radicals is also a must when using
dictionaries that arrange characters according to their radicals. The following is a selection of
forty radicals that everybody should know well when starting to learn characters.
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Introduction 13
Chinese radical Pinyin English Examples
1. ː (‛) rén person ˚Ŋ˟
2. ӝ ( ) dąo knife ӠŊӷ
3. Ի lì power ԽŊՀ
4. ב yòu right hand; again הŊח
5. ם kםu mouth פŊר
6. ߆ **wéi enclose ߊŊߌ
7. ߭ tן earth ߱Ŋࠈ
8. औ xĨ sunset कŊघ
9. ञ dà big टŊठ
10. ॉ nץ woman Ŋ॑
11. ઈ zכ son Ŋઙ
12. cùn inch ૹŊૺ
13. ଅ xiיo small ଇŊଊ
14. డ gņng labor; work ఢŊద
15. yąo tiny; small ౿Ŋಀ
16. gņng bow ೧Ŋ೭
17. ൔ (ㄤ) xĨn heart บŊൢ
18. ໘ gĒ dagger-axe ໟŊ
19. ༆ (㎬) shםu hand ཱྀŊ༌
20. ᅺ rì sun ᅽŊᆙ
21. ሶ yuè moon ቅŊቁ
22. ቌ mù wood ቦŊቸ
23. ᖛ (㶕) shuכ water ᖵŊᘺ
24. ᢜ (䇌) huם fi re 䉇Ŋ䉍
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14 Integrated Chinese • Level 1 Part 1 • Textbook
25. ᮪ tián fi eld ᮮŊᮽ
26. Ჿ mù eye ᳖Ŋᴍ
27. ḻ (䪛) shì show ṠŊḽ
28. ₆ (俿) mì fi ne silk ₪Ŋ倂
29. ≸ Ěr ear 冫Ŋ⊅
30. ⠥ (姄) yĨ clothing ⠿Ŋ⠪
31. 孠 (崀) yán speech 寳珧嵔
32. 幽 bèi cowrie shell 底Ŋ庂
33. ⬕ zםu walk ⬶Ŋ㑌
34. ⭁ zú foot Ŋ⭗
35. 挱 (日) jĨn gold 揔珧昑
36. 杈 mén door 杔Ŋ杗
37. ん zhuĨ short-tailed bird 栞Ŋゝ
38. ジ yן rain ダŊゾ
39. 樿 (櫃) shí eat ㇯Ŋ櫍
40. 毌 mי horse 毱Ŋ毢
(** = used as radical only, not as a character by itself)
Two Chinese radical charts.
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Introduction 15
C. Basic Strokes
The following is a list of basic strokes:
Basic stroke Chinese Pinyin English Examples
1. ơᾖƢ 䈙 diיn dot ଅŊҞ
2. ơɺƢ 㮊 héng horizontal ɺŊҞ
3. ơᾈƢ 䰶 shù vertical ֓Ŋʑ
4. ơᾟƢ ႌ piĚ downward left ːŊञ
5. ơ Ƣ ࿎ nà downward right ҜŊː
6. ơ Ƣ ဏ tí upward ໟŊᖶ
7. ơΆƢ 㮊昉 hénggņu horizontal hook ̷Ŋ
8. ơῥƢ 䰶昉 shùgņu vertical hook ଅŊ̷
9. ơ Ƣ ᅈ昉 xiégņu slanted hook ໘Ŋໟ
10. ơ Ƣ 㮊༿ héngzhé horizontal bend ʽŊם
11. ơ Ƣ 䰶༿ shùzhé vertical bend ɼŊ˃
Note: With the exception of the “tí” stroke (which moves upward to the right) and the “piĚ” stroke (which
moves downward to the left), all Chinese strokes move from top to bottom, and from left to right.
D. Stroke Order
Following is a list of rules of stroke order. When writing a Chinese character, it is important that
you follow the rules. Following the rules will make it easier for you to accurately count the number
of strokes in a character. Knowing the exact number of strokes in a character will help you fi nd the
character in a radical-based dictionary. Also, your Chinese characters will look better if you write
them in the correct stroke order!
1. From left to right (ఛŊː)
2. From top to bottom (ɿ)
3. Horizontal before vertical (֓)
4. From outside to inside (ሶ)
5. Middle before two sides (ଅ)
6. Inside before closing (ᅺŊߊ(
Note: Learn the correct stroke order of the characters introduced in this book by using the Integrated Chinese Level 1 Part
1 Character Workbook.
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16 Integrated Chinese • Level 1 Part 1 • Textbook
IV. Useful Expressions
A. Classroom Expressions
The following is a list of classroom expressions that you will hear every day in your Chinese class.
1. Nכ hיo! How are you? How do you do?
2. LיoshĨ hיo! How are you, teacher?
3. Shàng kè. Let’s begin the class.
4. Xià kè. The class is over.
5. Dי kąi shŞ. Open the book.
6. Wם shuņ, nכmen tĨng. I’ll speak, you listen.
7. Kàn hĒibיn. Look at the blackboard.
8. Duì bu duì? Is it right?
9. Duì! Right! Correct!
10. HĚn hיo! Very good!
11. Qכng gĒn wם shuņ. Please repeat after me.
12. Zài shuņ yí biàn. Say it again.
13. Dםng bu dםng? Do you understand?
14. Dםng le. Yes, I/we understand; I/we do.
15. Zàijiàn! Good-bye!
B. Survival Expressions
The following is a list of important expressions that will help you survive in a Chinese language environment.
A good language student is constantly learning new words by asking questions. Learn the following
expressions well and start to acquire Chinese on your own!
1. Duìbuqכ !Sorry!
2. Qכng wèn... Excuse me...; May I ask...
3. Xièxie! Thanks!
4. Zhè shì shénme? What is this?
5. Wם bù dםng. I don’t understand.
6. Qכng zài shuņ yí biàn. Please say it one more time.
7. “…” Zhņngwén zĚnme shuņ? How do you say “…” in Chinese?
8. “…” shì shénme yìsi? What does “…” mean?
9. Qכng nכ gĚi wם ...Please give me...
10. Qכng nכ gàosu wם ...Please tell me...
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Introduction 17
C. Numerals
Having good control of the Chinese numerals will facilitate your dealing with real life situations
such as shopping, asking for time and dates, etc. You can get a head start by memorizing 1 to 10
well now.
1. yĨ one ɺ 2. èr two ʷ
3. sąn three ɿ
4. sì four ߈
5. wן fi ve ʽ
6. liù six Ҟ
7. qĨ seven ɼ
8. bą eight Ҝ
9. jiן nine ʪ
10. shí ten ֓
Do you know the names of the strokes below? Can you write them properly?
A B
C D E
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Simp-1-1-IC3-1Frontmatter.indd 18 3/29/2010 1:34:12 PM
LESSON 1 Greetings
Ὦɺ嵞 李॑
Dì yĨ kè Wèn hיo
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Exchange basic greetings;
• Request a person’s last name and full name and provide your own;
• Determine whether someone is a teacher or a student;
• Ascertain someone’s nationality.
RELATE AND GET READY
In your own culture/community—
1. How do people greet each other when meeting for the fi rst time?
2. Do people say their given name or family name fi rst?
3. How do acquaintances or close friends address each other?
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20 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue I: Exchanging Greetings
̷॑XĿ
̷॑Ŀ
嵗李YŊ̷Z底ŝ
ໟMቦȯ̷خNŝ
ໟ᪗ȯቦଅঋ[Ŋ
ŝOˑʟפ̷
ໟפቦהȯ᪗҅ᮝŊ
ŝˑʟפ̷
᪗ሹȯפໟ
LANGUAGE NOTES
X̷॑Ŀ(Nכ hיo!) is a common form of greeting.
It can be used to address strangers upon fi rst
introduction or between old acquaintances. To
respond, simply repeat the same greeting.
Y 嵗李(qכng wèn) is a polite formula to be used
to get someone’s attention before asking a question
or making an inquiry, similar to “excuse me, may I
please ask…” in English.
Z You can replace ̷(nכ (with its honorifi c form, ෨
(nín), if you wish to be more polite and respectful.
See Lesson 6, Dialogue I, Language Note 1.
[ଅঋ(xiיojiĚ) is a word with two third tone
syllables. The tone sandhi rule applies, thus making
the fi rst third tone ଅ(xiיo) a second tone. The
second syllable ঋ(jiĚ) can also be pronounced in
the neutral tone.
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Lesson 1 • Greetings 21
Nכ hיoX!
Nכ hיo !
Qכng wènY, nכ
Z guì xìng?
Wם xìngM Lכ .Nכ neN?
Wם xìng Wáng. Lכ xiיojiĚ[, nכ jiàoOshénme míngzi?
Wם jiào Lכ Yםu. Wáng xiąnsheng, nכ jiào shénme míngzi?
Wם jiào Wáng Péng.
VOCABULARY
1. ̷ nכ pr you
2. ॑ hיo adj fi ne; good; nice; O.K.; it’s settled
3. 嵗 qכng v please (polite form of request); to treat or to
invite (somebody)
4. 李 wèn v to ask (a question)
5. 底 guì adj honorable; expensive
6. xìng v/n (one’s) surname is...; to be surnamed; surname
[See Grammar 1.]
7. ໟ wם pr I; me
8. خ ne qp (question particle) [See Grammar 2.]
9. ଅঋ xiיojiĚ n Miss; young lady
10. פ jiào v to be called; to call [See Grammar 3.]
11. ˑʟ shénme qpr what
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22 Integrated Chinese • Level 1 Part 1 • Textbook
Grammar
1. The Verb (xìng)
(xìng) is both a noun and a transitive verb. When it is used as a verb, it must be followed by an
object.
X A: ̷ˑʟŝ
Nכ xìng shénme?
(What is your surname? Lit: You are surnamed what?)
B: ໟቦȯ
Wם xìng Lכ.
(My surname is Li.)
(xìng) is usually negated with ʃ(bù). [See Grammar 6.]
VOCABULARY
12. míngzi n name
13. ҅ᮝ xiąnsheng n Mr.; husband; teacher
Proper Nouns
14. ቦה Lכ Yםu (a personal name)
ቦ lכ) a surname); plum
15. ᪗ሹ Wáng Péng (a personal name)
᪗ wáng (a surname); king
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Lesson 1 • Greetings 23
Y A: ̷ቦ╷?
Nכ xìng Lכ ma?
(Is your family name Li?)
B: ໟʃቦȯ
Wם bú xìng Lכ.
(My surname is not Li.)
It is incorrect to say: *ໟʃȯ *Wם bú xìng.
However, when (xìng) is used with 底(guì) to form a respectful or polite expression to
ask for someone’s surname, the proper way to inquire and to respond is as follows:
Z A: ̷底ŝ
Nכ guì xìng?
(What is your surname?) (Lit: Your honorable surname is…?)
Remember to drop the honorifi c 底 when you reply:
B: ໟ᪗ȯ
Wם xìng Wáng.
(My surname is Wang.)
It is incorrect to say: *ໟ底᪗ȯ *Wם guì xìng Wáng.
One may also hear people respond to ̷底(Nכ guì xìng) by saying ҉底᪗
(Miיn guì xìng Wáng), ҉底ቦ(Miיn guì xìng Lכ .(Lit: Dispense with the honorable.
[My] surname is Wang/Li.
2. Questions Ending with خ)ne)
خ)ne) often follows a noun or pronoun to form a question when the content of the
question is already clear from the context.
X A: 嵗李, ̷底?
Qכng wèn, nכ guì xìng?
(What’s your family name, please?)
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24 Integrated Chinese • Level 1 Part 1 • Textbook
B: ໟቦŊ̷خŝ
Wם xìng Lכ ,nכ ne?
(My family name is Li. How about you?)
Y A: ̷פˑʟ?
Nכ jiào shénme míngzi?
(What’s your name?)
B: ໟפ᪗ሹŊ̷خŝ
Wם jiào Wáng Péng, nכ ne?
(My name is Wang Peng. How about you?)
When خ)ne) is used in this way, there must be some context. In each of the two examples above,
the context is provided by the preceding sentence, ໟቦ(Wם xìng Lכ (in (1), and ໟפ
᪗ሹ(Wם jiào Wáng Péng) in (2).
3. The Verb פ)jiào)
The verb פ)jiào) has several meanings. It means “to be called” in this lesson. Like (xìng), it
must be followed by an object, which can be either a full name or a given name, but seldom a given
name that consists only of one syllable.
X A: ̷פˑʟ?
Nכ jiào shénme míngzi?
(What is your name?)
B: ໟפ᪗ሹȯ
Wם jiào Wáng Péng.
(My name is Wang Peng.)
פ)jiào) is usually negated with ʃ (bù). [See Grammar 6.]
Y A: ̷פቦᮝ╷?
Nכ jiào Lכ ShĒng ma?
(Is your name Li Sheng?)
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Lesson 1 • Greetings 25
B: ໟʃפቦᮝȯ
Wם bú jiào Lכ ShĒng.
(My name is not Li Sheng.)
From the examples above, we can see that the basic word order in a Chinese sentence runs
like this:
Subject + Verb + Object
The word order remains the same in statements and questions. Remember that you don’t
place the question word at the beginning of a question as you do in English, unless that
question word is the subject. (See more on word order in Grammar 3 in Lesson 2 and
Grammar 1 in Lesson 4.)
Language Practice
A. Mix and mingle
Walk around the classroom and get to know your classmates:
A: ̷॑Ŀ A: Nכ hיo!
B: ȯ B: .
A: 嵗李Ŋ̷底ŝ A: Qכng wèn, nכ guì xìng?
B: ໟ ȯ B: Wם xìng .
̷خŝ Nכ ne?
A: ໟ Ŋ A: Wם xìng ,
ໟפ Ŋ wם jiào ,
̷פˑʟŝ nכ jiào shénme míngzi?
B: ໟפ ȯ B: Wם jiào .
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26 Integrated Chinese • Level 1 Part 1 • Textbook
B. Meeting for the first time/Getting acquainted
Complete the following exchange between two people who have never met
before. Do a role play based on the exchange.
A: ̷॑Ŀ A: Nכ hיo!
B: ȯ B: .
A: ໟ , A: Wם xìng ,
嵗李Ŋ̷底ŝ qכng wèn, nכ guì xìng?
B: ȯ B: .
A: , A: ,
̷פˑʟŝ nכ jiào shénme míngzi?
B: ໟפ ȯ B: Wם jiào .
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Lesson 1 • Greetings 27
᪗҅ᮝŊ̷ᆯP≘㬇╷Qŝ
ໟʃRXᆯ≘㬇ŊໟᆯⳆᮝȯ
ቦהŊ̷خŝ
ໟʬSᆯⳆᮝȯ̷ᆯ
ʑ⡝ː╷ŝ
ᆯŊໟᆯռˊːȯ̷ᆯ
⇾⡝ː╷ŝ
ᆯŊໟᆯ倝倆ːȯ
Dialogue II: Asking about Someone's Nationality
LANGUAGE NOTE
XThe original tone of ʃ is a
4th tone “bù”. However, when
followed by another 4th tone
syllable, ʃ changes to 2nd
tone, as in ʃᆯ(bú shì).
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28 Integrated Chinese • Level 1 Part 1 • Textbook
Wáng xiąnsheng, nכ shìP lיoshĨ maQ?
Wם búRX shì lיoshĨ, wם shì xuésheng. Lכ Yםu, nכ ne?
Wם yĚS shì xuésheng. Nכ shì Zhņngguó rén ma?
Shì, wם shì BĚijĨng rén. Nכ shì MĚiguó rén ma?
Shì, wם shì NiןyuĒ rén.
VOCABULARY
1. ᆯ shì v to be [See Grammar 4.]
2. ≘㬇 lיoshĨ n teacher
3. ╷ ma qp (question particle) [See Grammar 5.]
4. ʃ bù adv not; no [See Grammar 6.]
5. Ⳇᮝ xuésheng n student
6. ʬ yĚ adv too; also [See Grammar 7.]
7. ː rén n people; person
Proper Nouns
8. ʑ⡝ Zhņngguó China
9. ռˊ BĚijĨng Beijing
10. ⇾⡝ MĚiguó America
11. 倝倆 NiןyuĒ New York
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Lesson 1 • Greetings 29
Grammar
4. The Verb ᆯ(shì)
In Chinese, ᆯ(shì) is a verb which can be used to link two units that are in some way
equivalent. These two units can be nouns, pronouns, or noun phrases, e.g.,
X A: ̷ᆯ≘㬇╷?
Nכ shì lיoshĨ ma?
(Are you a teacher?)
B: ໟᆯ≘㬇ȯ
Wם shì lיoshĨ.
(I am a teacher.)
Y ቦהᆯⳆᮝȯ
Lכ Yםu shì xuésheng.
(Li You is a student.)
ᆯ(shì) is usually negated with ʃ(bù). [See also Grammar 6 below.]
Z᪗ሹʃᆯ⇾⡝ːȯ
Wáng Péng bú shì MĚiguó rén.
(Wang Peng is not American.)
5. Questions Ending with ╷(ma)
When ╷(ma) is added to the end of a declarative statement, that statement is turned into
a question. To answer the question in the affi rmative, drop the ╷(ma) from the end of the
question; to answer the question in the negative, drop the ╷(ma), and insert a negative
adverb— usually ʃ(bù)—before the verb. [See also Grammar 6 below.]
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30 Integrated Chinese • Level 1 Part 1 • Textbook
X Question: ̷ᆯ≘㬇╷ŝ
Nכ shì lיoshĨ ma?
(Are you a teacher?)
Affi rmative answer: ໟᆯ≘㬇ȯ
Wם shì lיoshĨ.
(I am a teacher.)
Negative answer: ໟʃᆯ≘㬇ȯ
Wם bú shì lיoshĨ.
(I am not a teacher.)
Y Question: ̷᪗╷ŝ
Nכ xìng Wáng ma?
(Is your family name Wang?)
Affi rmative: ໟ᪗ȯ
Wם xìng Wáng.
(My family name is Wang.)
Negative: ໟʃ᪗ȯ
Wם bú xìng Wáng.
(My family name is not Wang.)
This is a typical business card. Circle the person’s family name.
Where is this person located?
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Lesson 1 • Greetings 31
6. The Negative Adverb ʃ(bù)
In Chinese there are two main negative adverbs. One of the two, ʃ(bù), occurs in this
lesson.
Xໟʃᆯռˊːȯ
Wם bú shì BĚijĨng rén.
(I am not from Beijing.)
Yቦהʃᆯʑ⡝ːȯ
Lכ Yםu bú shì Zhņngguó rén.
(Li You is not Chinese.)
Z≘㬇ʃ᪗ȯ
LיoshĨ bú xìng Wáng.
(The teacher’s surname is not Wang.)
[ໟʃפቦʑȯ
Wם bú jiào Lכ Zhņng.
(My name is not Li Zhong.)
7. The Adverb ʬ(yĚ)
The adverb ʬ(yĚ) basically means “too” or “also.” In Chinese, adverbs, especially onesyllable adverbs, normally appear after subjects and in front of verbs. They usually cannot
precede subjects or follow verbs. The adverb ʬ(yĚ) cannot be put before the subject or at
the very end of a sentence.
XໟʬᆯⳆᮝȯ
Wם yĚ shì xuésheng.
(I’m a student, too.)
Y᪗ሹᆯⳆᮝŊቦהʬᆯⳆᮝȯ
Wáng Péng shì xuésheng, Lכ Yםu yĚ shì xuésheng.
(Wang Peng is a student. Li You is a student, too.)
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32 Integrated Chinese • Level 1 Part 1 • Textbook
Z̷ᆯʑ⡝ːŊໟʬᆯʑ⡝ːȯ
Nכ shì Zhņngguó rén, wם yĚ shì Zhņngguó rén.
(You are Chinese. I am Chinese, too.)
(3a) ̷ᆯʑ⡝ːŊ*ໟᆯʑ⡝ːʬȯ
Nכ shì Zhņngguó rén, *wם shì Zhņngguó rén yĚ.
(3b) ̷ᆯʑ⡝ːŊ*ʬໟᆯʑ⡝ːȯ
Nכ shì Zhņngguó rén, *yĚ wם shì Zhņngguó rén.
When the adverb ʬ(yĚ) is used together with the negative adverb ʃ(bù), ʬ(yĚ) is placed
before ʃ(bù), e.g.
[᪗ሹʃᆯ≘㬇Ŋቦהʬʃᆯ≘㬇ȯ
Wáng Péng bú shì lיoshĨ, Lכ Yםu yĚ bú shì lיoshĨ.
(Wang Peng is not a teacher. Li You is not a teacher, either.)
\\̷ʃᆯ倝倆ːŊໟʬʃᆯ倝倆ːȯ
Nכ bú shì NiןyuĒ rén, wם yĚ bú shì NiןyuĒ rén.
(You are not from New York. I am not from New York, either.)
Language Practice
C. ᆯƥ╷ (shì…ma)
Based on the text of Lesson 1 and your own situation, ask and answer the
following questions with a partner.
EXAMPLE ᪗ሹ◆Ⳇᮝ Wáng Péng ◆ xuésheng
A: ᪗ሹᆯⳆᮝ╷? A: Wáng Péng shì xuésheng ma?
B: ᪗ሹᆯⳆᮝȯ B: Wáng Péng shì xuésheng.
1. ቦה⇾◆⡝ː 1. Lכ Yםu ◆ MĚiguó rén
2. ᪗ሹ◆ʑ⡝ː 2. Wáng Péng ◆ Zhņngguó rén
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Lesson 1 • Greetings 33
3. ቦה⇾◆⡝Ⳇᮝ 3. Lכ Yםu ◆ MĚiguó xuésheng
4. ᪗ሹ◆ռˊː 4. Wáng Péng ◆ BĚijĨng rén
5. ቦה◆倝倆ː 5. Lכ Yםu ◆ NiןyuĒ rén
6. ̷◆Ⳇᮝ 6. Nכ ◆ xuésheng
D. ʃ(bù)
Based on the text of Lesson 1 and your own situation, ask and answer the following
questions with a partner.
EXAMPLE
A: ቦଅঋפቦሹ╷ŝ A: Lכ xiיojiĚ jiào Lכ Péng ma?
B: ቦଅঋʃפቦሹȯ B: Lכ xiיojiĚ bú jiào Lכ Péng.
1. ቦהᆯʑ⡝ː╷ŝ 1. Lכ Yםu shì Zhņngguó rén ma?
2. ̷ᆯ᪗ሹ╷? 2. Nכ shì Wáng Péng ma?
3. ᪗ሹᆯ倝倆ː╷ŝ 3. Wáng Péng shì NiןyuĒ rén ma?
4. ᪗҅ᮝפ᪗ה╷ŝ 4. Wáng xiąnsheng jiào Wáng Yםu ma?
5. ̷פቦה╷ŝ 5. Nכ jiào Lכ Yםu ma?
E. ʬ(yĚ)
Based on the text of Lesson 1 and your own situation, ask and answer the
following questions with a partner.
1. ᪗ሹᆯʑ⡝ːŊ 1. Wáng Péng shì Zhņngguó rén,
̷ʬᆯʑ⡝ː╷ŝ nכ yĚ shì Zhņngguó rén ma?
2. ቦהᆯ倝倆ːŊ 2. Lכ Yםu shì NiןyuĒ rén,
̷ʬᆯ倝倆ː╷ŝ nכ yĚ shì NiןyuĒ rén ma?
Simp-1-1-IC3-19Lesson 1.indd 33 3/29/2010 1:37:59 PM
34 Integrated Chinese • Level 1 Part 1 • Textbook
3. ᪗ሹʃᆯ≘㬇Ŋ̷خŝ 3. Wáng Péng bú shì lיoshĨ, nכ ne?
4. ቦהʃᆯʑ⡝ːŊ̷خŝ 4. Lכ Yםu bú shì Zhņngguó rén, nכ ne?
5. ᪗ሹ᪗Ŋ 5. Wáng Péng xìng Wáng,
̷ʬ᪗╷ŝ nכ yĚ xìng Wáng ma?
F. “I’m American. How about you? Where are you from?”
Walk around the classroom and fi nd out about your classmates’ nationality,
state, or city origins. Remember that, to say that you are from America, California,
or Boston, simply attach the word ː (rén: person) to the name of the country,
state, or city: ໟᆯ⇾⡝(MĚiguó)/California/Boston ː(rén).
A: ໟᆯ⇾⡝ːŊ̷خ ?A: Wם shì MĚiguó rén, nכ ne?
B: ƥƥȯ B: ……
A: ̷ᆯKentucky (the state of your A: Nכ shì Kentucky (the state of your
current residence)ː╷ŝ current residence) rén ma?
B: ໟᆯƥːȯ/ B: Wם shì … rén./
ໟʃᆯƥːŊໟᆯƥːȯ Wם bú shì… rén, wם shì …rén.
A: ̷ᆯ(pick a city in your A: Nכ shì (pick a city in your
respondent’s home state)ː╷ŝ respondent’s home state) rén ma?
B: ໟᆯ(Louisville) ːȯ̷خŝ B: Wם shì (Louisville) rén, nכ ne?
A: ໟᆯ(Portland) ːȯ A: Wם shì (Portland) rén.
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Lesson 1 • Greetings 35
HOW ABOUT YOU?
Where are you from?
1. 䇃⡝ YĨngguó pn Britain; England
2. ᘍ⡝ Fיguó pn France
3. ോ⡝ Déguó pn Germany
4. ᅺ RìbĚn pn Japan
5. 楉⡝ Hánguó pn South Korea
6. Խཱྀञ Jią’nádà pn Canada
7. ࣘ⣫څ MòxĨgĒ pn Mexico
8. ֬ಙ Yìndù pn India
9. ⬤֡ Yuènán pn Vietnam
10. Խజ Jiązhņu pn California
11. ऑध XiàwĒiyí pn Hawaii
12. ʀᙹ Shànghיi pn Shanghai
If your country/state/city is not listed above, please ask your teacher and make a note here:
ໟᆯ ːȯ
Wם shì rén.
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36 Integrated Chinese • Level 1 Part 1 • Textbook
Culture Highlights
XMost Chinese family names (xìng) are monosyllabic. There are,
however, a few disyllabic family names such as 㲇枓(Ņuyáng) and
ള(SĨtú). The number of Chinese family names is fairly limited.
According to the most recent census, the most common family names are
ቦ(Lכ ,(᪗(Wáng), む(Zhąng), ⍸(Liú), and 枨(Chén).
Family names precede offi cial titles or other forms of address:
᪗҅ᮝ (Wáng xiąnsheng, literally, Wang Mister),
ቦ≘㬇 (Lכ lיoshĨ, literally, Li Teacher), etc. When
addressing strangers, it is proper to say ҅ᮝ (xiąnsheng,
Mr.) or ଅঋ (xiיojiĚ, Miss) following their
family name.
Y Family names (xìng) are sometimes called ᕿ
(xìngshì). (xìng) were originally passed down along
maternal lines. Indeed, some of the most ancient Chinese family
names such as ঠ(JĨ), ⬋(GuĨ), (Sì), (Yáo), and
ঔ(Jiąng) as well as the character (xìng) contain the female radical, ॉ(nץ .(Aristocratic men and women were born
with a (xìng). However, only aristocratic men would have
a ᕿ(shì) as a secondary family name. By the Western Han
period (207 BCE–8 CE), (xìng) and ᕿ(shì) had become
indistinguishable, and even commoners had acquired family
names or (xìng).
Z When talking about Chinese family names, most Chinese
people will reference or mention the Hundred Surnames,
ᱻ(Bיi Jią Xìng). The book records the known family
names of the Northern Song Dynasty in the 10th century. The
400-plus family names included in the work are arranged in
quatrains with each eighth character rhymed. The book
was a popular reading primer recited by schoolchildren.
These are the fi rst sixteen surnames listed
in the Hundred Surnames. Do you recognize
any of them?
There are dictionaries to interpret the
Hundred Surnames. This is the cover of one
of those dictionaries.
Simp-1-1-IC3-19Lesson 1.indd 36 3/29/2010 1:38:07 PM
Lesson 1 • Greetings 37
[ In Chinese, family names (xìng) always precede personal or given names
)míng). Personal names usually carry auspicious or positive meanings.
They can be either monosyllabic, written in one character, or disyllabic,
written in two characters. In Chinese culture, a person is seldom referred to
by his or her family name alone, especially if the family name is monosyllabic.
For example, Wang Peng ᪗ሹ(Wáng Péng), should not be referred to
simply as Wang.
\\When meeting someone for the fi rst time, it is polite to fi rst ask for his or her
family name, rather than his/her full name. Then the question ̷פˑʟ
ŝ(Nכ jiào shénme míngzi? What is your name?) can be asked to fi nd
out his or her given name or full name.
]In Chinese culture the use of given names often suggests a much higher degree
of intimacy than is the case in the West. If one’s given name is monosyllabic,
its use is even more limited, usually confi ned to one’s lover or spouse. For
example, Wang Peng’s girlfriend can address him as Peng, especially in letters,
but most people would call him Wang Peng rather than Peng.
Do you know any people with these family names?
㴵 (Bì); ᗿ (Cài); 枨 (Chén); ㋧ (Gąo); 瀤 (Huáng); ቦ (Lכ;(
ኚ (Lín); ⍸ (Liú); 傷 (Luó); ᕜ (Máo); ) Shכ ;(᪗ (Wáng);
▔ (Wú); 嶂 (Xiè); റ (Xú); 崘 (Xן ;(㣈 (Yáng); (Yáo); ╖ (Yè);
む (Zhąng); 戱 (Zhèng); ش) Zhņu)
Simp-1-1-IC3-19Lesson 1.indd 37 3/29/2010 1:38:19 PM
38 Integrated Chinese • Level 1 Part 1 • Textbook
Pronunciation Exercises
X Practice the following initials:
b p d t
1. bיo pיo dą tą
2. bąn pąn dí tí
3. bù pù duì tuì
4. bņ pņ dĨng tĨng
5. bĒng pĒng dĒng tĒng
Y Practice the following initials:
j q z c
1. jiąo qiąo ząi cąi
2. jכng qכng zיo cיo
3. jĨn qĨn zì cì
4. jiè qiè zè cè
5. jiàn qiàn zhè chè
Z Practice the following initials:
sh s x
1. shà sà xià
2. shàn sàn xiàn
3. shĒn sĒn xĨn
4. shĒng sĒng xĨng
Simp-1-1-IC3-19Lesson 1.indd 38 3/29/2010 1:38:22 PM
Lesson 1 • Greetings 39
[Practice the following tones:
1. tiąntiąn 2. jĨnnián 3. jĨnglכ 4. shĒngqì
5. xĨngqĨ 6. fądá 7. fązhיn 8. shĒngdiào
\\Practice the following tone combinations:
1. nכ hיo 2. Lכ Yםu 3. lיohן 4. zhיnlיn
5. hיo duņ 6. nכ lái 7. hיo shŞ 8. qכng wèn
]Practice the following syllables in neutral tones:
1. xiąnsheng 2. míngzi 3. xiáojie 4. shénme
5. wם de 6. nכ de 7. tą de 8. shéi de
Simp-1-1-IC3-19Lesson 1.indd 39 3/29/2010 1:38:24 PM
40 Integrated Chinese • Level 1 Part 1 • Textbook
English Text
Dialogue I
Wang Peng: How do you do?
Li You: How do you do?
Wang Peng: What’s your family name, please? (lit. Please, may I ask… your honorable surname
is…?)
Li You: My family name is Li. What’s yours? (lit. I am surnamed Li, and you?)
Wang Peng: My family name is Wang. Miss Li, what’s your name?
Li You: My name is Li You. Mr. Wang, what’s your name?
Wang Peng: My name is Wang Peng.
Dialogue II
Li You: Mr. Wang, are you a teacher?
Wang Peng: I’m not a teacher, I’m a student. Li You, how about you?
Li You: I’m a student, too. Are you Chinese?
Wang Peng: Yes, I’m from Beijing (lit. I’m a Beijing-er). Are you American?
Li You: Yes, I’m from New York (lit. I’m a New Yorker).
PROGRESS CHECKLIST
Before proceeding to Lesson 2, be sure that you can complete the following
tasks in Chinese:
I am able to
Exchange basic greetings;
Say my last name and full name;
Ask someone’s last name and full name;
Say if I am a student or not;
State my nationality;
Ask someone's nationality.
Please review the lesson if any of these tasks seem diffi cult.
Simp-1-1-IC3-19Lesson 1.indd 40 3/29/2010 1:38:25 PM
LESSON 2 Family
Ὦʷ嵞 ಟ
Dì èr kè Jiątíng
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Employ basic kinship terms;
• Describe a family photo;
• Ask about someone’s profession;
• Say some common professions.
RELATE AND GET READY
In your own culture/community—
1. What is the typical family structure?
2. Does an adult consider his/her parents’ house his/her home?
3. Do adults live with their parents?
4. Do people mention their father or mother fi rst when talking about
family members?
5. Is it culturally appropriate to ask about people’s professions upon fi rst
meeting them?
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42 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue I: Looking at a Family Photo
(Wang Peng is in Gao Wenzhong’s room and points to a
picture on the wall.)
㋧ᄽʑŊᆯ̷᱿Mᤫᦸ
╷ŝ
(They both walk toward the picture and then stand in
front of it.)
ᆯȯ愹ᆯໟŊ愹ᆯໟ
⫨⫨ȯ
愹XᾊNॉઙઈᆯ嵡O?
ॎᆯໟঋঋȯ
愹ᾊᮮઙઈᆯ̷೭೭╷ŝ
LANGUAGE NOTES
X In colloquial Chinese, 愹 can also
be pronounced as zhèi and as
nèi if followed by a measure word
or a numeral and a measure word.
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Lesson 2 • Family 43
ʃᆯŊ˟ᆯໟञڅ᱿ѽઈYȯ
̷ञڅሷPॉѽ╷ŝ
˟▝ሷॉѽȯ
(Wang Peng is in Gao Wenzhong’s room and points to a picture
on the wall.)
Gąo Wénzhņng, nà shì nכ deM zhàopiàn ma?
(They both walk toward the picture and then stand in front of it.)
Shì. Zhè shì wם bàba, zhè shì wם mąma.
ZhèXgeN nץ háizi shì shéiO?
Tą shì wם jiĚjie.
Zhè ge nán háizi shì nכ dìdi ma?
Bú shì, tą shì wם dàgĒ de érziY.
Nכ dàgĒ yםuP nץ‘ér ma?
Tą méiyםu nץ‘ér.
VOCABULARY
1. nà pr that
2. ᱿ de p (a possessive or descriptive particle)
[See Grammar 1.]
3. ᤫᦸ zhàopiàn n picture; photo
4. 愹 zhè pr this
5. bàba n father, dad
6. ⫨⫨ mąma n mother, mom
7. ᾊ gè/ge m (measure word for many common
everyday objects) [See Grammar 2.]
8. ॉ nץ adj female
Y “Son” in Chinese is ⊟ઈ(érzi),
and ⊟ઈ (érzi, son) cannot be
replaced by ᮮઙઈ
(nán háizi, boy). “Daughter” is
ॉ⊟(nץ‘ér), and ॉ⊟
(nץ‘ér) cannot be interchanged
with ॉઙઈ(nץ háizi, girl).
Simp-1-1-IC3-41Lesson 2.indd 43 3/29/2010 1:45:39 PM
44 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
9. ઙઈ háizi n child
10. 嵡 shéi qpr who [See Grammar 3.]
11. ॎ tą pr she; her
12. ঋঋ jiĚjie n older sister
13. ᮮ nán adj male
14. ೭೭ dìdi n younger brother
15. ˟ tą pr he; him
16. ञڅ dàgĒ n eldest brother
17. ѽઈ érzi n son
18. ሷ yםu v to have; to exist [See Grammar 4.]
19. ॉѽ nץ‘ér n daughter
20. ▝ méi adv not
Proper Noun
21. ㋧ᄽʑ Gąo Wénzhņng (a personal name)
㋧ gąo (a surname) tall; high
The picture on the wall in Gao Wenzhong’s room.
Simp-1-1-IC3-41Lesson 2.indd 44 3/29/2010 1:45:43 PM
Lesson 2 • Family 45
Grammar
1. The Particle ᱿(de) (I)
To indicate a possessive relationship, the particle ᱿ appears between the “possessor”
and the “possessed.” To that extent, it is equivalent to the “’s” structure in English. For
example: ≘㬇᱿)lיoshĨ de míngzi) = teacher’s name. The particle ᱿(de)
is often omitted in colloquial speech after a personal pronoun and before a kinship term.
Therefore, we sayơ᪗ሹ᱿⫨⫨Ƣ(Wáng Péng de mąma, Wang Peng’s mother)
butơໟ⫨⫨Ƣ(wם mąma, my mother). See also Grammar 3 in Lesson 3.
2. Measure Words (I)
In Chinese a numeral is usually not followed immediately by a noun. Rather, a measure
word is inserted between the number and the noun, as in (1), (2), and (3) below. Similarly, a
measure word is often inserted between a demonstrative pronoun and a noun, as in (4) and
(5) below. There are over one hundred measure words in Chinese, but you may hear only
two or three dozen in everyday speech. Many nouns are associated with special measure
words, which often bear a relationship to the meaning of the given noun.
ᾊ (gè /ge) is the single most common measure word in Chinese. It is also sometimes
used as a substitute for other measure words.
X ɺᾊː
yí ge rén
(a person)
Y ɺᾊⳆᮝ
yí ge xuésheng
(a student)
Z ɺᾊ≘㬇
yí ge lיoshĨ
(a teacher)
Simp-1-1-IC3-41Lesson 2.indd 45 3/29/2010 1:45:47 PM
46 Integrated Chinese • Level 1 Part 1 • Textbook
[ 愹ᾊઙઈ
zhè ge háizi
(this child)
\\ ᾊᮮⳆᮝ
nà ge nán xuésheng
(that male student)
3. Question Pronouns
Question pronouns include 嵡 (shéi, who), ˑʟ (shénme, what), ڊ) nי/nĚi, which) [See
Lesson 6], ڊѽ (nיr, where) [See Lesson 5], Ӓ (jכ ,how many), etc. In a question with a
question pronoun, the word order is exactly the same as that in a declarative sentence. Therefore,
when learning to form a question with a question pronoun, we can start with a declarative sentence
and then replace the part in question with the appropriate question pronoun, e.g.:
X ᾊॉઙઈᆯቦהȯ
Nà ge nץ háizi shì Lכ Yםu.
(That girl is Li You.)
From (1), one can replace ᾊॉઙઈ (Nà ge nץ háizi) with 嵡(shéi) to form a question if
he or she wishes to fi nd out who Li You is:
(1a)嵡ᆯቦהŝ
Shéi shì Lכ Yםu?
(Who is Li You?)
Here 嵡(shéi) functions as the subject of the sentence and occupies the same position as
ᾊॉઙઈ(Nà ge nץ háizi) in the corresponding statement.
One can also replace ቦה) Lכ Yםu) in (1) with 嵡(shéi) to form a question if he or she wishes to
fi nd out who that girl is:
(1b) ᾊॉઙઈᆯ嵡ŝ
Nà ge nץ háizi shì shéi?
(Who is that girl?)
嵡(shéi) functions as the object of the sentence and occupies the same position as ቦה)Lכ Yםu).
Simp-1-1-IC3-41Lesson 2.indd 46 3/29/2010 1:45:50 PM
Lesson 2 • Family 47
MORE EXAMPLES:
Y A: 嵡ᆯ≘㬇ŝ
Shéi shì lיoshĨ?
(Who is a teacher?)
B: ቦ҅ᮝᆯ≘㬇ȯ
Lכ xiąnsheng shì lיoshĨ.
(Mr. Li is a teacher.)
Z A: ᾊॉઙઈˑʟŝ
Nà ge nץ háizi xìng shénme?
(What’s that girl’s family name?)
B: ᾊॉઙઈ᪗ȯ
Nà ge nץ háizi xìng Wáng.
(That girl’s family name is Wang.)
[ A: 嵡ሷঋঋŝ
Shéi yםu jiĚjie?
(Who has older sisters?)
B: ㋧ᄽʑሷঋঋȯ
Gąo Wénzhņng yםu jiĚjie.
(Gao Wenzhong has an older sister.)
4. ሷ(yםu) in the Sense of “to Have” or “to Possess”
ሷ(yםu) is always negated with ▝(méi) instead of ʃ (bù).
EXAMPLES:
X A: ᪗҅ᮝሷ೭೭╷ŝ
Wáng xiąnsheng yםu dìdi ma?
(Does Mr. Wang have a younger brother?)
Simp-1-1-IC3-41Lesson 2.indd 47 3/29/2010 1:45:51 PM
48 Integrated Chinese • Level 1 Part 1 • Textbook
B: ᪗҅ᮝ▝ሷ೭೭ȯ
Wáng xiąnsheng méiyםu dìdi.
(Mr. Wang doesn’t have any younger brothers.)
Y A: ໟሷɿᾊঋঋŊ̷خŝ
Wם yםu sąn ge jiĚjie, nכ ne?
(I have three older sisters. How about you?)
B: ໟ▝ሷঋঋȯ
Wם méiyםu jiĚjie.
(I don’t have any older sisters.)
Language Practice
A. 嵡 (shéi, who)
Look at the pictures, and work with a partner to fi nd out who they are.
EXAMPLE:
A: 愹ᾊː/ᮮઙઈᆯ嵡ŝ A: Zhè ge rén/nán háizi shì shéi?
B: 愹ᾊː/ᮮઙઈᆯ᪗ሹȯ B: Zhè ge rén/nán háizi shì Wáng Péng.
1. 2.
B. ሷ/▝ሷ (yםu/méiyםu, have/do not have)
Ask and answer the following questions based on the text of Lesson 2 and your
own situation.
EXAMPLE:
㋧ञڅ◆ॉѽ Gąo dàgĒ ◆ nץ‘ér
Simp-1-1-IC3-41Lesson 2.indd 48 3/29/2010 1:45:55 PM
Lesson 2 • Family 49
A: ㋧ञڅሷॉѽ╷ŝ A: Gąo dàgĒ yםu nץ‘ér ma?
B: ▝ሷŊ˟▝ሷॉѽȯ B: Méiyםu, tą méiyםu nץ‘ér.
1. ㋧ᄽʑ◆ঋঋ 1. Gąo Wénzhņng ◆ jiĚjie
2. ㋧ञڅ◆ѽઈ 2. Gąo dàgĒ ◆ érzi
3. ̷◆ঋঋ 4. Nכ ◆ jiĚjie
4. ̷◆೭೭ 5. Nכ ◆ dìdi
5. ̷᱿≘㬇◆ॉѽ 6. Nכ de lיoshĨ ◆ nץ‘ér
C. “Who is this?”
Exchange family pictures and ask about the other person’s family
members.
A: 愹ᆯ嵡ŝ A: Zhè shì shéi?
B: 愹ᆯໟ ȯ B: Zhè shì wם.
D. Family Picture
Show your family picture to the class and describe the people in the
picture.
愹ᆯໟŊ Zhè shì wם bàba,
愹ᆯໟ⫨⫨ŊͰ zhè shì wם mąma, …
Simp-1-1-IC3-41Lesson 2.indd 49 3/29/2010 1:45:58 PM
50 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue II: Asking about Someone's Family
ᱺ䇃䎑Ŋ̷XሷQӒ
Yːŝם
ໟሷҞםːȯໟ
Ȯໟ⫨⫨ȮɺZ
ᾊڅڅȮᾄRᾊॸॸ
ُ[ໟ\\ȯቦהŊ̷
ሷӒםːŝ
ໟሷʽםːȯȮ
⫨⫨ȮञঋȮʷঋُ
ໟȯ̷⫨⫨ϝˑʟ
డ̳ŝ
LANGUAGE NOTES
X In Chinese, (jią) can refer to one’s family
as well as one’s home. So one can point to
his or her family picture and sayơໟ
ሷם߈ːƢ(Wם jią yםu sì kםu
rén; There are four people in my family), and
one can also point to his or her house and
sayơ愹ᆯໟƢ(Zhè shì wם jią;
This is my home).
Yם)kםu) is the idiomatic measure word
in northern China for the number of family
members. In the south, people say ᾊ(gè
/ge) instead.
See next page.
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Lesson 2 • Family 51
Z The numeral ɺ (yĨ, one) is pronounced
in the fi rst tone (yĨ) when it stands alone or
comes at the end of a phrase or sentence.
Otherwise, its pronunciation changes
according to the following rules:
(a) Before a fourth-tone syllable, it becomes
second tone: ɺᾊ(yí gè).
(b) Before a fi rst-, second- or third-tone
syllable, it is pronounced in the fourth tone,
e.g., ɺむ (yì zhąng, a sheet), ɺ䠸 (yì
pán, one plate), ɺ(yì bĚn, one volume).
[ Unlike and, ُ(hé) cannot link two clauses
or two sentences: ໟᆯ≘
㬇Ŋ*ُໟ⫨⫨ᆯ⒛ᮝ (Wם
bàba shì lיoshĨ, *hé wם mąma shì yĨsheng).
\\ The pause mark, or series comma, Ȯ is
often used to link two, three or even more
parallel words or phrases, e.g., Ȯ
⫨⫨Ȯᾄᾊॸॸُໟ (bàba,
mąma, liיng ge mèimei hé wם ;dad, mom,
two younger sisters and I). For further
discussion of this punctuation mark, see
Language Note 1 for Dialogue I in Lesson 4.
ໟᆯയ㬇Ŋ⫨⫨ᆯ
䇃ᄽ≘㬇ŊڅڅȮॸॸ
ⵣSᆯञⳆᮝȯ
ໟ⫨⫨ʬᆯ≘㬇Ŋໟ
ᆯ⒛ᮝȯ
Bài YĨng’ài, nכ jiąXyםuQ jכ kםuY rén?
Wם jią yםu liù kםu rén. Wם bàba, wם mąma, yíZ ge
gĒge, liיngR ge mèimei hé[ wם .\\Lכ Yםu, nכ jią
yםu jכ kםu rén?
Wם jią yםu wן kםu rén: bàba, mąma, dàjiĚ, èrjiĚ hé
wם .Nכ bàba mąma zuò shénme gņngzuò?
Wם bàba shì lקshĨ, mąma shì YĨngwén lיoshĨ, gĒge,
mèimei dņuS shì dàxuéshĒng.
Wם mąma yĚ shì lיoshĨ, wם bàba shì yĨshĒng.
VOCABULARY
1. jią n family; home
2. Ӓ jכ nu how many; some; a few
3. ם kםu m (measure word for number of family
members)
4. څڅ gĒge n older brother
5. ᾄ liיng nu two; a couple of [See Grammar 6.]
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52 Integrated Chinese • Level 1 Part 1 • Textbook
Who do you think works in this offi ce?
VOCABULARY
6. ॸॸ mèimei n younger sister
7. ُ hé conj and
8. ञঋ dàjiĚ n eldest sister
9. ʷঋ èrjiĚ n second oldest sister
10. ϝ zuò v to do
11. డ̳ gņngzuò n/v job; to work
12. യ㬇 lקshĨ n lawyer
13. 䇃ᄽ YĨngwén n English (language)
14. ⵣ dņu adv both; all [See Grammar 7.]
15. ञⳆᮝ dàxuéshĒng n college student
ञⳆ dàxué n university; college
16. ⒛ᮝ yĨshĒng n doctor; physician
Proper Noun
17. ᱺ䇃䎑 Bái YĨng’ài (a personal name)
Simp-1-1-IC3-41Lesson 2.indd 52 3/29/2010 1:46:10 PM
Lesson 2 • Family 53
Grammar
5. ሷ(yםu) in the Sense of “to Exist”
EXAMPLES:
X ໟሷʽᾊːȯ
Wם jią yםu wן ge rén.
(There are fi ve people in my family.)
Y ଅ㋧ሷᾄᾊञⳆᮝȯ
Xiיo Gąo jią yםu liיng ge dàxuéshĒng.
(There are two college students in Little Gao’s family.)
6. The Usage of ʷ(èr) and ᾄ(liיng)
ʷ(èr) and ᾄ(liיng) both mean “two,” but they differ in usage. ᾄ(liיng) is used in front of
common measure words to express a quantity, e.g., ᾄᾊː(liיng ge rén, two persons). In
counting, one uses ʷ(èr): ơɺŊ ʷŊ ɿŊ ߈ƥƢ(yĨ, èr, sąn, sì; one, two,
three, four...). In compound numerals, ʷ(èr) is always used for the 2 on the last two digits, e.g.,
ʷ֓ʷ (èrshí’èr, 22); ɺᱻʷ֓ʽ (yìbיi èrshí’wן ,125). But ʷᱻʷ֓ʷ (èrbיi
èrshí’èr, 222) can also be said as ᾄᱻʷ֓ʷ (liיngbיi èrshí’èr, 222).
7. The Adverb ⵣ (dņu, both; all)
The word ⵣ(dņu) indicates inclusiveness. As it always occurs in front of a verb, it is classifi ed as
an adverb. However, because it refers to something that has been mentioned earlier in the sentence,
or in a preceding sentence, it also has a pronoun-like fl avor and it must be used at the end of an
enumeration.
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54 Integrated Chinese • Level 1 Part 1 • Textbook
EXAMPLES:
X ᪗ሹȮቦהُ㋧ᄽʑⵣᆯⳆᮝȯ
Wáng Péng, Lכ Yםu hé Gąo Wénzhņng dņu shì xuésheng.
(Wang Peng, Li You, and Gao Wenzhong are all students.)
(lit. Wang Peng, Li You, and Gao Wenzhong all are students.)
[ⵣ(dņu) refers back to Wang Peng, Li You and Gao Wenzhong and therefore appears after they
are mentioned.]
Y ᪗ሹُቦהⵣʃᆯയ㬇ȯ
Wáng Péng hé Lכ Yםu dņu bú shì lקshĨ.
(Neither Wang Peng nor Li You is a lawyer.)
Z ᪗ሹُᱺ䇃䎑ⵣሷॸॸȯ
Wáng Péng hé Bái YĨng’ài dņu yםu mèimei.
(Both Wang Peng and Bai Ying’ai have younger sisters.)
(lit. Wang Peng and Bai Ying’ai both have younger sisters.)
[ ㋧ᄽʑُቦהⵣ▝ሷ೭೭ȯ
Gąo Wénzhņng hé Lכ Yםu dņu méi yםu dìdi.
(Neither Gao Wenzhong nor Li You has any younger brothers.)
▝(méi) is always used to negate ሷ(yםu). However, to say “not all of ... have,” we say ʃⵣ
ሷ(bù dņu yםu) rather than *▝ⵣሷ(méi dņu yםu). Whether the negative precedes or follows
the word ⵣ(dņu) makes the difference between partial negation and complete negation.
COMPARE:
a. ˟⁌ʃⵣᆯʑ⡝ːȯ (˟⁌: tąmen, they)
(Tąmen bù dņu shì Zhņngguó rén.) (Not all of them are Chinese.)
b. ˟⁌ⵣʃᆯʑ⡝ːȯ
(Tąmen dņu bú shì Zhņngguó rén.) (None of them are Chinese.)
c. ˟⁌ʃⵣሷ೭೭ȯ
(Tąmen bù dņu yםu dìdi.) (Not all of them have younger brothers.)
d. ˟⁌ⵣ▝ሷ೭೭ȯ
(Tąmen dņu méi yםu dìdi.) (None of them have any younger brothers.)
Simp-1-1-IC3-41Lesson 2.indd 54 3/29/2010 1:46:23 PM
Lesson 2 • Family 55
Language Practice
E. ሷ(yםu, there is/there are)
Take out your family pictures, ask three of your classmates how many family
members they have, and report back to the class.
EXAMPLE: A: 嵗李Ŋ̷ሷӒםːŝ A: Qכng wèn, nכ jią yםu jכ kםu rén?
B: ໟሷם߈ːȯ B: Wם jią yםu sì kםu rén.
Classmate 1 (Chris)
Classmate 2 (Anne)
Classmate 3 (Joe)
F. Question Pronouns 嵡 (shéi, who), Ӓ (jכ ,how many),
ˑʟ (shénme, what)
Based on the texts of Lessons 1 and 2, formulate a question or a response for
each of the sentences below using the appropriate question pronoun.
EXAMPLE: A: 愹ᆯ嵡ŝ A: Zhè shì shéi?
B: 愹ᆯ᪗ሹȯ B: Zhè shì Wáng Péng.
1. A: ሷѽઈŝ 1. A: yםu érzi?
B: ㋧ᄽʑ᱿ञڅሷѽઈȯ B: Gąo Wénzhņng de dàgĒ yםu érzi.
Simp-1-1-IC3-41Lesson 2.indd 55 3/29/2010 1:46:26 PM
56 Integrated Chinese • Level 1 Part 1 • Textbook
2. A: ቦהሷ םː? 2. A: Lכ Yםu jią yםu kםu rén?
B: ቦהሷʽםːȯ B: Lכ Yםu jią yםu wן kםu rén.
3. A: ᱺ䇃䎑ሷ ᾊॸॸ? 3. A: Bái YĨng’ài yםu ge mèimei?
B: ᱺ䇃䎑ሷᾄᾊॸॸȯ B: Bái YĨng’ài yםu liיng ge mèimei.
4. A: ቦה᱿ϝ 4. A: Lכ Yםu de bàba zuò
డ̳? gņngzuò?
B: ቦה᱿ᆯ⒛ᮝȯ B: Lכ Yםu de bàba shì yĨshĒng.
5. A: ᱺ䇃䎑᱿⫨⫨ϝ 5. A: Bái YĨng’ài de mąma zuò
డ̳? gņngzuò?
B: ᱺ䇃䎑᱿⫨⫨ᆯ B: Bái YĨng’ài de mąma shì
䇃ᄽ≘㬇ȯ YĨngwén lיoshĨ.
G. Find out Who or What They Are
It’s almost Halloween. Your friends put on costumes and props, and you want to
know who or what they are. Therefore, you ask them the following questions to
fi nd out:
̷ᆯ ː╷ŝ or Nכ shì rén ma?
̷ϝˑʟడ̳ŝ Nכ zuò shénme gņngzuò?
Here are their costumes and props:
1. 2. 3. 4. 5.
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Lesson 2 • Family 57
H. ⵣ (dņu, both; all)
Based on the information given, rephrase the sentences with ⵣ.
EXAMPLE: ᪗ሹᆯⳆᮝŊ Wáng Péng shì xuésheng,
ቦהʬᆯⳆᮝȯ Lכ Yםu yĚ shì xuésheng.
ƺ ᪗ሹُቦה ƺ Wáng Péng hé Lכ Yםu
ⵣᆯⳆᮝȯ dņu shì xuésheng.
1. ᱺ䇃䎑᱿⫨⫨ᆯ≘㬇Ŋ 1. Bái YĨng’ài de mąma shì lיoshĨ,
ቦה᱿⫨⫨ʬᆯ≘㬇ȯ Lכ Yםu de mąma yĚ shì lיoshĨ.
ƺ
2. ቦהሷঋঋŊ 2. Lכ Yםu yםu jiĚjie,
㋧ᄽʑʬሷঋঋȯ Gąo Wénzhņng yĚ yםu jiĚjie.
ƺ
3. ᪗ሹʃᆯ倝倆ːŊ 3. Wáng Péng bú shì NiןyuĒ rén,
㋧ᄽʑʬʃᆯ倝倆ːȯ Gąo Wénzhņng yĚ bú shì NiןyuĒ rén.
ƺ
4. ᪗ሹ▝ሷڅڅŊ 4. Wáng Péng méiyםu gĒge,
ቦהʬ▝ሷڅڅȯ Lכ Yםu yĚ méiyםu gĒge.
ƺ
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58 Integrated Chinese • Level 1 Part 1 • Textbook
I. ⵣ(dņu, all; both) with ʃ(bù, not) or 㸁ሷ (méiyםu, not have)
The following chart is about Wang Peng, Li You, Gao Wenzhong, and Bai Ying’ai.
It indicates what they do or do not do, and what they have and don’t have. Based
on the information given, make statements about them using ⵣ(dņu, all; both)
with ʃ(bù, not) or ▝ሷ(méiyםu, not have) appropriately. Note, “ ”
means “yes”, and “ ” means “no”. (˟⁌: tąmen, they)
Ⳇᮝ യ㬇 ೭೭ ᤫᦸ ঋঋ
xuésheng lקshĨ dìdi zhàopiàn jiĚjie
J. Pair activity
Ask about your partner’s family:
A: ̷ሷӒםːŝ A: Nכ jią yםu jכ kםu rén?
B: ໟሷ םːȯ B: Wם jią yםu kםu rén.
A: ̷/⫨⫨/څڅ/ঋঋ/ A: Nכ bàba/mąma/gĒge/jiĚjie/
೭೭/ॸॸϝˑʟడ̳ŝ dìdi/mèimei zuò shénme gņngzuò?
B: ƥȯ B: ….
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Lesson 2 • Family 59
HOW ABOUT YOU?
What does everyone in your family do?
e.g. ໟᆯ≘㬇ȯWם bàba shì lיoshĨ.
What do your family members do? Are they:
1. ۄː shąngrén merchant; businessperson
2. ⋻ː jŞnrén soldier; military offi cer
3. ᄞ࿙ jiàoshòu professor
4. 倯 jĨnglכ manager
5. డː gņngrén worker
6. డỄ㬇 gņngchéngshĨ engineer
7. ⋼ᖁ nóngmín farmer; peasant
8. ⿅ं hùshi nurse
If the professions of your family members are not listed above, please ask your teacher
and make a note here:
ໟ/⫨⫨/څڅ/ঋঋ/೭೭/ॸॸᆯ ȯ
Wם bàba/mąma/gĒge/jiĚjie/dìdi/mèimei shì .
Switch roles.
Report your fi ndings to the class:
Jenniferሷ םːȯ Jennifer jią yםu kםu rén.
ॎ/⫨⫨/څڅ /Tą bàba/mąma/gĒge/
ঋঋ/೭೭/ॸॸᆯƥ jiĚjie/dìdi/mèimei shì…
Simp-1-1-IC3-41Lesson 2.indd 59 3/29/2010 1:46:41 PM
60 Integrated Chinese • Level 1 Part 1 • Textbook
X In pairing up kinship terms, the Chinese customarily say the term for the male
before that for the female: ⫨⫨ (bàba mąma, dad and mom),
څڅঋঋ (gĒge jiĚjie, older brothers and sisters), and ೭೭ॸॸ
(dìdi mèimei, younger brothers and sisters). People seldom say ⫨⫨
(mąma bàba, mom and dad), ঋঋڅڅ) jiĚjie gĒge, older
sisters and brothers), ॸॸ೭೭ (mèimei dìdi, younger sisters and
brothers). In pairing up kinship terms for the same gender, the one with
seniority is mentioned fi rst: څڅ೭೭ (gĒge dìdi, older and younger
brothers), ঋঋॸॸ (jiĚjie mèimei, older and younger sisters). People
seldom say ೭೭څڅ) dìdi gĒge, younger and older brothers) or
ॸॸঋঋ (mèimei jiĚjie, younger and older sisters).
Y Siblings are ҁ೭ঋॸ (xiņng dì jiĚ mèi). ̷ሷҁ೭ঋॸ╷?
(Nכ yםu xiņng dì jiĚ mèi ma?) is the way to ask, “Do you have any siblings?”
Eldest siblings are called ञڅ) dàgĒ, eldest brother) and ञঋ (dàjiĚ,
eldest sister); the youngest are ଅ೭ (xiיodì, youngest brother) and ଅॸ
(xiיomèi, youngest sister). The rest are ranked according to their birth order
using numerals, e.g., ʷঋ (èrjiĚ, second eldest sister), ɿ೭ (sąndì, third
oldest younger brother). Younger siblings generally do not refer to their elder
brothers and sisters by their names but use the appropriate kinship terms
instead.
ɺҜםː
yì jią bą kםu rén
Culture Highlights
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Lesson 2 • Family 61
Z On both sides of the Taiwan Strait, the school system is similar to that in the
United States. A typical course of education consists of six years of elementary
school (ଅⳆxiיoxué), six years of middle school (ʑⳆzhņngxué), and
four years of university (ञⳆdàxué) or college (Ⳇずxuéyuàn). Middle
school is further divided into three years of junior high (ӮʑchŞzhņng) and
three years of senior high (㋧ʑgąozhņng). Many children also attend
kindergarten before they enter elementary school. Now that you have learned
that a college student is called ञⳆᮝ(dàxuéshĒng) in Chinese, can you
guess the words for elementary school students, junior high school students, and
senior high school students?
Can you fi gure out if this is the main gate of an elementary school, a middle school, or a university?
Simp-1-1-IC3-41Lesson 2.indd 61 3/29/2010 1:46:58 PM
62 Integrated Chinese • Level 1 Part 1 • Textbook
Pronunciation Exercises
XInitials:
1. zhè chè shè rè
2. zhיo chיo shיo rיo
3. zhèn chèn shèn rèn
4. zhąng chąng shąng rąng
Y The fi nal “e”:
1. gĒ dé zhè hĒ
2. kĒ tè chĒ shé
3. zé cè sè rè
ZCompound Finals:
1. dņu duņ tóu tuó
2. duĨ diŞ shuכ xuĚ
3. shùn xùn jiŞ zhuĨ
4. lüè nüè juè què
[Tones:
1. chénggņng 2. chángcháng 3. rénkםu 4. xuéxiào
5. Chángjiąng 6. Chángchéng 7. míngxiיn 8. chídào
\\The neutral tone:
1. mąma 2. dìdi 3. jiĚjie 4. mèimei
5. bàba 6. gĒge 7. jכ ge 8. zhè ge
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Lesson 2 • Family 63
English Text
Dialogue I
(Wang Peng is in Gao Wenzhong’s room and points to a picture on the wall.)
Wang Peng: Gao Wenzhong, is that picture yours?
(They both walk toward the picture and then stand in front of it.)
Gao Wenzhong: Yes. This is my dad. This is my mom.
Wang Peng: Who is this girl?
Gao Wenzhong: She is my older sister.
Wang Peng: Is this boy your younger brother?
Gao Wenzhong: No, he is my oldest brother’s son.
Wang Peng: Does your oldest brother have any daughters?
Gao Wenzhong: He doesn’t have any daughters.
Dialogue II
Li You: Bai Ying’ai, how many people are there in your family?
Bai Ying’ai: There are six people in my family: my dad, my mom, an older brother, two
younger sisters and me. Li You, how many people are there in your family?
Li You: There are fi ve people in my family: my dad, my mom, my oldest sister, my
second oldest sister, and me. What do your dad and mom do?
Bai Ying’ai: My dad is a lawyer. My mom is an English teacher. My older brother and
younger sisters are all college students.
Li You: My mom is also a teacher. My dad is a doctor.
PROGRESS CHECKLIST
Before proceeding to Lesson 3, be sure that you can complete the following tasks in Chinese:
I am able to—
Say and write the kinship terms for my family members;
Identify different family members in a family photo;
Ask someone how many family members he or she has;
Ask someone if he or she has any siblings;
Mention my family members’ professions and my own;
Ask someone what he or she does as a profession;
Say and write some common professions.
Please review the lesson if any of these tasks seem diffi cult.
Simp-1-1-IC3-41Lesson 2.indd 63 3/29/2010 1:47:14 PM
Simp-1-1-IC3-41Lesson 2.indd 64 3/29/2010 1:47:15 PM
LESSON 3 Dates and
Time
Ὦɿ嵞 㝖杔
Dì sąn kè Shíjiąn
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Tell and speak about time and dates;
• Talk about one’s age and birthday;
• Invite someone to dinner;
• Arrange a dinner date.
RELATE AND GET READY
In your own culture/community—
1. Do people write the month before the day or the day before the
month?
2. Is it appropriate to ask about people’s age and birthday?
3. What do people typically do to celebrate their birthday?
Simp-1-1-IC3-65Lesson 3.indd 65 3/29/2010 1:47:40 PM
66 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue I: Taking Someone Out to Eat on His/Her Birthday
(Gao Wenzhong is talking to Bai Ying’ai.)
ᱺ䇃䎑Ŋʪሶ֓ʷXM
╗NᆯᆣቅӒNŝ
ᆯᆣቅ߈ȯ
टYᆯໟ᱿Oᮝᅺȯ
ᆯ╷ŝ̷˚౺घञZŝ
֓Ҝⷡ[ȯ
ໟᆣቅ߈嵗̷ײ櫍PŊ
ʟ㦗ŝ
ठ॑ʴȯ嶂嶂Ŋ嶂嶂\\ȯ
LANGUAGE NOTES
XChinese time expressions proceed
from the largest to the smallest
unit, e.g., ʷ㘁㘁ʪ౺Ҝ
ሶ֓ʷᅺᇄʀɼ䈙
(èr líng líng jiן nián bąyuè shí’èr
rì wיnshang qĨ diיn, literally, the
year 2009, the eighth month, the
twelfth day, the evening, seven
o’clock).
Yट(tiąn, day) and ౺(nián, year)
require no measure word because
they are measure words on their
own.
See next page.
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Lesson 3 • Dates and Time 67
̷۹㲂ײʑ⡝⤬愸ᆯQ⇾⡝
⤬ŝ
ໟᆯ䇃⡝ːŊרᆯໟ۹㲂ײ
ʑ⡝⤬ȯ
॑Ŋໟ⁌ײʑ⡝⤬ȯ
ᆣቅ߈Ӓ䈙ŝ
ɼ䈙֚ʟ㦗ŝ
॑Ŋᆣቅ߈ᇄʀ嬡ȯ
Ҫ嬡Ŀ
(Gao Wenzhong is talking to Bai Ying’ai.)
Bái YĨng’ài, jiןyuè shí’èrXM hàoN shì xĨngqĨjכ
N?
Shì xĨngqĨsì.
Nà tiąnYshì wם deOshĒngrì.
Shì ma? Nכ jĨnnián duņ dàZ?
Shíbą suì[.
Wם xĨngqĨsì qכng nכ chĨ fànP, zĚnmeyàng?
Tài hיo le. Xièxie, xièxie\\.
Nכ xכhuan chĨ Zhņngguó cài háishiQ MĚiguó cài?
Wם shì YĨngguó rén, kĚshì wם xכhuan chĨ Zhņngguó cài.
Hיo, wםmen chĨ Zhņngguó cài.
XĨngqĨsì jכ diיn?
QĨ diיn bàn zĚnmeyàng?
Hיo, xĨngqĨsì wיnshang jiàn.
Zàijiàn.
ZTo fi nd out someone’s age, we ask,
̷˚౺घञ? (Nכ jĨnnián
duņ dà?). If the person is a child
who appears to be under ten, ask
instead, ̷˚౺Ӓⷡ?
(Nכ jĨnnián jכ suì?). To fi nd out an
older person’s age, it would be
more polite to ask, ෨घञ౺
倊ʴ? or ෨घञⷡ㛐
ʴ? (Nín duņ dà niánjì le? / Nín
duņ dà suìshù le?).
[To give one’s age, it is correct to say
ໟ֓Ҝⷡ (Wם shíbą suì, I’m
eighteen years old), and the verb
ᆯ is usually not needed. The
word ⷡ (suì, year of age) can
often be dropped. However, if the
age is ten or under, the word ⷡ
cannot be omitted: *ໟ֓
(*Wם shí) or *ໟҜ (*Wם bą).
Note that we never say, *ໟ֓
Ҝ౺ (*Wם shíbą nián).
\\ To express gratitude, one can say
嶂嶂 (xièxie), or 嶂嶂,
嶂嶂 (xièxie, xièxie) which is
more polite and exuberant.
Simp-1-1-IC3-65Lesson 3.indd 67 3/29/2010 1:47:56 PM
68 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
1. ʪሶ jiןyuè n September
2. ሶ yuè n month
3. ֓ʷ shí’èr nu twelve
4. ╗ hào m (measure word for number in a series; day of
the month)
5. ᆣቅ xĨngqĨ n week
6. ᆣቅ߈ xĨngqĨsì n Thursday
7. ट tiąn n day
8. ᮝᅺ shĒngrì n birthday
ᮝ shĒng v to give birth to; to be born
ᅺ rì n day; sun
9. ˚౺ jĨnnián t this year
౺ nián n year
10. घ duņ adv how many/much; to what extent; many
11. ञ dà adj big; old
12. ֓Ҝ shíbą nu eighteen
13. ⷡ suì n year (of age)
14. ײ chĨ v to eat
15. 櫍 fàn n meal; (cooked) rice
16. ʟ㦗 zĚnmeyàng qpr Is it O.K.? How is that? How does that sound?
17. ठƥʴ tài…le too; extremely
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VOCABULARY
18. 嶂嶂 xièxie v to thank
19. ۹㲂 xכhuan v to like
20. ⤬ cài n dishes, cuisine
21. 愸ᆯ háishi conj or [See Grammar 5.]
22. רᆯ kĚshì conj but
23. ໟ⁌ wםmen pr we
24. 䈙 diיn m o’clock (lit. dot, point, thus “points on
the clock”)
25. ֚ bàn nu half; half an hour
26. ᇄʀ wיnshang t/n evening; night
27. 嬡 jiàn v to see
28. Ҫ嬡 zàijiàn v goodbye; see you again
Ҫ zài adv again
Proper Noun
29. 䇃⡝ YĨngguó Britain; England
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70 Integrated Chinese • Level 1 Part 1 • Textbook
Grammar
1. Numbers (0, 1–100)
0
ダ/㘁
líng
1
ɺ
yĨ
2
ʷ
èr
3
ɿ
sąn
4
߈
sì
5
ʽ
ןw
6
Ҟ
liù
7
ɼ
qĨ
8
Ҝ
bą
9
ʪ
ןji
10
֓
shí
11
֓ɺ
shíyĨ
12
֓ʷ
shí’èr
13
֓ɿ
shísąn
14
߈֓
shísì
15
֓ʽ
ןshíw
16
֓Ҟ
shíliù
17
֓ɼ
shíqĨ
18
֓Ҝ
shíbą
19
֓ʪ
ןshíji
20
ʷ֓
èrshí
21
ʷ֓ɺ
èrshíyĨ
22
ʷ֓ʷ
èrshí’èr
23
ʷ֓ɿ
èrshísąn
24
ƥ
25
ƥ
26
ƥ
27
ƥ
28
ƥ
29
ʷ֓ʪ
ןèrshíji
30
ɿ֓
sąnshí
ƥ
91
ʪ֓ɺ
jiןshíyĨ
92
ʪ֓ʷ
jiןshí’èr
93
ʪ֓ɿ
jiןshísąn
94
ƥ
95
ƥ
96
ƥ
97
ƥ
98
ƥ
99
ʪ֓ʪ
ןshíjiןji
100
ɺᱻ
yìbיi
200 is ʷᱻ/ᾄᱻ (èrbיi/liיngbיi, two hundred).
What’s the emergency number in China that you can dial if your belongings are stolen? Can you say the number in Chinese?
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What’s the number to the fi re station if you want to report a fi re? Can you say it in Chinese?
2. Dates and Time
XDays of the week:
In China the week starts on Monday. The expression ᆣቅӒ (xĨngqĨjכ (is used in the
question to ask the day of the week. To answer this question, simply replace the word Ӓ
(jכ ,how many) with the number indicating the day of the week, as in ᆣቅ߈) xĨngqĨsì,
Thursday), meaning the fourth day of the week. In spoken Chinese the expression
䪜ཬ (lכbài, week) is also used. It is more colloquial than ᆣቅ (xĨngqĨ). Therefore,
䪜ཬ߈) lכbàisì) also means Thursday. Both ᆣቅᅺ(xĨngqĨrì) and ᆣቅट
(xĨngqĨtiąn) mean Sunday. ᆣቅᅺ (xĨngqĨrì) is used more in written Chinese whereas
ᆣቅट (xĨngqĨtiąn) is used more in spoken Chinese.
While ᆣቅ/䪜ཬ (xĨngqĨ/lכbài, week) is commonly used in spoken Chinese,
ش) zhņu, week) is usually used in written Chinese. Monday can also be called شɺ
(zhņuyĨ), Tuesday شʷ (zhņu’èr), etc. Weekend is ش) zhņumò) in both spoken
and written Chinese, and in written Chinese شᅺ(zhņurì) is sometimes used to refer to
Sunday, but never *شट (zhņutiąn).
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72 Integrated Chinese • Level 1 Part 1 • Textbook
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
ᆣቅɺ ᆣቅʷ ᆣቅɿ ᆣቅ߈ ᆣቅʽ ᆣቅҞ ᆣቅᅺ
or ᆣቅट
xĨngqĨyĨ xĨngqĨ’èr xĨngqĨsąn xĨngqĨsì xĨngqĨwן xĨngqĨliù xĨngqĨrì
or xĨngqĨtiąn
䪜ཬɺ 䪜ཬʷ 䪜ཬɿ 䪜ཬ߈ 䪜ཬʽ 䪜ཬҞ 䪜ཬᅺ
or 䪜ཬट
lכbàiyĨ lכbài’èr lכbàisąn lכbàisì lכbàiwן lכbàiliù lכbàirì
or lכbàitiąn
ᅺش Ҟش ʽش ߈ش ɿش ʷش ɺش
zhņuyĨ zhņu’èr zhņusąn zhņusì zhņuwן zhņuliù zhņurì
This is a sign outside of a store. Can you fi gure out on which day the store is closed?
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Lesson 3 • Dates and Time 73
Y Months:
January: ɺሶ yĨyuè July: ɼሶ qĨyuè
February: ʷሶ èryuè August: Ҝሶ bąyuè
March: ɿሶ sąnyuè September: ʪሶ jiןyuè
April: ߈ሶ sìyuè October: ֓ሶ shíyuè
May: ʽሶ wןyuè November: ֓ɺሶ shíyĨyuè
June: Ҟሶ liùyuè December: ֓ʷሶ shí’èryuè
Z Days of the month:
In spoken Chinese ╗ (hào, number) is used to refer to the days of the month. However, in
written Chinese ᅺ(rì, day) is always used.
EXAMPLES: ʷሶʽ╗ èryuè wן hào February 5 (Spoken)
ʷሶʽᅺ èryuè wן rì February 5 (Written)
[ Year:
౺ (nián, year) always follows the numbers referring to a year.
EXAMPLES: ɺɼҜҞ౺ yĨ qĨ bą liù nián 1786
ʷ㘁ɺʽ౺ èr líng yĨ wן nián 2015
Unlike in English, where the two years given above are read “seventeen eighty-six” and
“twenty-fi fteen” respectively, years in Chinese are pronounced one digit at a time.
\\Word order for dates:
To give a date in Chinese, observe the following order:
year month day day of the week
X౺ Xሶ X╗/ᅺ ᆣቅX
nián yuè hào/rì xĨngqĨ
ʷ㘁ɺʽ౺ɼሶʷ֓Ҟ╗/ᅺᆣቅɿ
èr líng yĨ wן nián qĨyuè èrshíliù hào/rì xĨngqĨsąn
(Wednesday, July 26, 2015)
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74 Integrated Chinese • Level 1 Part 1 • Textbook
A date clipped from a Chinese newspaper. Can you read it out loud
in Chinese?
]Telling Time:
These terms are used to tell time: 䈙/䈙旿 (diיn/diיnzhņng, o’clock), ֚ (bàn, half hour),
Ԁ (kè, quarter hour), and Ӡ (fĒn, minute).
A. HOUR:
ᾄ䈙ņ旿Ň liיng diיn(zhņng)
֓ɺ䈙ņ旿Ň shíyĨ diיn(zhņng)
旿 (zhņng) can be omitted from 䈙旿 (diיnzhņng).
*ʷ䈙ņ旿Ň(èr diיn{zhņng}) is not used.
B. MINUTE:
֓ʷ䈙߈֓ņӠŇ shí’èr diיn sìshí (fĒn)
ᾄ䈙ダʽņӠŇ liיng diיn líng wן) fĒn)
ʽ䈙ʷ֓ņӠŇ wן diיn èrshí (fĒn)
Ҝ䈙ʽ֓ņӠŇ bą diיn wןshí (fĒn)
The term ダ/㘁 (líng, zero) is usually added before a single-digit number of Ӡ (fĒn, minute),
e.g., ᾄ䈙ダʽӠ (liיng diיn líng wן fĒn). Ӡ (fĒn) can be omitted from the end of the
expression if the number for the minutes appears in two syllables. Thus one can say ɺ䈙߈֓
(yĨ diיn sìshí) and ᾄ䈙ダʽ (liיng diיn líng wן ,(but not *ᾄ䈙ʽ (*liיng diיn wן (or
*ɺ䈙֓ (*yĨ diיn shí). Another way of looking at this is that the section related to
Ӡ (fĒn, minutes) has to be at least two syllables.
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Lesson 3 • Dates and Time 75
C. QUARTER HOUR:
ᾄ䈙ɺԀ liיng diיn yí kè
֓ɺ䈙ɿԀ shíyĨ diיn sąn kè
D. HALF HOUR:
ᾄ䈙֚ liיng diיn bàn
֓ʷ䈙֚ shí’èr diיn bàn
*ᾄԀ (liיng kè, two quarters) is not used.
ռˊӒ䈙ŝ倝倆⍀䈙ŝ
BĚijĨng jכ diיn? NiןyuĒ jכ diיn?
E. EVENING TIME:
7:00 p.m. ᇄʀɼ䈙(旿) wיnshang qĨ diיn (zhņng)
8:05 p.m. ᇄʀҜ䈙ダʽ(Ӡ) wיnshang bą diיn líng wן) fĒn)
9:15 p.m. ᇄʀʪ䈙ɺԀ wיnshang jiן diיn yí kè
10:30 p.m. ᇄʀ֓䈙֚ wיnshang shí diיn bàn
Observe the temporal progression from general to specifi c, and from largest unit to smallest unit.
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76 Integrated Chinese • Level 1 Part 1 • Textbook
3. Pronouns as Modifi ers and the Usage of the Particle ᱿(de) (II)
When the personal pronouns ໟ (wם ,I), ̷ (nכ ,you), and ˟ (tą, he) are followed by a term
indicating a close personal relationship such as ⫨⫨ (mąma, mother), ೭೭ (dìdi, younger
brother), and (jią, family) the word ᱿ (de) can be omitted; e.g., ໟ⫨⫨ (wם mąma,
my mother), ̷೭೭ (nכ dìdi, your younger brother), ໟ⁌ (wםmen jią, our family).
Otherwise ᱿ (de) is generally required; e.g., ໟ᱿ᮝᅺ (wם de shĒngrì, my birthday),
˟᱿⒛ᮝ (tą de yĨshĒng, his doctor).
4. The Sentence Structure of ໟ嵗̷ײ櫍 (Wם qכng nכ chĨ fàn)
In the sentence ໟ嵗̷ײ櫍 (Wם qכng nכ chĨ fàn, I will treat you to dinner),
̷ (nכ ,you) is the object of the verb 嵗 (qכng, to treat) as well as the subject of the second
verb ײ) chĨ, to eat).
X ᆙटቦ҅ᮝ嵗̷ײʑ⡝⤬ȯ
Míngtiąn Lכ xiąnsheng qכng nכ chĨ Zhņngguó cài.
(Mr. Li is inviting you to have Chinese food tomorrow.)
Y˚टᇄʀໟ嵗̷̷ُॸॸײ⇾⡝⤬Ŋ
ʟ㦗ŝ
JĨntiąn wיnshang wם qכng nכ hé nכ mèimei chĨ MĚiguó cài, zĚnmeyàng?
(How about if I invite you and your younger sister to have American food tonight?)
5. Alternative Questions
The structure (ᆯ)ƥ愸ᆯƥ({shì}... háishi..., ...or...) is used to form an alternative
question. If there is another verb used in the predicate, the fi rst ᆯ(shì) often can be omitted.
X ̷ᆯʑ⡝ːŊ愸ᆯ⇾⡝ːŝ
Nכ shì Zhņngguó rén, háishi MĚiguó rén?
(Are you Chinese or American?)
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Y ̷څڅᆯ≘㬇Ŋ愸ᆯⳆᮝŝ
Nכ gĒge shì lיoshĨ, háishi xuésheng?
(Is your older brother a teacher or a student?)
Z (ᆯ)̷嵗ໟײ櫍Ŋ愸ᆯ˟嵗ໟײ櫍ŝ
(Shì) nכ qכng wם chĨ fàn, háishi tą qכng wם chĨ fàn?
(Who is taking me to dinner, you or he?)
[ A: ˟(ᆯ)۹㲂ײʑ⡝⤬Ŋ愸ᆯ۹㲂ײ
⇾⡝⤬ŝ
Tą (shì) xכhuan chĨ Zhņngguó cài, háishi xכhuan chĨ MĚiguó cài?
(Does he like to eat Chinese or American food?)
B: ʑ⡝⤬Ȯ⇾⡝⤬˟ⵣ۹㲂ȯ
Zhņngguó cài, MĚiguó cài tą dņu xכhuan.
(He likes both Chinese food and American food.)
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78 Integrated Chinese • Level 1 Part 1 • Textbook
Language Practice
A. Days of the week
Provide the correct answers based on the calendar provided.
EXAMPLE (ɿሶʷ֓ɺ╗) (sąnyuè èrshíyĨ hào)
A:ɿሶʷ֓ɺ╗ᆯᆣቅӒŝ A: Sąnyuè èrshíyĨ hào shì xĨngqĨjכ?
B:ɿሶʷ֓ɺ╗ᆯᆣቅɿȯ B: Sąnyuè èrshíyĨ hào shì xĨngqĨsąn.
1. ɿሶʷ֓ʷ╗ 1. sąnyuè èrshí’èr hào
2. ɿሶʷ֓ɿ╗ 2. sąnyuè èrshísąn hào
3. ɿሶʷ֓߈ ╗3. sąnyuè èrshísì hào
4. ɿሶ֓Ҝ╗ 4. sąnyuè shíbą hào
5. ɿሶ֓ʪ╗ 5. sąnyuè shíjiן hào
6. ɿሶʷ֓╗ 6. sąnyuè èrshí hào
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B. Time
Based on the clues given, ask your partner what time you will meet.
EXAMPLE:
A: ໟ⁌Ӓ䈙嬡ŝ A: Wםmen jכ diיn jiàn?
B: ໟ⁌ɼ䈙֚嬡ȯ B: Wםmen qĨ diיn bàn jiàn.
1. 2. 3. 4.
C. Birthday
Based on the text, ask and answer the following questions.
EXAMPLE:
A: ㋧ᄽʑ᱿ᮝᅺ(ᆯ) A: Gąo Wénzhņng de shĒngrì (shì)
ӒሶӒ╗ŝ jכ yuè jכ hào?
B: ㋧ᄽʑ᱿ᮝᅺ B: Gąo Wénzhņng de shĒngrì
(ᆯ)ʪሶ֓ʷ╗ȯ (shì) jiןyuè shí’èr hào.
HOW ABOUT:
1. ̷ 1. nכ
2. ̷ 2. nכ bàba
3. ̷⫨⫨ 3. nכ mąma
4. ̷⁌ņ᱿Ň≘㬇 4. nכmen (de) lיoshĨ
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80 Integrated Chinese • Level 1 Part 1 • Textbook
D. 愸ᆯ(háishi, or)
Ask and answer the following questions based on Lessons 1–3 and your own
preferences.
EXAMPLE: ㋧ञڅሷѽઈ Gąo dàgĒ yםu érzi
愸ᆯሷॉѽŝ háishi yםu nץ‘ér?
ƺ ㋧ञڅሷѽઈȯ Gąo dàgĒ yםu érzi.
1. ᪗ሹᆯⳆᮝ◆≘㬇ŝ 1. Wáng Péng shì xuésheng ◆ lיoshĨ?
2. ㋧ᄽʑ˚౺֓Ҝⷡ◆ 2. Gąo Wénzhņng jĨnnián shíbą suì ◆
֓ʪⷡŝ shíjiן suì?
3. ᱺ䇃䎑᱿ᆯ⒛ᮝ 3. Bái YĨng’ài de bàba shì yĨshĒng
◆യ㬇ŝ ◆ lקshĨ?
4. ቦהᆯ⇾⡝ː◆ 4. Lכ Yםu shì MĚiguó rén ◆
䇃⡝ːŝ YĨngguó rén?
5. ̷۹㲂ᆣቅʽ◆ᆣቅҞŝ 5. Nכ xכhuan xĨngqĨwן ◆ xĨngqĨliù?
6. ̷۹㲂ײ⇾⡝⤬◆ 6. Nכ xכhuan chĨ MĚiguó cài ◆
ʑ⡝⤬ŝ Zhņngguó cài?
E. Forming a Birthday Dragon
Let’s mobilize the entire class to ask each other’s birthdays. After a couple
minutes of mingling, you will start to form a line, like a dragon, based on your
birthdays. Students whose birthdays are earlier in the year will line up before
people whose birthdays are later. Make sure you know how to ask and answer
the question, because after the dragon is formed, the teacher will check if
everyone is at the right place in the line. The teacher will ask the fi rst student
in the line: ̷᱿ᮝᅺņᆯŇӒሶӒ╗ŝ(Nכ de shĒngrì {shì} jכ
yuè jכ hào?). The fi rst student answers, and then he/she asks the second student
the same question, the second student answers and asks the third, until the end
of the line. Then let’s end the activity by singing the “Happy Birthday” song in
Chinese.
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Lesson 3 • Dates and Time 81
ṗ̷ᮝᅺ൬ᾰ
zhù nכ shĒngrì kuàilè
ṗ̷ᮝᅺ൬ᾰ ṗ̷ᮝᅺ൬ᾰ
zhù nכ shĒngrì kuàilè zhù nכ shĒngrì kuàilè
ṗ̷ᮝᅺ൬ᾰ ṗ̷ᮝᅺ൬ᾰ
zhù nכ shĒngrì kuàilè zhù nכ shĒngrì kuàilè
F. Family Birthdays
Tell your partner or the class your and your family members’ birthdays. Your
partner or the rest of the class will take down the information and be ready to
answer the teacher’s questions:
Chris: ໟ᱿ᮝᅺņᆯŇ ሶ Chris: Wם de shĒngrì (shì) yuè
╗Ŋໟ᱿ hào, wם bàba de
ᮝᅺņᆯŇ ሶ shĒngrì (shì) yuè
╗ƥ hào...
Teacher: Chris ᱿ᮝᅺņᆯŇ Teacher: Chris de shĒngrì (shì)
ӒሶӒ╗ŝ jכ yuè jכ hào?
(When is Chris’s birthday?)
Chris ᱿ᮝᅺņᆯŇ Chris bàba de shĒngrì (shì)
ӒሶӒ╗ŝƥ jכ yuè jכ hào?...
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82 Integrated Chinese • Level 1 Part 1 • Textbook
G. Find out what types of cuisine your partner likes.
A: ̷۹㲂ײˑʟ⤬ŝ A: Nכ xכhuan chĨ shénme cài?
B: ໟ۹㲂ײ⤬ ȯ B: Wם xכhuan chĨ cài.
A: ̷۹㲂ײ╷⤬ ŝ A: Nכ xכhuan chĨ cài ma?
B: ໟʬ۹㲂ײ /B: Wם yĚ xכhuan chĨ/
ໟʃ۹㲂ײ⤬ ȯ Wם bù xכhuan chĨ cài.
H. Dinner Invitation
Pick a day and offer to take your partner out to dinner. Your partner will accept
your invitation and ask for the time when you two should meet.
A: ᆣቅ ໟ嵗 A: XĨngqĨ wם qכng nכ chĨ fàn,
̷ײ櫍Ŋʟ㦗ŝ zĚnmeyàng?
B: ȯ B: .
ᆣቅ Ӓ䈙ŝ XĨngqĨ jכ diיn?
A: ȯ A: ȯ
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Lesson 3 • Dates and Time 83
Dialogue II: Inviting Someone to Dinner
ᱺ䇃䎑Ŋ䔐߱Ӓ䈙ŝ
ʽ䈙ɿԀȯ
ໟҞ䈙ɺԀሷʶѽȯ
̷˚टബൢXŊᆙटൢʃൢRŝ
ໟ˚टബൢŊרᆯᆙटʃൢȯ
ሷʶѽ╷ŝ
ᆙटໟ嵗̷ײᇄ櫍Ŋʟ㦗ŝ
̷ᾚˑʟ嵗ໟײ櫍ŝ
ᾚᆙटᆯ㋧ᄽʑ᱿ᮝᅺȯߌ
ᆯ╷ŝ॑ȯ愸S嵗嵡ŝ
LANGUAGE NOTE
XAlthough usually
translated as “very,”
the Chinese adverb
ബ (hĚn) is not quite
as strong as its English
equivalent. Therefore, the
sentence ໟബൢ
(Wם hĚn máng)—unless
the word ബ (hĚn) is
stressed—is closer to
“I am busy” than “I am
very busy.” (See Grammar
2 in Lesson 5.)
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84 Integrated Chinese • Level 1 Part 1 • Textbook
愸嵗ໟ᱿Ⳇቦהȯ
ठ॑ʴŊໟ崄崦ቦהŊॎʬᆯໟ᱿ሹ
ȯᆙटӒ䈙ŝה
ᆙटᇄʀɼ䈙֚ȯ
॑Ŋᆙटɼ䈙֚嬡ȯ
Bái YĨng’ài, xiànzài jכ diיn?
Wן diיn sąn kè.
Wם liù diיn yí kè yםu shìr.
Nכ jĨntiąn hĚn mángX, míngtiąn máng bu mángR?
Wם jĨntiąn hĚn máng, kĚshì míngtiąn bù máng. Yםu shìr ma?
Míngtian wם qכng nכ chĨ wיnfàn, zĚnmeyàng?
Nכ wèishénme qכng wם chĨ fàn?
YĨnwei míngtiąn shì Gąo Wénzhņng de shĒngrì.
Shì ma? Hיo, háiS qכng shéi?
Hái qכng wם de tóngxué Lכ Yםu.
Nà tài hיo le! Wם rènshi Lכ Yםu, tą yĚ shì wם de péngyou. Míngtiąn jכ diיn?
Míngtiąn wיnshang qĨ diיn bàn.
Hיo, míngtiąn qĨ diיn bàn jiàn.
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Lesson 3 • Dates and Time 85
VOCABULARY
1. 䔐߱ xiànzài t now
2. Ԁ kè m quarter (of an hour)
3. ʶņѽŇ shì(r) n matter; affair; event
4. ˚ट jĨntiąn t today
5. ബ hĚn adv very
6. ൢ máng adj busy
7. ᆙट míngtiąn t tomorrow
8. ᇄ櫍 wיnfàn n dinner; supper
9. ᾚˑʟ wèishénme qpr why
ᾚ wèi prep for
10. ߌᾚ yĨnwèi conj because
11. 愸 hái adv also; too; as well [See Grammar 7.]
12. Ⳇ tóngxué n classmate
13. 崄崦 rènshi v to be acquainted with; to recognize
14. ሹה péngyou n friend
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86 Integrated Chinese • Level 1 Part 1 • Textbook
Grammar
6. Affi rmative + Negative (A-not-A) Questions (I)
Besides adding the question particle ╷(ma) to a declarative sentence, another common way of
forming a question in Chinese is to repeat the verb or adjective in its affi rmative and negative form.
EXAMPLES:
X A: ̷˚टൢʃൢŝ
Nכ jĨntiąn máng bu máng?
(Are you busy today?)
B: ໟ˚टബൢȯ
Wם jĨntiąn hĚn máng.
(I am busy today.)
Y A: ̷⫨⫨۹㲂ʃ۹㲂ײʑ⡝⤬ŝ
Nכ mąma xכhuan bu xכhuan chĨ Zhņngguó cài?
(Does your mother like to eat Chinese food or not?)
B: ໟ⫨⫨ʃ۹㲂ײʑ⡝⤬ȯ
Wם mąma bù xכhuan chĨ Zhņngguó cài.
(My mother doesn’t like to eat Chinese food.)
Z A: 嵗李Ŋ᪗യ㬇˚टሷ▝ሷʶѽŝ
Qכng wèn, Wáng lקshĨ jĨntiąn yםu méi yםu shìr?
(Excuse me, does Lawyer Wang have anything to do today or not?)
B: ᪗യ㬇˚ट▝ሷʶѽȯ
Wáng lקshĨ jĨntiąn méi yםu shìr.
(Lawyer Wang is free today.)
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Lesson 3 • Dates and Time 87
7. The adverb 愸 (hái, also; in addition)
As an adverb, 愸(hái) indicates that the action or situation denoted by the verb involves someone
or something else in addition to what has already been mentioned.
EXAMPLES:
Xᱺ䇃䎑嵗㋧ᄽʑُ᪗ሹ, 愸嵗ቦהȯ
Bái YĨng’ài qכng Gąo Wénzhņng hé Wáng Péng, hái qכng Lכ Yםu.
(Bai Ying’ai is inviting Gao Wenzhong and Wang Peng, and Li You, too).
Y᪗ሹ۹㲂ײʑ⡝⤬Ŋ愸۹㲂ײ⇾⡝⤬ȯ
Wáng Péng xכhuan chĨ Zhņngguó cài, hái xכhuan chĨ MĚiguó cài.
(Wang Peng likes Chinese food, and American food, too).
Language Practice
I. Affirmative + Negative (A-not-A) Questions
Ask your partner the following questions using the appropriate verbs and the
A-not-A question form.
EXAMPLE: ᪗ሹ◆ᆯ◆ռˊː Wáng Péng ◆ shì ◆ BĚijĨng rén
ƺ ᪗ሹᆯʃᆯռˊːŝ Wáng Péng shì bu shì BĚijĨng rén?
1. ˚ट◆ᆯ◆ᆣቅʽ 1. JĨntiąn ◆ shì ◆ xĨngqĨwן
2. ㋧ञڅ◆ሷ◆ॉѽ 2. Gąo dàgĒ ◆ yםu ◆ nץ‘ér
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88 Integrated Chinese • Level 1 Part 1 • Textbook
3. ̷◆۹㲂◆㋧ᄽʑ 3. Nכ ◆ xכhuan ◆ Gąo Wénzhņng
4. ᪗ሹ◆崄崦◆ᱺ䇃䎑 4. Wáng Péng ◆ rènshi ◆ Bái YĨng’ài
J. 愸 (hái, also; in addition)
EXAMPLE: A: ቦה崄崦嵡ŝ A: Lכ Yםu rènshi shéi?
(᪗ሹŊ㋧ᄽʑ) (Wáng Péng, Gąo Wénzhņng)
B: ቦה崄崦᪗ሹŊ B: Lכ Yםu rènshi Wáng Péng,
愸崄崦㋧ᄽʑȯ hái rènshi Gąo Wénzhņng.
1. A: ㋧ᄽʑ嵗嵡ײ櫍ŝ 1. A: Gąo Wénzhņng qכng shéi chĨ fàn?
(᪗⒛ᮝŊᱺയ㬇) (Wáng yĨshĒng, Bái lקshĨ)
B:
2. A: ᪗ሹ۹㲂ײˑʟ⤬ŝ 2. A: Wáng Péng xכhuan chĨ shénme cài?
(⇾⡝⤬Ŋʑ⡝⤬) (MĚiguó cài, Zhņngguó cài)
B:
3. A: ᱺ䇃䎑ሷ嵡᱿ᤫᦸŝ 3. A: Bái YĨng’ài yםu shéi de zhàopiàn?
(ॎ᱿ᤫᦸŊ (tą bàba de zhàopiàn,
ॎ⫨⫨᱿ᤫᦸ) tą mąma de zhàopiàn)
B:
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Lesson 3 • Dates and Time 89
K. Find out when your partner is busy and when he or she is not busy.
EXAMPLE:
Ask your partner if he or she is busy on Monday.
A: ̷ᆣቅɺൢʃൢŝ A: Nכ xĨngqĨyĨ máng bù máng?
B: ໟᆣቅɺബൢ/ʃൢȯ B: Wם xĨngqĨyĨ hĚn máng/bù máng.
How about Tuesday?
A: ᆣቅʷخŝ̷ൢʃൢŝA: XĨngqĨèr ne? Nכ máng bù máng?
B: ƥ B: …
Go through the days of the week.
Report to the class when your partner is and isn’t busy:
JoanneᆣቅɺȮ Ȯ Joanne xĨngqĨyĨ, ,
ƥ ബൢŊᆣቅʷȮ …hĚn máng, xĨngqĨèr,
Ȯ ƥ ʃൢȯ , …bù máng.
L. Eating out with friends
Pick a day and ask your friend out to dinner:
ໟᆣቅ 嵗̷ Wם xĨngqĨ qכng nכ
ײᇄ櫍Ŋʟ㦗ŝ chĨ wיnfàn, zĚnmeyàng?
Your friend happens to be busy on that day, and suggests an alternative time:
ᆣቅ Ŋໟബൢȯ XĨngqĨ , wם hĚn máng.
ᆣቅ Ŋʟ㦗ŝ XĨngqĨ , zĚnmeyàng?
Your response:
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90 Integrated Chinese • Level 1 Part 1 • Textbook
HOW ABOUT YOU?
What special days do you celebrate?
1. ᅘ౺ xĨnnián New Year
2. ː叢 Qíngrénjié Valentine’s Day
3. ᕒ‒叢 MןqĨnjié Mother’s Day
4. ‒叢 FùqĨnjié Father’s Day
5. ස叢 Gיn’Ēnjié Thanksgiving
What other special days do you celebrate? If they are not listed above, please ask your teacher and
make a note here:
.
Your friend wants to fi nd out who else will be there, and asks:
̷愸嵗嵡ŝ Nכ hái qכng shéi?
You tell your friend:
ໟ愸嵗 ȯ Wם hái qכng .
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Lesson 3 • Dates and Time 91
Culture Highlights
X If you fl ip open a calendar in China, you will most likely see two different dates
for any given day of the year, one date in the traditional lunar system and the
other in the international solar system. Typically the date in the lunar system lags
about one month or slightly more behind its corresponding date in the solar
system. For most years, the Lunar New Year falls in late January or early
February.
This is a Chinese calendar. It shows that it’s July of the solar system. Can you fi nd the fi rst day of
the sixth month of the lunar system?
Y The traditional Chinese manner of counting age, which is still in use among many
(mainly older) people on non-offi cial occasions, is based on the number of the
calendar years one has lived in, rather than the length of time in actual years that
one has lived. For example, a child born in January 2008 can be said to be two
years old in January 2009, since he or she has by then lived in two calendar years,
2008 and 2009. But for offi cial purposes, for instance in the census, the child
would still be considered one year old. The former is called the child’s nominal
age (垺ⷡxŞsuì) and the latter his actual age (⳾ⷡshísuì).
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92 Integrated Chinese • Level 1 Part 1 • Textbook
Z Noodles are the traditional Chinese equivalent of the birthday cake. Because
noodles are long, they are considered a symbol of longevity. That is why they
are called 曟ⵟㄇ (chángshòu miàn, longevity noodles). Among the
younger generations in urban areas, birthday cakes are also becoming quite
common.
曟ⵟ棂
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Lesson 3 • Dates and Time 93
Pronunciation Exercises
XThe initial r:
1. shĒngrì 2. rìjì 3. rèqíng 4. rénmín
5. réngrán 6. ránhòu 7. ruìlì 8. ràngbù
Y Finals:
1. ie jiè xiĚ qié tiĚ
2. ue jué xué quĒ qiĒ*
3. uo duņ tuņ zuò cuò
4. ou dņu tóu zםu còu
5. u zhŞ chŞ zŞ cŞ
ZTwo-syllable words:
1. dąndąng 2. shņuhuò 3. qŞchú 4. yúnwù
5. jiיozhà 6. chŞnqiŞ 7. juébié 8. kuìjiù
[The neutral tone:
1. zhè ge 2. nà ge 3. wםmen 4. nכmen
5. wיnshang 6. xièxie 7. xכhuan 8. rènshi
\\ Tone sandhi [See Sec. D.2 in the Introduction.]:
1. zhיnlיn 2. lץguיn 3. yןsיn 4. qןshĚ
5. shםufי 6. yןnxן 7. xuיnjן 8. guיngchיng
*qiĒ is included here to illustrate the contrast between quĒ and qiĒ.
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94 Integrated Chinese • Level 1 Part 1 • Textbook
English Text
Dialogue I
Gao Wenzhong: Bai Ying’ai, what day is September 12?
Bai Ying’ai: Thursday.
Gao Wenzhong: That (day) is my birthday.
Bai Ying’ai: Really? How old are you this year?
Gao Wenzhong: Eighteen.
Bai Ying’ai: I’ll treat you to a meal on Thursday. How’s that?
Gao Wenzhong: That would be great. Thank you very much!
Bai Ying’ai: Do you like Chinese food or American food?
Gao Wenzhong: I’m an Englishman, but I like Chinese food.
Bai Ying’ai: All right. We’ll have Chinese food.
Gao Wenzhong: Thursday at what time?
Bai Ying’ai: How about seven-thirty?
Gao Wenzhong: All right. See you Thursday evening.
Bai Ying’ai: See you.
Dialogue II
Wang Peng: Bai Ying’ai, what time is it now?
Bai Ying’ai: A quarter to six.
Wang Peng: I have something to do at a quarter after six.
Bai Ying’ai: You are busy today. Are you busy tomorrow?
Wang Peng: I’m busy today, but I won’t be tomorrow. Why? (lit., What is it?)
Bai Ying’ai: I’d like to invite you to dinner tomorrow. How about it?
Wang Peng: Why are you inviting me to dinner?
Bai Ying’ai: Because tomorrow is Gao Wenzhong’s birthday.
Wang Peng: Really? Great. Who else are you inviting?
Bai Ying’ai: I’m also inviting my classmate Li You.
Wang Peng: That’s fantastic. I know Li You. She’s also my friend. What time tomorrow?
Bai Ying’ai: Seven-thirty tomorrow evening.
Wang Peng: OK, I’ll see you tomorrow at seven-thirty.
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Lesson 3 • Dates and Time 95
PROGRESS CHECKLIST
Before proceeding to Lesson 4, be sure you can complete the following
tasks in Chinese:
I am able to
Say and write dates and times;
Ask someone’s age and birthday;
Give my age and birthday;
Name my favorite cuisine;
Ask about someone’s availability and set up a dinner appointment.
Please review the lesson if any of these tasks seem diffi cult.
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LESSON 4 Hobbies
Ὦ߈嵞 䎑॑
Dì sì kè Aìhào
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Say and write the terms for basic personal hobbies;
• Ask about someone’s hobbies;
• Ask friends out to see a movie;
• Set up plans for the weekend.
RELATE AND GET READY
In your own culture/community—
1. What are people’s favorite pastimes?
2. What do people usually do on weekends?
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98 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue I: Talking about Hobbies
ش̷ᱺ䇃䎑Ŋ
۹㲂ϝˑʟMŝ
ໟ۹㲂༌Ȯ᳖
䚕嬦Xȯ̷خŝ
ໟ۹㲂ڳᓼȮ
⎮Ŋ愸۹㲂▌ㅠ
ᾰȯ̷ʬ۹㲂᳖
ῆŊⵙʃⵙŝ
ⵙŊሷ᱿㝖αʬ
۹㲂᳖ῆȯ
LANGUAGE NOTE
X The series comma ơȮƢ is very useful in
Chinese, as pointed out in Lesson 2, Dialogue 2,
Language Note 5. When nouns or pronouns occur
in a series, this punctuation mark is used to separate
them, while the conjunction ُ (hé) connects the
last two items in the series, e.g., ໟȮ̷ُ
ॎ (wםȮnכ hé tą, you, she and I); ʑ⡝Ȯ⇾
⡝Ȯ䇃⡝ُᘍ⡝ (ZhņngguóȮMĚiguóȮ
YĨngguó hé Fיguó, China, United States, England
and France). The series comma can also be used
between two or more verbs or adjectives, as for
example in ໟ༌Ȯ⎮Ȯ᳖
䚕嬦 (Wם chángcháng dי qiúȮ tiào wןȮ kàn
diànshì: I often play ball, dance and watch TV).
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Lesson 4 • Hobbies 99
̷۹㲂ʃ۹㲂N᳖䚕ഛŝ
۹㲂ȯໟش᳖䚕ഛȯ
Oໟ⁌˚टᇄʀ᳖Pɺᾊक
⡝䚕ഛŊʟ㦗ŝໟ嵗઼ȯ
ᾚˑʟ̷嵗઼ŝ
ߌᾚᆫट̷嵗ໟײ櫍Ŋ˫˚
टໟ嵗̷᳖䚕ഛȯ
̷ʬ嵗᪗ሹȮቦהŊ॑╷Qŝ
…॑ȯ
(Gao Wenzhong is talking to Bai Ying’ai.)
Bái YĨng’ài, nכ zhņumò xכhuan zuò shénmeM?
Wם xכhuan dיqiú, kàn diànshìX. Nכ ne?
Wם xכhuan chàng gĒ, tiào wן ,hái xכhuan tĨng yĨnyuè. Nכ yĚ xכhuan
kàn shŞ, duì bu duì?
Duì, yםude shíhou yĚ xכhuan kàn shŞ.
Nכ xכhuan bu xכhuanN kàn diànyכng?
Xכhuan. Wם zhņumò chángcháng kàn diànyכng.
NàOwםmen jĨntiąn wיnshang qù kànPyí ge wàiguó diànyכng,
zĚnmeyàng? Wם qכng kè.
Wèishénme nכ qכng kè?
YĨnwei zuótiąn nכ qכng wם chĨ fàn, suםyכ jĨntiąn wם qכng nכ kàn
diànyכng.
Nà nכ yĚ qכng Wáng Péng, Lכ Yםu, hיo maQ?
… Hיo.
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100 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
1. ش zhņumò n weekend
2. ༌ dי qiú vo to play ball
༌ dי v to hit
qiú n ball
3. ᳖ kàn v to watch; to look; to read
4. 䚕嬦 diànshì n television
䚕 diàn n electricity
嬦 shì n vision
5. ڳᓼņѽŇ chàng gĒ(r) vo to sing (a song)
ڳ chàng v to sing
ᓼ gĒ n song
6. ⎮ tiào wן vo to dance
tiào v to jump
⎮ wן n dance
7. ؑ tĨng v to listen
8. ㅠᾰ yĨnyuè n music
9. ῆ shŞ n book
10. ⵙ duì adj right; correct
11. ሷ᱿ yםude pr some
12. 㝖α shíhou n (a point in) time; moment; (a duration of)
time
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Lesson 4 • Hobbies 101
VOCABULARY
13. 䚕ഛ diànyכng n movie
ഛ yכng n shadow
14. chángcháng adv often
15. nà conj in that case; then
16. qù v to go
17. क⡝ wàiguó n foreign country
18. 嵗઼ qכng kè vo to invite someone (to dinner, coffee, etc.);
to play the host
19. ᆫट zuótiąn t yesterday
20. ˫ suםyכ conj so
˟⁌۹㲂⎮ȯ ˟⁌۹㲂༌ȯ
Tąmen xכhuan tiào wן .Tąmen xכhuan dי qiú.
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102 Integrated Chinese • Level 1 Part 1 • Textbook
Grammar
1. Word Order in Chinese
The basic word order in a Chinese sentence is as follows:
Subject
(agent of the action)
Adverbial
(time, place, manner, etc.)
Verb Object
(receiver of the action)
Subj. Adverbial Verb Obj.
᪗ሹ ش ؑ /ㅠᾰ
Wáng Péng zhņumò/chángcháng tĨng yĨnyuè
(Wang Peng often listens to music on weekends.)
ቦה ᆙट ײ ʑ⡝⤬
Lכ Yםu míngtiąn chĨ Zhņngguó cài
(Li You will have Chinese food tomorrow.)
㋧ᄽʑ ᆫटʁ֘ʽ䈙֚ ᳖क⡝䚕ഛ
Gąo Wénzhņng zuótiąn xiàwן wן diיn bàn qù kàn wàiguó diànyכng
(Gao Wenzhong went to see a foreign movie at 5:30 yesterday afternoon.)
While this is the most common word order in a Chinese sentence, varying discourse contexts may
affect the norm.
2. Affi rmative + Negative (A-not-A) Questions (II)
In this type of question there can be no adverbials before the verb other than time words as in (1)
and (2). If there is an adverbial—such as ബ (hĚn, very), ⵣ (dņu, all), or (chángcháng,
often)—before the verb, the ╷ type question must be used instead, as in (3), (4), and (5). If there
is more than one verb, the question form applies to the fi rst verb, as seen in (6)
and (7).
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Lesson 4 • Hobbies 103
X̷ᆙटʃŝ
Nכ míngtiąn qù bu qù?
(Are you going tomorrow?)
Yॎ˚टᇄʀ᳖ʃ᳖䚕嬦ŝ
Tą jĨntiąn wיnshang kàn bu kàn diànshì?
(Is she going to watch TV tonight?)
Z˟⁌ⵣᆯⳆᮝ╷ŝ
Tąmen dņu shì xuésheng ma?
(Are they all students?)
(3a) *˟⁌ⵣᆯʃᆯⳆᮝŝ
*Tąmen dņu shì bu shì xuésheng?
[̷᳖䚕ഛ╷ŝ
Nכ chángcháng kàn diànyכng ma?
(Do you often go to the movies?)
(4a) *̷᳖ʃ᳖䚕ഛŝ
*Nכ chángcháng kàn bu kàn diànyכng?
\\᪗⒛ᮝബൢ╷ŝ
Wáng yĨshĒng hĚn máng ma?
(Is Dr. Wang very busy?)
(5a) *᪗⒛ᮝബൢʃൢŝ
*Wáng yĨshĒng hĚn máng bu máng?
]̷บʃบ⎮ŝ
Nכ xiיng bu xiיng tiào wן?
(Do you want to dance?)
(6a) *̷บʃ⎮ŝ
*Nכ xiיng tiào bu tiào wן?
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104 Integrated Chinese • Level 1 Part 1 • Textbook
^̷᱿Ⳇʃ༌ŝ
Nכ de tóngxué qù bu qù dי qiú?
(7a) *̷᱿Ⳇ༌ʃ༌ŝ
*Nכ de tóngxué qù dי bu dי qiú?
3. The Conjunction (ʟ) (nà {me}, then; in that case)
In a dialogue, immediately following a statement by speaker A, speaker B can often start with
(ᾨ)(nà {me}), which links up the sentences by the two speakers.
XA: ˚टᇄʀ▝ʶѽȯ
JĨntiąn wיnshang méi shìr.
(We have nothing to do tonight.)
B: ໟ⁌᳖䚕ഛŊʟ㦗ŝ
Nàme wםmen qù kàn diànyכng, zĚnmeyàng?
(In that case, let’s go to see a movie. How’s that?)
A: ॑Ŋໟ嵗઼ȯ
Hיo, wם qכng kè.
(Okay, my treat!)
B: ᆯ╷ŝठ॑ʴĿ
Shì ma? Tài hיo le.
(Really? Great!)
YA: ໟ˚टബൢŊʃบײᇄ櫍ȯ
Wם jĨntiąn hĚn máng, bù xiיng qù chĨ wיnfàn.
(I’m very busy today. I don’t want to go to dinner.)
B: ᆙटخŝ
Nà míngtiąn ne?
(Then how about tomorrow?)
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ZA: ̷۹㲂ʃ۹㲂ײ⇾⡝⤬ŝ
Nכ xכhuan bu xכhuan chĨ MĚiguó cài?
(Do you like to eat American food or not?)
B: ʃ۹㲂ȯ
Bù xכhuan.
(No, I don’t.)
C: ໟ⁌ײʑ⡝⤬Ŋʟ㦗ŝ
Nà wםmen chĨ Zhņngguó cài, zĚnmeyàng?
(Then let’s eat Chinese food. How’s that?)
D: ໟʬʃ۹㲂ȯ
Wם yĚ bù xכhuan.
(I don’t like that either.)
˚टײʑ⡝⤬愸ᆯ⇾⡝⤬ŝ
JĨntiąn chĨ Zhņngguó cài háishi MĚiguó cài?
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106 Integrated Chinese • Level 1 Part 1 • Textbook
4. ) qù, to go) + Action
If the performance of an action involves a change of location, then this is the construction we use.
Xᆙटᇄʀໟ⁌᳖䚕ഛȯ
Míngtiąn wיnshang wםmen qù kàn diànyכng.
(We are going to see a movie tomorrow night.)
Yᇄʀໟʃ⎮ȯ
Wיnshang wם bú qù tiào wן.
(I will not go dancing tonight.)
ŝʃ̷Ŋ⎮ໟشZ
Zhņumò wם qù tiào wן ,nכ qù bu qù?
(I’ll go dancing this weekend. Are you going?)
5. Questions with ॑╷(hיo ma)
To solicit someone’s opinion, we can ask ॑╷ (hיo ma) after stating an idea or suggestion.
Xໟ⁌᳖䚕ഛŊ॑╷ŝ
Wםmen qù kàn diànyכng, hיo ma?
(We’ll go see a movie, all right?)
Yໟ⁌˚टᇄʀײʑ⡝⤬Ŋ॑╷ŝ
Wםmen jĨntiąn wיnshang chĨ Zhņngguó cài, hיo ma?
(We’ll eat Chinese food tonight, all right?)
You will also hear people say ॑ʃ॑(hיo bu hיo), instead of ॑╷ (hיo ma).
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Language Practice
A. Subj + Time + V + Obj
Little Wang has an active lifestyle. The following schedule shows what Little Wang
does in the evenings. Look at the schedule, and tell your partner what he does every
week.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Little
Wang
EXAMPLE: Monday ƺ ଅ᪗ᆣቅɺᇄʀ᳖ῆȯXiיo Wáng xĨngqĨyĨ
wיnshang kàn shŞ.
1. Tuesday 2. Wednesday 3. Thursday 4. Friday 5. weekend
B. + V
Pretend you are Gao Wenzhong, and that you are trying to ask Bai Ying’ai out
tomorrow night. You offer several choices for her in case she prefers one to the
others. Use … + V, ॑╷ and the pictures to help yourself come up with the
right activities that Bai Ying’ai may like.
EXAMPLE: ƺ ໟ⁌ᆙटᇄʀ Wםmen míngtiąn wיnshang
᳖䚕ഛŊ॑╷ŝ qù kàn diànyכng, hיo ma?
1. 2. 3. 4.
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108 Integrated Chinese • Level 1 Part 1 • Textbook
C. ߌᾚƥ˫ƥ(yĨnwèi … suםyכ ,...because...therefore...)
Let’s practice how to explain why you would or would not do something.
EXAMPLE: ̷ᾚˑʟʃ Nכ wèishénme bú qù
᳖䚕ഛŝ ņബൢŇ kàn diànyכng? (hĚn máng)
ƺ ߌᾚໟബൢŊ˫ YĨnwèi wם hĚn máng, suםyכ
ໟʃ᳖䚕ഛȯ wם bú qù kàn diànyכng.
1. ̷ᾚˑʟʃ༌ŝ 1. Nכ wèishénme bú qù dי qiú?
ņሷʶѽŇ (yםu shìr)
2. ̷ᾚˑʟʃ ᳖2. Nכ wèishénme bú qù kàn
क⡝䚕ഛŝ ņʃ۹㲂Ň wàiguó diànyכng? (bù xכhuan)
3. ̷ᾚˑʟ⃐୵嵗ໟ 3. Nכ wèishénme xĨngqĨwן qכng wם
ײᇄ櫍ŝ ņ̷᱿ᮝᅺŇ chĨ wיnfàn? (nכ de shĒngrì)
4. ̷ᾚˑʟʃ 4. Nכ wèishénme bú qù
⎮ŝ ņʃ۹㲂Ň tiàowן) ?bù xכhuan)
5. ̷ᾚˑʟʃؑ 5. Nכ wèishénme bù tĨng
ㅠᾰŝ ņ▝ሷㅠᾰŇ yĨnyuè? (méiyםu yĨnyuè)
D. “What do you like to do on weekends?”
Find out what your classmates like to do on weekends:
A: ̷ش۹㲂ϝˑʟŝ A: Nכ zhņumò xכhuan zuò shénme?
B: ໟش۹㲂 ȯ B: Wם zhņumò xכhuan .
Report to the class what your fellow students like to do on weekends.
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Lesson 4 • Hobbies 109
Be prepared to answer the teacher’s questions:
John ش۹㲂ϝˑʟŝ John zhņumò xכhuan zuò shénme?
Mary خŝ John ۹㲂ʃ۹㲂 Mary ne? John xכhuan bù xכhuan
᳖ῆŝƥƥ kàn shŞ?
˟⁌۹㲂⎮ȯ
Tąmen xıhuan tiào wu Ƅ Ƅ.
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110 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue II: Would You Like to Play Ball?
(Wang Peng is talking to Gao Wenzhong.)
ଅ㋧XŊ॑ʝʃ嬡YŊ
̷॑╷Zŝ
ໟബ॑ȯ̷ʟ㦗ŝ
̷شʬʃ晹ȯ愹ᾊໟ
บRϝˑʟŝบʃบ
༌ŝ
༌ŝໟʃ۹㲂༌ȯ
ໟ⁌᳖Ŋʟ㦗ŝ
᳖ŝໟ嬩വ[᳖ʬ
▝ሷาඎȯ
LANGUAGE NOTES
XA familiar and affectionate way of
addressing a young person is to add
ଅ (xiיo, little; small) to the family
name, e.g., ଅ᪗ (Xiיo Wáng,
Little Wang). Similarly, to address
an older acquaintance, ≘ (lיo,
old) can be used with the surname,
e.g., ≘᪗ (Lיo Wáng, Old
Wang). However, such terms are
rarely used to address a relative, or a
superior.
YSounds familiar? Now you know
where the expression “Long time no
see” comes from.
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Lesson 4 • Hobbies 111
̷愹ᾊشบϝˑʟŝ
ໟףบײ櫍Ȯᴍ嬩\\Sȯ
ᾰʴŊໟ༪⎋ːȯ
(Wang Peng is talking to Gao Wenzhong.)
Xiיo GąoX, hיo jiן bú jiànY, nכ hיo maZ?
Wם hĚn hיo. Nכ zĚnmeyàng?
Wם yĚ búcuò. Zhè ge zhņumò nכ xiיngRzuò shénme? Xiיng
bu xiיng qù dי qiú?
Dי qiú? Wם bù xכhuan dי qiú.
Nà wםmen qù kàn qiú, zĚnmeyàng?
Kàn qiú? Wם juéde[kàn qiú yĚ méiyםu yìsi.
Nà nכ zhè ge zhņumò xiיng zuò shénme?
Wם zhכ xiיng chĨ fàn, shuì jiào\\S.
Suàn le, wם qù zhיo biérén.
Z̷॑╷ŝ(Nכ hיo ma? How
are you?) is a question typically
asked of people that you already
know. The answer is usually
ơໟബ॑Ƣ(Wם hĚn hיo,
I am fi ne.)
[ The position of negatives in Chinese
is not always the same as their
counterparts in English. An English
speaker would say: “I don’t think
going to the movies is a lot of fun,”
but a Chinese speaker would say
ໟ嬩വ᳖䚕ഛ▝ሷ
าඎ (Wם juéde kàn diànyכng
méiyou yìsi), which literally means,
“I think going to the movies is not a
lot of fun.”
\\ The character 嬩 is pronounced
in two different ways and has two
different meanings: jué as in 嬩
വ (juéde, to feel) and jiào as in
ᴍ嬩 (shuì jiào, to sleep).
VOCABULARY
1. ଅ xiיo adj small; little
2. ॑ʝ hיo jiן a long time
॑ hיo adv very
ʝ jiן adj long (of time)
3. ʃ晹 búcuò adj pretty good
晹 cuò adj wrong
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112 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
4. บ xiיng mv to want to; would like to; to think [See
Grammar 6.]
5. 嬩വ juéde v to feel; to think
6. ሷาඎ yםu yìsi adj interesting
าඎ yìsi n meaning
7. ף zhכ adv only
8. ᴍ嬩 shuì jiào vo to sleep
ᴍ shuì v to sleep
嬩 jiào n sleep
9. ᾰʴ suàn le forget it; never mind
10. ༪ zhיo v to look for
11. ⎋ː biérén n other people; another person
⎋(᱿) bié (de) adj other
Grammar
6. The Modal Verb บ (xiיng, want to; would like to)
บ(xiיng) has several meanings. In this lesson it is a modal verb indicating a desire to do
something. It must be followed by a verb or a clause.
X̷บؑㅠᾰ╷ŝ
Nכ xiיng tĨng yĨnyuè ma?
(Would you like to listen to some music?)
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Lesson 4 • Hobbies 113
Yᱺ≘㬇บ༌Ŋרᆯ᪗≘㬇ʃบ༌ȯ
Bái lיoshĨ xiיng dי qiú, kĚshì Wáng lיoshĨ bù xiיng dי.
(Teacher Bai felt like playing ball, but Teacher Wang didn’t.)
Z̷บʃบ᳖ʑ⡝䚕ഛŝ
Nכ xiיng bu xiיng kàn Zhņngguó diànyכng?
(Do you feel like going to see a Chinese movie?)
[̷บʃบؑक⡝ㅠᾰŝ
Nכ xiיng bu xiיng tĨng wàiguó yĨnyuè?
(Do you feel like listening to some foreign music?)
บ(xiיng) vs. ۹㲂(xכhuan)
บ(xiיng) can be translated as “would like to,” “to have a desire to.” ۹㲂(xכhuan) is
“to like,” meaning “be fond of.” บ(xiיng) and ۹㲂(xכhuan) are different, and are not
interchangeable.
บ (xiיng) vs. 嬩വ (juéde)
Both บ(xiיng) and 嬩വ(juéde) can be translated as “to think,” but the former means “to
desire,” whereas the latter means “to feel,” “to have the opinion,” or “to give a comment.”
7. Verb+Object as a Detachable Compound
Even though ᴍ嬩 (shuì jiào, to sleep), ڳᓼ (chàng gĒ, to sing), and ⎮ (tiào wן ,to
dance) are treated each as a word, grammatically speaking, they are all verb-object compounds.
When there is an attributive element to modify the object, such as an adjective or a number-measure
word combination, it must be inserted between the verb and the noun. Such a compound is called a
“detachable compound.” It is important to remember that a detachable compound does not take an
object. Here are examples:
ᴍ嬩 (shuì jiào, to sleep) ƺ ᴍɺᾊ॑嬩 (shuì yí ge hיo jiào,
have a good sleep)
ڳᓼ (chàng gĒ, to sing) ƺ ڳ䇃ᄽᓼ (chàng YĨngwén gĒ,
sing an English song)
⎮(tiào wן ,to dance) ƺ ʑ⡝⎮ (tiào Zhņngguó wן,
do a Chinese dance)
In later lessons, you will see examples of other elements, like aspect markers, being inserted between
the verb and the object in a detachable compound.
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114 Integrated Chinese • Level 1 Part 1 • Textbook
Language Practice
E. บ (xiיng, would like to)
Ask your friend if he or she would like to do the following activities this weekend.
EXAMPLE: ƺ ̷شบʃบ༌ŝ
Nכ zhņumò xiיng bu xiיng dי qiú?
1. 2. 3. 4. 5.
F. ሷาඎ (yםu yìsi, interesting)
Describe what activity each of the persons is or is not interested in.
EXAMPLE: ༌ ņଅ㋧Ň dי qiú (Xiיo Gąo)
ଅ㋧嬩വ༌ Xiיo Gąo juéde dי qiú
ബሷาඎȯ hĚn yםu yìsi.
1. ⎮ņᱺ⒛ᮝŇ 1. tiào wן) Bái yĨshĒng)
2. ؑʑ⡝ㅠᾰņ᪗യ㬇Ň 2. tĨng Zhņngguó yĨnyuè (Wáng lקshĨ)
3. ᳖क⡝䚕ഛņቦ≘㬇Ň 3. kàn wàiguó diànyכng (Lכ lיoshĨ)
4. ᳖䇃ᄽῆņ᪗ଅঋŇ 4. kàn YĨngwén shŞ (Wáng xiיojiĚ)
5. ᳖䚕嬦ņ㋧҅ᮝŇ 5. kàn diànshì (Gąo Xiąnsheng)
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Lesson 4 • Hobbies 115
G. Pair Activity
Find out what your partner would like to do this weekend.
A: 愹ᾊش̷บϝˑʟŝ A: Zhè ge zhņumò nכ xiיng zuò shénme?
B: 愹ᾊشໟบ ȯ B: Zhè ge zhņumò wם xiיng .
Find out if your partner feels like doing something else this weekend.
A: ̷บ ╷ŝ A: Nכ xiיng ma?
B: ໟบ/ʃบ ȯ B: Wם xiיng/bù xiיng .
What types of activities does your partner think are fun?
A: ̷嬩വņ᳖䚕ഛȮ᳖ῆŊ A: Nכ juéde (kàn diànyכng, kàn shŞ,
etc.Ňሷาඎ╷ŝ etc.) yםu yìsi ma?
B: ໟ嬩വ B: Wם juéde
ബሷาඎ/▝ሷาඎȯ hĚn yםu yìsi/méi yםu yìsi.
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116 Integrated Chinese • Level 1 Part 1 • Textbook
HOW ABOUT YOU?
What’s your hobby?
1. 䚛䚛⊟ huà huàr
2. ʁፖ xià qí
3. ʀ⇑⊅टѽ shàng wיng liáo tiąnr
4. ᪨ᜀ㍯ቘ wán yóuxìjĨ
5. Ⳉ⠞ guàng jiĒ
If your hobbies are not listed above, please ask your teacher and make a note here:
ໟ۹㲂 ȯ or
ໟ嬩വ ബሷาඎȯ
Wם xכhuan . or
Wם juéde hĚn yםu yìsi.
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Lesson 4 • Hobbies 117
Culture Highlights
X When Chinese people go out to eat with friends, they rarely split the check
at the end of the meal. Usually, someone will insist on picking up the tab by
saying:ơ˚टໟ嵗઼Ƣ (JĨntiąn wם qכngkè, It’s my treat today). The
next time someone else will offer to pay. Often more than one person reaches for
the bill and there might be a little struggle over who gets to pay.
Y In general, Chinese people don’t have the habit of getting a receipt after paying
for a meal in a restaurant. But more and more people will ask for an invoice, ┱
Ṡ (fąpiào), for reimbursement purposes. Here’s a copy of an invoice from a
restaurant.
Can you tell in which city the invoice was issued?
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118 Integrated Chinese • Level 1 Part 1 • Textbook
Z Playing mahjong 㕊ⵦ (májiàng) is one of the most popular pastimes for
many Chinese people. The game needs four players and each mahjong set
consists of 144 tiles. To win, the players have to draw various tiles to form
different combinations, which have all been assigned scores based on pre-set
rules. The more diffi cult the combination, the higher the score is. There are
four games in each round, and the players can decide how many rounds they
wish to play. Normally, people play either 8 or 12 rounds. Besides mahjong,
playing Chinese chess ⩽ፖ (xiàngqí) is another popular pastime in China.
The international chess has pieces such as king, queen, rook, knight, and
pawn, whereas Chinese chess has commander in chief, general, chariots,
horses, and soldiers. Both mahjong and Chinese chess go back centuries.
Community centers and clubhouses in China often have a ፖᦽા
(qípáishì) or chess and poker room where men and women, especially retirees,
meet for chess and mahjong marathons. It is also common to fi nd onlookers
gathering around chess players in neighborhood parks.
This is how the mahjong tiles are set up before a new game begins. Each team of Chinese Chess pieces is identifi ed by colors, typically
black and red. They are set up as shown. You have learned the
character/radical meaning “horse.” Can you fi nd where the horses
are on the board?
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Lesson 4 • Hobbies 119
Here are the mahjong tiles. There are some with Chinese numerals on them. Can you identify some of the numbers?
[Arguably less popular but more prestigious is the game of encirclement
⡔ፖ (wéiqí), better known in the West by its Japanese name Go. It is a
deceptively simple game played with counters or stones on a board ruled with
19 vertical and 19 horizontal lines. The objective of the game is to surround
and capture the opponent’s counters. Every year major corporations sponsor
tournaments with master players from China, Japan, and Korea participating
and TV stations providing live coverage of important matches.
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120 Integrated Chinese • Level 1 Part 1 • Textbook
English Text
Dialogue I
Gao Wenzhong: Bai Ying’ai, what do you like to do on weekends?
Bai Ying’ai: I like to play ball and watch TV. How about you?
Gao Wenzhong: I like to sing, dance, and listen to music. You like to read, right?
Bai Ying’ai: Yes, sometimes I like to read as well.
Gao Wenzhong: Do you like to watch movies?
Bai Ying’ai: Yes, I do. I often watch movies on weekends.
Gao Wenzhong: Then let’s go see a foreign movie this evening. OK? My treat.
Bai Ying’ai: Why your treat?
Gao Wenzhong: Because you treated me to dinner yesterday, today I’m treating you to a
movie.
Bai Ying’ai: Then invite Wang Peng and Li You as well, OK?
Gao Wenzhong: …OK.
Dialogue II
(Wang Peng is talking to Gao Wenzhong.)
Wang Peng: Little Gao, long time no see. How are you?
Gao Wenzhong: I’m fi ne. How about yourself?
Wang Peng: I’m fi ne, too. What would you like to do this weekend? Would you like to play
ball?
Gao Wenzhong: Play ball? I don’t like playing ball.
Wang Peng: Then let’s watch a ball game. How’s that?
Gao Wenzhong: Watch a ball game? I don’t think watching a ball game is much fun, either.
Wang Peng: Then what do you want to do this weekend?
Gao Wenzhong: I only want to eat and sleep.
Wang Peng: Never mind. I’ll ask somebody else.
PROGRESS CHECKLIST
Before proceeding to Lesson 5, be sure you can complete the following tasks
in Chinese:
I am able to
Talk about my favorite pastimes and ask about someone else’s;
Invite someone to a weekend activity;
Accept or decline an invitation to a weekend activity;
Find someone to do activities with.
Please review the lesson if any of these tasks seem diffi cult.
Simp-1-1-IC3-97Lesson 4.indd 120 3/29/2010 1:52:31 PM
LESSON 5 Visiting
Friends
Ὦʽ嵞 ᳖ሹה
Dì wן kè Kàn péngyou
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to:
• Welcome a visitor;
• Introduce one person to another;
• Compliment someone on his/her house;
• Ask for beverages as a guest at someone else’s place;
• Offer beverages to a visitor;
• Briefl y describe a visit to a friend’s place.
RELATE AND GET READY
In your own culture/community—
1. Is it common to pay a visit to a friend’s house without advance notice?
2. Do people bring anything when visiting a friend’s home?
3. What are some of the common beverages and foods offered to visitors?
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122 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue: Visiting a Friend’s Home
(The doorbell rings.)
嵡ؠŝ
ᆯໟŊ᪗ሹŊ愸ሷቦהȯ
嵗愻Ŋ嵗愻Ŋ൬愻㣅Ŀ㣅Ŋໟ˛倭
ɺʁMŊ愹ᆯໟঋঋŊ㋧ଅㅠȯ
ଅㅠŊ̷॑ȯ崄崦̷ബ㋧⋔ȯ
崄崦̷⁌ໟʬബ㋧⋔ȯ
̷⁌ബञNŊʬബឍˌȯ
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Lesson 5 • Visiting Friends 123
(The doorbell rings.)
Shéi ya?
Shì wם ,Wáng Péng, hái yםu Lכ Yםu.
Qכng jìn, qכng jìn, kuài jìn lai! Lái, wם jièshào yí xiàM, zhè shì wם jiĚjie, Gąo XiיoyĨn.
XiיoyĨn, nכ hיo. Rènshi nכ hĚn gąoxìng.
Rènshi nכmen wם yĚ hĚn gąoxìng.
Nכmen jią hĚn dàN, yĚ hĚn piàoliang.
Shì ma? X Qכng zuò, qכng zuò.
XiיoyĨn, nכ zàiO nיrY gņngzuò?
Wם zài xuéxiào gņngzuò. Nכmen xiיng hĒ diיnrMshénme? HĒ chá, háishi hĒ kąfĒi?
Wם hĒ chá ba.
P
Wם yào yì píng kĚlè, kĚyכ ma?
Duìbuqכ ,wםmen jią méi yםu kĚlè.
Nà gĚi wם yì bĒi shuכ ba.
ᆯ╷ŝX嵗ࠈŊ嵗ࠈȯ
ଅㅠŊ̷߱OڊѽYడ̳ŝ
ໟ߱Ⳇዮడ̳ȯ̷⁌บۺ
ۺ愸ᆯ⥉ۺ䈙ѽMˑʟŝ
ŝ۔ٖ
Pȯ⥉،ۺໟ
ໟ⣬ɺᮁרᾰŊר╷˫ŝ
ⵙʃ㑌Ŋໟ⁌▝ሷרᾰȯ
倹ໟɺቸᖛ،ȯ
LANGUAGE NOTES
X Although it takes a question mark,
ᆯ╷ (Shì ma?) is not a question
here but a mild expression of surprise on
hearing something unexpected. Here it
indicates one’s modesty on receiving a
compliment. It could be translated as
“Is that so?” “You don't say!” or “Really?”
Y ڊѽ (nיr) is a question word meaning
“where.” Do not confuse it with ѽ
(nàr, there).愹ѽ (zhèr) means “here”
in Chinese.
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VOCABULARY
1. ؠ ya p (interjectory particle used to soften a question)
2. 愻 jìn v to enter
3. ൬ kuài adv/adj fast, quick; quickly
4. 愻㣅 jìn lai vc to come in
5. 㣅 lái v to come
6. ˛倭 jièshào v to introduce
7. ɺʁ yí xià n+m once; a bit [See Grammar 1.]
8. ㋧⋔ gąoxìng adj happy, pleased
9. ឍˌ piàoliang adj pretty
10. ࠈ zuò v to sit
11. ߱ zài prep at; in; on [See Grammar 3.]
12. ڊѽ nיr qpr where
13. Ⳇዮ xuéxiào n school
14. ۺ hĒ v to drink
15. 䈙(ѽ) diיn(r) m a little, a bit; some [See Grammar 1.]
16. ⥉ chá n tea
17. ٖ۔ kąfĒi n coffee
18. ، ba p (a sentence-fi nal particle) [See Grammar 4.]
19. ⣬ yào v to want
20. ᮁ píng m/n (measure word for bottles); bottle
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VOCABULARY
21. רᾰ kĚlè n [Coke or Pepsi] cola
22. ר ˫kĚyכ mv can; may
23. ⵙʃ㑌 duìbuqכ v sorry
24. 倹 gĚi v to give
25. ቸ bĒi m (measure word for
cup and glass)
26. ᖛ shuכ n water
Proper Noun
27. ㋧ଅㅠ Gąo XiיoyĨn (a personal name)
̷⣬ɺቸᖛ愸ᆯɺᮁᖛŝ
Nכ yào yì bēi shuכ háishi yì píng shuכ?
Name the beverages in the picture in
Chinese.
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Grammar
1. ɺʁ (yí xià) and (ɺ)䈙ѽ ({yì} diיnr) Moderating the Tone of
Voice
Following a verb, both ɺʁ (yí xià, lit. “once”) and (ɺ)䈙ѽ ({yì} diיnr “a bit”) can
soften the tone in a question or an imperative sentence, therefore making it more polite. When used
in this way, ɺʁ (yí xià) modifi es the verb, while (ɺ)䈙ѽ ({yì} diיnr) modifi es the object.
X̷᳖ɺʁŊ愹ᆯ嵡᱿ᤫᦸŝ
Nכ kàn yí xià, zhè shì shéi de zhàopiàn?
(Take a look. Whose photo is this?)
Y̷บײ䈙ѽˑʟŝ
Nכ xiיng chĨ diיnr shénme?
(What would you like to eat?)
Z̷愻㣅ɺʁȯ
Nכ jìn lai yí xià.
(Come in for a minute.)
[̷ۺɺ䈙ѽ⥉،ȯ
Nכ hĒ yìdiיnr chá ba.
(Have a little tea.)
2. Adjectives as Predicates
In Chinese, when an adjective functions as a predicate, it is not preceded by the verb ᆯ (shì,
to be). It is usually modifi ed by ബ (hĚn, very), as seen in (1), (2), (3), and (4), or some other
adverbial modifi er. However, ബ (hĚn) is not as strong as “very” in English. When forming a
question with an adjective as the predicate, ബ is not used, as seen in (5) and (6).
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X ໟ˚टബ㋧⋔ȯ
Wם jĨntiąn hĚn gąoxìng.
(I’m happy today.)
Y˟ॸॸബឍˌȯ
Tą mèimei hĚn piàoliang.
(His younger sister is pretty.)
Zᾊ䚕ഛബ॑ȯ
Nà ge diànyכng hĚn hיo.
(That movie is good.)
[̷⁌ञⳆബञȯ
Nכmen dàxué hĚn dà.
(Your university is very large.)
\\ A: ̷೭೭㋧╷ŝ
Nכ dìdi gąo ma?
(Is your younger brother tall?)
B: ˟ബ㋧ȯ
Tą hĚn gąo.
(He is tall.)
] A: ̷ञ╷ŝ
Nכ jią dà ma?
(Is your house big?)
B: ໟʃञŊബଅȯ
Wם jią bú dà, hĚn xiיo.
(My house is not big, it’s small.)
Chinese adjectives without ബ (hĚn) or any sort of modifi er before them can often imply
comparison or contrast, as seen in (7) and (8) below.
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^ A: ঋঋឍˌ愸ᆯॸॸឍˌŝ
JiĚjie piàoliang háishi mèimei piàoliang?
(Who’s prettier, the older sister or the younger sister?)
B: ॸॸឍˌȯ
Mèimei piàoliang.
(The younger sister is prettier).
_ॸॸ᱿ʑᄽ॑Ŋໟ᱿ʑᄽʃ॑ȯ
Mèimei de Zhņngwén hיo, wם de Zhņngwén bù hיo.
(My younger sister’s Chinese is good. My Chinese is not good.)
3. The Preposition ߱ (zài, at; in; on)
Combined with a noun, the preposition ߱ (zài) indicates location. When the phrase is placed
before a verb, it indicates the location of the action.
X A: ໟ᱿ῆ߱ڊѽŝ B: ߱ѽȯ
Wם de shŞ zài nיr? Zài nàr.
(Where is my book? It’s over there.)
YA: ̷߱ڊѽడ̳ŝ B: ໟ߱愹ѽడ̳ȯ
Nכ zài nיr gņngzuò? Wם zài zhèr gņngzuò.
(Where do you work? I work here.)
Zໟ߱愹ᾊञⳆⳆʑᄽȯ
Wם zài zhè ge dàxué xué Zhņngwén.
(I study Chinese at this university.)
[ໟʃ۹㲂᳖߱䚕ഛȯ
Wם bù xכhuan zài jią kàn diànyכng.
(I don’t like to watch movies at home.)
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4. The Particle ،(ba)
،(ba) is a sentence-fi nal “suggestion” particle, often used at the end of an imperative sentence to
soften the tone.
ȯ،۔ٖۺ̷ X
Nכ hĒ kąfĒi ba.
(Why don’t you have some coffee?)
Y嵗愻㣅،ȯ
Qכng jìn lai ba.
(Come in, please.)
Zໟ⁌⎮،ȯ
Wםmen tiào wן ba.
(Let’s dance.)
Language Practice
A. ɺʁ (yí xià)
1.You wish to look at your brother’s girlfriend’s picture, so you say to your
brother…
څڅŊໟ ̷ॉሹה GĒge, wם nכ nץpéngyou
᱿ᤫᦸŊ॑╷ŝ de zhàopiàn, hיo ma?
2. You’d like your friend, Little Bai, to introduce you to Ms. Li, so you say…
ଅᱺŊໟบ崄崦ቦଅঋȯ Xiיo Bái, wם xiיng rènshi Lכ xiיojiĚ.
嵗̷ ȯ Qכng nכ.
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3. You are at the doctor’s offi ce for your appointment; the nurse tells you the doctor
is busy, and asks you to sit down for a bit. So she says…
ⵙʃ㑌Ŋ⒛ᮝ䔐߱ Duìbuqכ ,yĨshĒng xiànzài
ሷʶѽŊ嵗̷ ȯ yםu shìr, qכng nכ.
4. Your roommate has bought a CD, and suggests that you listen to it, so she
says…
愹ᾊㅠᾰʃ晹ȯ Zhège yĨnyuè búcuò.
̷ ȯ Nכ.
5. Your teacher wants to talk to you about something after class and asks you to
come with him, so he says…
ໟሷʶѽ༪̷ȯ Wם yםu shìr zhיo nכ.
̷ ȯ Nכ.
B. Adjectives as Predicates
㋧ᄽʑ᱿◆ឍˌ Gąo Wénzhņng de jią ◆ piàoliang
EXAMPLE: If people ask your opinion of Gao Wenzhong’s house,
㋧ᄽʑ᱿ឍˌ╷ŝ Gąo Wénzhņng de jią piàoliang ma?
and you think Gao Wenzhong’s house is beautifully decorated, you can say…
㋧ᄽʑ᱿ബឍˌȯ Gąo Wénzhņng de jią hĚn piàoliang.
But, if you don’t think Gao’s house is beautifully decorated, you can say…
㋧ᄽʑ᱿ʃឍˌȯ Gąo Wénzhņng de jią bú piàoliang.
Work with a partner. Find out from each other what you think about your doctor, school, teacher,
classmates, and textbook.
1. ̷᱿⒛ᮝ◆ൢ 1. Nכ de yĨshĒng ◆ máng
2. ̷᱿Ⳇዮ◆ञ 2. Nכ de xuéxiào ◆ dà
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3. ̷᱿Ⳇ◆㋧⋔ 3. Nכ de tóngxué ◆ gąoxìng
4. ̷᱿≘㬇◆॑ 4. Nכ de lיoshĨ ◆ hיo
5. ̷᱿ῆ◆ሷาඎ 5. Nכ de shŞ ◆ yםu yìsi
C. ߱ (zài)
1. Look at the pictures given, and tell where Wang Peng and Li You are, and what
they are doing there.
EXAMPLE: ᪗ሹُቦה߱⡞ῆ櫦 (túshŞguיn, library)
᳖ῆȯ
Wáng Péng hé Lכ Yםu zài túshŞguיn kàn shŞ.
1. 2. 3.
2 . Everyone has a different routine and favorite places. Now let’s fi nd out where
these people do their activities.
EXAMPLE:
ଅ㋧߱ڊѽడ̳ŝ Xiיo Gąo zài nיr gņngzuò?
ଅ㋧߱Ⳇዮడ̳ȯ Xiיo Gąo zài xuéxiào gņngzuò.
1. ቦ⒛ᮝ߱ڊѽؑㅠᾰŝ Lכ yĨshĒng zài nיr tĨng yĨnyuè?
2. ᪗ሹ߱ڊѽ༌ŝ Wáng Péng zài nיr dי qiú?
3. ቦה߱ڊѽ᳖䚕ഛŝ Lכ Yםu zài nיr kàn diànyכng?
4. ଅᱺ߱ڊѽᴍ嬩ŝ Xiיo Bái zài nיr shuì jiào?
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D. 䈙ѽ (diיnr)
Imagine the main characters of the text all come to your house as your guests:
you now try to offer them something to drink, to eat, or to do. Use the pictures as
clues and work with a partner.
EXAMPLE:
㋧ᄽʑŊ̷บۺ䈙ѽˑʟŝ
Gąo Wénzhņng, nכ xiיng hĒ diיnr shénme?
1.
2.
3.
E. Do you all know each other in your class?
Mobilize the entire class and form a big circle. Taking turns, introduce the person
on your right to the person on your left.
1: ໟ˛倭ɺʁŊ 1: Wם jièshào yí xià,
愹ᆯ ȯ zhè shì .
2:崄崦̷ബ㋧⋔ȯ 2: Rènshi nכ hĚn gąoxìng.
ໟ˛倭ɺʁŊ愹ᆯ ȯ Wם jièshào yí xià, zhè shì .
3: 崄崦̷ബ㋧⋔ȯ 3: Rènshi nכ hĚn gąoxìng.
ໟ˛倭ɺʁŊ愹ᆯ ȯ Wם jièshào yí xià, zhè shì .
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F. Group Activity
In groups of three, one acts as a host and asks the two guests what they would
like to drink:
A: ̷/̷⁌บۺ䈙ѽˑʟŝ A: Nכ/Nכmen xiיng hĒ diיnr shénme?
B:ໟۺ، ȯ B: Wם hĒ ba.
C:ໟۺ، ȯ C: Wם hĒ ba.
Apologize to one of your guests that you don’t have the beverage and offer an
alternative:
A:ⵙʃ㑌Ŋ▝ሷ ȯ A: Duìbuqכ ,méiyםu .
Ŋר╷˫ŝ , kĚyכ ma?
The guest accepts or asks for something else:
B or C: 倹ໟɺቸ/ɺᮁ B or C: Nà gĚi wם yì bĒi/yì píng
،ȯ ba.
G. Survey the class
First pair up and ask your partner these questions. Then report your fi ndings to
the class.
̷۹㲂ۺˑʟ? Nכ xכhuan hĒ shénme?
̷۹㲂רۺᾰ愸ᆯٖ۔ ?Nכ xכhuan hĒ kĚlè háishi kąfĒi?
̷۹㲂ۺ ?╷⥉Nכ xכhuan hĒ chá ma?
̷۹㲂ۺᖛ愸ᆯۺ⥉ŝ Nכ xכhuan hĒ shuכ háishi hĒ chá?
The most popular beverage in the class is .
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̷บۺˑʟŝ
Nכ xiיng hĒ shénme?
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Narrative: At a Friend’s House
ᆫटᇄʀŊ᪗ሹُቦה
㋧ᄽʑ᪨ѽȯ߱㋧ᄽʑ
Ŋ˟⁌崄崦ʴQ ㋧ᄽʑ
᱿ঋঋȯॎפ㋧ଅㅠŊ
߱Ⳇዮ᱿⡞ῆ櫦డ̳ȯॎ
嵗᪗ሹۺX⥉Ŋ᪗ሹۺʴ
ۺףŊ⥉ۺʃהᾄቸȯቦ
ʴɺቸᖛȯ˟⁌ɺ㑌⊅ट
ѽȮ᳖䚕嬦ȯ᪗ሹُቦה
ᇄʀ֓ʷ䈙༇Rߊȯ
LANGUAGE NOTE
XUnlike its English counterpart, ۺ)hĒ)
always functions as a transitive verb.
In other words, unless it’s clear from
the context, the beverage has to be
specifi ed. Therefore, ˟ۺ
(Tą chángcháng hĒ) is not a complete
sentence unless when the beverage is
understood, e.g.:
ŝ╷۔ٖۺ˟ :A
(Tą chángcháng hĒ kąfĒi ma?)
Does he often drink coffee?
B: ˟ۺȯ
(Tą chángcháng hĒ.)
He often does.
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Zuótiąn wיnshang, Wáng Péng hé Lכ Yםu qù Gąo Wénzhņng jią wánr. Zài Gąo Wénzhņng
jią, tąmen rènshi leQ Gąo Wénzhņng de jiĚjie. Tą jiào Gąo XiיoyĨn, zài xuéxiào de
túshŞguיn gņngzuò. Tą qכng Wáng Péng hĒX chá, Wáng Péng hĒ le liיng bĒi. Lכ Yםu
bù hĒ chá, zhכ hĒ le yì bĒi shuכ .Tąmen yìqכ liáo tiąnr, kàn diànshì. Wáng Péng hé Lכ Yםu
wיnshang shí’èr diיn cáiQ huí jią.
ॎ߱ڊѽ᳖ῆŝ
Tą zài nיr kàn shŞ?
VOCABULARY
1. ᪨(ѽ) wán(r) v to have fun; to play
2. ʴ le p (a dynamic particle) [See Grammar 5.]
3. ⡞ῆ櫦 túshŞguיn n library
4. ɺ㑌 yìqכ adv together
5. ⊅ट(ѽ) liáo tiąn(r) vo to chat
⊅ liáo v to chat
ट tiąn n sky
6. ༇ cái adv not until, only then [See Grammar 6.]
7. ߊ huí jią vo to go home
ߊ huí v to return
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Grammar
5. The Particle ʴ(le) (I)
The dynamic particle ʴ(le) signifi es: 1) the occurrence or completion of an action or event, or
2) the emergence of a situation. The action, event, or situation usually pertains to the past, but
sometimes it can refer to the future. Therefore ʴ(le) is not a past tense marker, and the use of
ʴ(le) should not be taken as an equivalent to the past tense in English. In this lesson, ʴ
(le) indicates the occurrence or completion of an action or event. It is usually used after a verb.
But sometimes it appears after a verb and the object of the verb in interrogative and declarative
sentences.
X˚ट⫨⫨ۺʴɿቸᖛȯ
JĨntiąn Mąma hĒ le sąn bĒi shuכ.
(Mom had three glasses of water today.)
(occurrence or completion of an action, in the past)
Yᆣቅɺଅ㋧嵗ໟۺʴɺᮁרᾰȯ
XĨngqĨyĨ Xiיo Gąo qכng wם hĒ le yì píng kĚlè.
(On Monday Little Gao bought me a bottle of cola.)
(occurrence or completion of an event, in the past)
ZA: ᆫटᇄʀ̷༌ʴ╷ŝ
Zuótiąn wיnshang nכ qù dי qiú le ma?
(Yesterday evening did you go play ball?)
(occurrence or completion of an event, in the past, an interrogative sentence)
B: ᆫटᇄʀໟ༌ʴȯ
Zuótiąn wיnshang wם qù dיo qiú le.
(Yesterday evening I went to play ball.)
(occurrence or completion of an event, in the past)
[ᆙटໟײʴᇄ櫍᳖䚕ഛȯ
Míngtiąn wם chĨ le wיnfàn qù kàn diànyכng.
(Tomorrow I’ll go see a movie after I have eaten dinner.)
(occurrence or completion of an action in the fi rst part of the sentence, in the future)
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There is often a specifi c time phrase in a sentence with the dynamic particle ʴ(le) — such as
˚ट (jĨntiąn, today) in (1),ᆣቅɺ (xĨngqĨyĨ, Monday) in (2), or ᆫटᇄʀ (zuótiąn
wיnshang, last night) in (3).
When ʴ(le) is used between the verb and the object, the object is usually preceded by a
modifi er. The following—numeral + measure word—is the most common type of modifi er for the
object:
ɿቸ (sąn bĒi, three cups / three glasses) in (1)
ɺᮁ (yì píng, one bottle) in (2)
If there are other phrases or sentences following the object of the fi rst clause, then the object
does not need a modifi er. See example (4) above. This V ʴ O+V(O) structure can be used to
depict a sequence of two actions, and it doesn’t matter whether the two actions take place in the
past or in the future.
If the object following ʴ (le) is a proper noun, as “Harry Potter” in (5) below, it does not
need a modifi er, either.
\\ໟᆫट᳖ʴȳٻӴĎᘘ᧚ȴŊᾊ䚕ഛ
ബ॑ȯ
Wם zuótiąn kàn le «Hąlì Bņtè». Nà ge diànyכng hĚn hיo.
(I saw Harry Potter yesterday. That movie was good.)
To say that an action did not take place in the past, use ▝(ሷ) (méi {yםu}) instead of
ʃƥʴ(bù...le) or ▝ሷƥʴ (méiyםu…le).
FOR EXAMPLE:
]ᆫटໟ▝ሷؑㅠᾰȯ
Zuótiąn wם méiyםu tĨng yĨnyuè.
(I didn’t listen to music yesterday.)
(6a) *ᆫटໟʃؑㅠᾰʴȯ
*Zuótiąn wם bù tĨng yĨnyuè le.
(6b)*ᆫटໟ▝ሷؑㅠᾰʴȯ
*Zuótiąn wם méiyםu tĨng yĨnyuè le.
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Interrogative forms:
^A: ̷ײ櫍ʴ╷? or ̷ײ櫍ʴ▝ሷ?
Nכ chĨ fàn le ma? or Nכ chĨ fàn le méiyםu?
(Did you eat?)
B: ໟ▝ײȯ
Wם méi chĨ.
(No, I didn’t.)
_A: ̷ۺʴӒቸᖛ?
Nכ hĒ le jכ bĒi shuכ?
(How many glasses of water did you drink?)
B: ໟۺʴɺቸᖛȯ
Wם hĒ le yì bĒi shuכ.
(I drank one glass of water.)
6. The Adverb ༇ (cái, not until)
The adverb ༇ (cái, not until) indicates that the occurrence of an action or situation is later than
the speaker may have expected. That lateness is perceived by the speaker, and is not necessarily
objective, as seen in (2) and (3). ༇(cái) never takes the particleʴ(le), whether or not it pertains
to an action or situation in the past.
Xໟ嵗˟Ҟ䈙ײᇄ櫍Ŋ˟Ҟ䈙֚༇㣅ȯ
Wם qכng tą liù diיn chĨ wיnfàn, tą liù diיn bàn cái lái.
(I invited him out to dinner at six o’clock. He didn’t come till six-thirty.)
Yଅ㋧ᇄʀ֓ʷ䈙༇ߊȯ
Xiיo Gąo chángcháng wיnshang shí’èr diיn cái huí jią.
(Little Gao often doesn’t go home until midnight.)
Zॎᇄʀബᇄ༇ᴍ嬩ȯ
Tą wיnshang hĚn wיn cái shuì jiào.
(She goes to bed very late in the evening.)
A sign on a bubble tea
shop, a reminder to
passersby to drop in
and get their daily cup
of bubble tea.
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140 Integrated Chinese • Level 1 Part 1 • Textbook
Language Practice
H. ʴ(le)
Little Gao has so much energy! He can do so much in one day: dancing, singing,
studying, eating, and working. Look at the following pictures, and recap what he
did yesterday.
EXAMPLE: x4 ଅ㋧ᆫटۺʴ߈ቸٖ۔ȯ Xiיo Gąo zuótiąn
hĒ le sì bĒi kąfĒi.
1. x1 2. x3 3. x2 4. x4
I. ༇(cái)
Imagine you are a very disciplined and time-conscious person. You do everything
according to a set schedule. Your roommate, on the other hand, is a slow mover.
Now you are comparing your daily routine with your roommate’s, and you have
found s/he does everything later than you do.
EXAMPLE: ໟɼ䈙ۺٖ۔ŊॎҜ䈙༇ۺ Wם qĨ diיn hĒ
kąfĒi, tą bą diיn
cái hĒ (kąfĒi).
7:00 vs. 8:00 ņٖ۔Ňȯ
1. 9:00 vs. 9:30 2. 2:15 vs. 2:45 3. 6:00 vs. 7:15
4. 8:00 vs. 8:30 5. 9:30 vs. 12:00
J. Find out what your partner did last night.
̷ᆫटᇄʀሹה Nכ zuótiąn wיnshang qù péngyou
᪨ѽʴ╷ŝ jią wánr le ma?
If the answer is negative, then ask
̷ᆫटᇄʀڊѽʴŝ Nכ zuótiąn wיnshang qù nיr le?
̷ۺˑʟʴŝ Nכ hĒ shénme le?
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Lesson 5 • Visiting Friends 141
̷ۺʴӒቸ/Ӓᮁŝ Nכ hĒ le jכ bĒi/jכ píng?
After gathering the information, report to the class what your partner did last
night:
Mark ᆫटᇄʀሹה Mark zuótiąn wיnshang qù péngyou jią
᪨ʴ/▝ሷሹה᪨ѽƥ wánr le/méiyםu qù péngyou jią wánr…
K. It was Little Wang’s birthday yesterday.
Recap what Little Wang did on his birthday according to the three pictures
provided. Don’t forget to mention the time in each picture!
HOW ABOUT YOU?
What’s your favorite beverage?
1. רםרᾰ KĚkםukĚlè pn Coca-Cola
2. ᱻʶרᾰ BיishìkĚlè pn Pepsi-Cola
3. ズᷝ XuĚbì pn Sprite
4. ᗋᖛ(ѽ) qìshuכ)r) n soft drink; soda pop
5. 䥟ᘃᖛ kuàngquánshuכ n mineral water
6. ኞᖢ guםzhĨ n fruit juice
If your favorite beverage is not listed above, please ask your teacher and make a note
here:
ໟ۹㲂ۺ ȯ
Wם xכhuan hĒ .
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142 Integrated Chinese • Level 1 Part 1 • Textbook
X崄崦̷ബ㋧⋔ (rènshi nכ hĚn
gąoxìng) or ബ㋧⋔崄崦̷(hĚn
gąoxìng rènshi nכ (is a translation of “I’m very
happy to meet you”. It may, therefore, sound
rather Western to some native Chinese
speakers. However, as the traditional Chinese
equivalent polite forms have long since
become obsolete, this expression is becoming
more common.
YGenerally speaking, privacy is a somewhat less
sacrosanct concept in Chinese culture than it
is in the West. One would not necessarily
be considered an intruder if one drops by a
friend’s place with no warning. Nor are topics
such as age, marital status, and salary
necessarily considered off limits in a polite
conversation. For those who believe in the
traditional Chinese notion of friendship or
personal loyalty, sharing such personal
information is an important gesture of trust.
But there was a more practical reason in
modern times until recently: when people had
very limited living spaces, everyone was
literally very close to everyone else, and
privacy became too expensive a luxury. All
this, however, is changing. The much
improved housing conditions have offered
more private spaces to most people, especially
the urbanites. In a legal sense, the Chinese
citizens are becoming more aware of each
other’s “privacy rights” (yכnsĨ quán).
ZTea, ⥉ (chá), can probably be called the
national drink of China. It depends on whom
Culture Highlights
A modern upscale tea house, ⥉櫦⊟ (cháguיnr),
awaits its customers.
टѽȯ⥉⊅ۺ⁌˟
Tąmen hĒ chá liáo tiąnr.
̷บۺˑʟ⥉?
Nכ xiיng hĒ shénme chá?
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Lesson 5 • Visiting Friends 143
you ask, but in general, Chinese tea may be classifi ed into the following
categories according to the different methods by which it is processed:
green tea, black tea, Wulong tea, compressed tea, and scented tea.
Chrysanthemum tea, ㈶⿉⥉ (júhuą chá), is a species of scented tea,
whereas Longjing tea, 烹ʾ⥉ (lóngjכng chá), belongs to the green tea
family. Although tea is the most popular beverage in China, the number of
coffee drinkers has been on the rise in recent years, as evidenced by the
varieties of coffee on supermarket shelves and the surge of coffee shops,
such as Starbucks, ᆣఫ҇ (XĨngbąkè), in many Chinese cities.
This is a beverage menu of a restaurant. What kind of tea can you order?
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144 Integrated Chinese • Level 1 Part 1 • Textbook
English Text
Dialogue
Gao Wenzhong: Who is it?
Wang Peng: It’s me, Wang Peng. Li You is here, too.
Gao Wenzhong: Please come in. Please come in. Let me introduce you to one
another. This is my sister, Gao Xiaoyin.
Wang Peng and Li You: How do you do, Xiaoyin! Pleased to meet you.
Gao Xiaoyin: Pleased to meet you, too.
Li You: Your home is very big, and very beautiful, too.
Gao Wenzhong: Is that so? Have a seat, please.
Wang Peng: Xiaoyin, where do you work?
Gao Xiaoyin: I work at a school. What would you like to drink? Would you like
to drink tea or coffee?
Wang Peng: I’ll have tea.
Li You: I’d like to have a bottle of cola, is that OK?.
Gao Xiaoyin: I’m sorry. We don’t have cola.
Li You: Then please give me a glass of water.
Narrative
Last night Wang Peng and Li You went to Gao Wenzhong’s house for a visit. At Gao
Wenzhong’s house they met Gao Wenzhong’s older sister. Her name is Gao Xiaoyin.
She works at a school library. She offered tea to Wang Peng. Wang Peng had two cups.
Li You doesn’t drink tea. She only had a glass of water. They chatted and watched TV
together. Wang Peng and Li You did not get home until twelve o’clock.
PROGRESS CHECKLIST
Before proceeding to Lesson 6, be sure that you can complete the following
tasks in Chinese:
I am able to—
Introduce one person to another;
Greet guests when they visit my house;
Offer guests beverages to drink;
As a guest, ask the host/hostess for a beverage;
Ask about a friend’s availability and set up a dinner appointment.
Please review the lesson if any of these tasks seem diffi cult.
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A Review of Functional Expressions from Lessons 1–5
After gauging your progress and before moving on to the next
phase, let’s take a break and see how some of the functional
expressions that you have encountered in the previous lessons
really work!
I.ᾰʴ(suàn le, forget it; never mind) (Lesson 4)
You can say this to someone when you sense that you’ve put him or her in an awkward position or
when someone has made a mistake but you don’t wish to pursue the matter. You can also say this
when you are dissatisfi ed with what someone is doing and want him or her to stop.
X A: 㝮⪉㍱⁌┛㎳䕣珧ㅮᾨ㦗珺
Míngtiąn wםmen qù dי qiú, zĚnmeyàng?
(We’ll go play ball tomorrow, all right?)
B: 㝮⪉㍱ヨㄹΟ
Míngtiąn wם hĚn máng.
(I’m busy tomorrow.)
A: 戃䳷ῦΟ
Nà suàn le.
(All right then, never mind.)
Y A: ⃀⿔⩺⪇珺
Nכ jĨnnián duņ dà?
(How old are you this year?)
B: ⃀ᾚ†ᾨ李㍱⩺⪇珺
Nכ wèishénme wèn wם duņ dà?
(Why are you asking me how old I am?)
A: 䳷ῦ珧㍱Ὥ李ῦΟ
Suàn le, wם bú wèn le.
(Never mind. I won’t ask any more.)
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146 Integrated Chinese • Level 1 Part 1 • Textbook
Z 䳷ῦ珧䳷ῦ珧⃀⠾ⴖ▇珧㍱㣅↺Ο
Suàn le, suàn le, nכ huí jią ba, wם lái zuò.
(Forget about it. You can go home. I’ll take over.)
II.嵡ؠ) shéi ya, who is it?)(Lesson 5)
When you hear a knock on the door, this is what you usually say.
X A: (Knocking on the door.)
B: 嵡■珺
Shéi ya?
(Who is it?)
A: 㞏㍱珧㢮┫Ο
Shì wם ,Lכ Yםu.
(It’s me, Li You.)
B: 嵗愻Ο
Qכng jìn.
(Please come in.)
Y A: (Knocking on the door.)
B: 嵡■珺
Shéi ya?
(Who is it?)
A:㍱珧ⵯ䓫Ο
Wם ,Xiיo Wáng.
(It’s me, Little Wang.)
B:愻㣅Ο
Jìn lai.
(Come in.)
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That’s How the Chinese Say It! 147
III. ᆯ╷ (shì ma, really; is that so?) (Lesson 5)
You say this when you hear something unexpected.
X A: ⃀䟤䇃㛧兡㬇Ὥ㞏僮⡝‚Ο
Nכ de YĨngwén lיoshĨ bú shì MĚiguó rén.
(Your English teacher is not American.)
B: 㞏╷珺‶㞏♊⡝‚珺
Shì ma? Tą shì nי guó rén?
(Is that so? What country is he from?)
A: ‶㞏䇃⡝‚Ο
Tą shì YĨngguó rén.
(He is British.)
Y A: Ⳇ㦁䟤⡞ῆ櫦ヨ䁢Ο
Xuéxiào de túshŞguיn hĚn piàoliang.
(The school library is very pretty.)
B: 㞏╷珺㍱㝮⪉┛䡫䡫Ο
Shì ma? Wם míngtiąn qù kàn kan.
(Really? I’ll go take a look tomorrow.)
Any other useful expressions you would like to learn?
Please ask your teacher and make a note here:
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Simp-1-1-IC3-145THCSI5.indd 148 3/29/2010 1:56:06 PM
Making
Appointments
LESSON 6
ὮҞ嵞 倆㝖杔
Dì liù kè YuĒ shíjiąn
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Answer a phone call and initiate a phone conversation;
• Set up an appointment with a teacher on the phone;
• Ask for a favor;
• Ask someone to return your call.
RELATE AND GET READY
In your own culture/community—
1. What does one say fi rst when answering a phone call?
2. Do people state their names when answering the phone?
3. How do students address their teachers?
4. What do you say to ask a favor?
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150 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue I: Calling One’s Teacher
ņቦה倹M≘㬇༌䚕崽Ň
ŝۥ
ۥŊ嵗李Ŋ≘㬇߱╷ŝ
ໟଔᆯȯ෨Xᆯڊ̤ŝ
≘㬇Ŋ෨॑ȯໟᆯቦהȯ
ቦהŊሷʶѽ╷ŝ
≘㬇Ŋ˚टʁ֘෨ሷ
㝖杔Y╷ŝໟบ李Z෨Ӓ
ᾊ李槸ȯ
LANGUAGE NOTES
XThe personal pronoun ෨(nín) is
often used to address an older person
or someone of a higher social rank. It is
common for strangers to address each
other with ෨ and then switch to ̷
(nכ (as they become more familiar with
each other.
Y “To have free time” is ሷ㝖杔 (yםu
shíjiąn) or ሷἇѽ (yםu kòngr),
never ሷ㝖α (yםu shíhou).
Z Both 李 (wèn) and 嵗 (qכng) could
be “ to ask” in English. The verb 李
(wèn) means “to inquire,” e.g., ໟ李
ॎɺᾊ李槸 (Wם wèn tą yí ge
wèntí, I ask her a question). To mean “to
invite” or “to request”, say 嵗 (qכng),
e.g., ໟ嵗ॎ⎮ (Wם qכng tą
tiào wן ,I invite her to dance).
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Lesson 6 • Making Appointments 151
ⵙʃ㑌Ŋ˚टʁ֘ໟ⣬N
だ⁺ȯ
ᆙटخŝ
ᆙटʀ֘ໟሷᾄ叢[嵞Ŋʁ֘
ɿ䈙⣬倹ʷ౺倇≙崵ȯ
෨ˑʟ㝖α\\ሷἇѽŝ
ᆙट߈䈙˫[༇ሷἇѽȯ
⣬ᆯ^෨ᅞ͵Ŋ߈䈙֚ໟӷ෨
᱿⏾ҝાŊ⠗╷ŝ
߈䈙֚Ŋ▝李槸_ȯໟ߱⏾ҝ
ાᾀ̷ȯ
嶂嶂෨ȯ
⎋O઼ᖃȯ
(Lכ Yםu gĚi MCháng lיoshĨ dי diànhuà)
Wéi?
Wéi, qכng wèn, Cháng lיoshĨ zài ma?
Wם jiù shì. NínX shì nי wèi?
LיoshĨ, nín hיo. Wם shì Lכ Yםu.
Lכ Yםu, yםu shìr ma?
LיoshĨ, jĨntiąn xiàwן nín yםu shíjiąnY ma? Wם xiיng wènZ nín jכ
ge wèntí.
Duìbuqכ ,jĨntiąn xiàwן wם yàoN kąi huì.
Míngtiąn ne?
[ The measure word for academic
courses is 杈(mén). Compare:
ɿ杈嵞 (sąn mén kè, three
courses), ɿ叢嵞 (sąn jié kè, three
class periods) and ɿ嵞
(sąn kè, three lessons).
\\Ӓ䈙 (jכ diיn) is to ask for a specifi c
time, as in “what time is it?” The general
question word for “when” is ˑʟ
㝖α (shénme shíhou), not ˑ
ʟ㝖杔 (shénme shíjiąn).
] In English, we say “after four o’clock.”
The word “after” appears before the
time expression “four o’clock.” The
Chinese equivalent is ߈䈙˫
(sìdiיn yכhòu). Note the difference in
word order. Likewise, we say “before
Monday,” but ᆣቅɺ˫Ԋ
(xĨngqĨyĨ yכqián) in Chinese.
^⣬ᆯ (yàoshi, if ) is a conjunction to
introduce a contingent or hypothetical
action or situation. It’s not the “whether
if” in English.
_▝李槸 (méi wèntí) here means
“no problem.” It is used to assure
someone that a promise will be fulfi lled
or a favor will be done. But when
people thank you and say
嶂嶂 (xièxie), you cannot respond
with ▝李槸 (méi wèntí).
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152 Integrated Chinese • Level 1 Part 1 • Textbook
Míngtiąn shàngwן wם yםu liיng jié[ kè, xiàwן sąn diיn yào gĚi èr niánjí kיo shì.
Nín shénme shíhòu\\ yםu kòngr?
Míngtiąn sì diיn yכhòu]cái yםu kòngr.
Yàoshi^ nín fąngbiàn, sì diיn bàn wם dào nín de bàngņngshì qù, xíng ma?
Sì diיn bàn, méi wèntí_. Wם zài bàngņngshì dĚng nכ.
Xièxie nín.
BiéO kèqi.
VOCABULARY
1. 倹 gĚi prep to; for [See Grammar 1.]
2. ༌䚕崽 dי diànhuà vo to make a phone call
䚕崽 diànhuà n telephone
3. ۥ wéi/wèi interj (on telephone) Hello!; Hey!
4. ߱ zài v to be present; to be at (a place)
5. ଔ jiù adv precisely; exactly
6. ෨ nín pr you (honorifi c for ̷)
7. ڊ nי/nĚi qpr which
8. ̤ wèi m (polite measure word for people)
9. ʁ֘ xiàwן t afternoon
10. 㝖杔 shíjiąn n time
11. 李槸 wèntí n question; problem
12. ⣬ yào mv will, be going to; to want to, to have a
desire to [See Grammar 2.]
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Lesson 6 • Making Appointments 153
VOCABULARY
13. だ⁺ kąi huì vo to have a meeting
だ kąi v to open; to hold (a meeting, party, etc.)
⁺ huì n meeting
14. ʀ֘ shàngwן t morning
15. 叢 jié m (measure word for class periods)
16. 嵞 kè n class; course; lesson
17. ౺倇 niánjí n grade in school
18. ≙崵 kיo shì vo/n to give or take a test; test
≙ kיo v to give or take a test
崵 shì n/v test; to try; to experiment
19. ˫ yכhòu t after; from now on, later on
20. ἇ(ѽ) kòng(r) n free time
21. ⣬ᆯ yàoshi conj if
22. ᅞ͵ fąngbiàn adj convenient
23. ӷ dào v to go to; to arrive
24. ⏾ҝા bàngņngshì n offi ce
25. ⠗ xíng v all right; O.K.
26. ᾀ dĚng v to wait; to wait for
27. ⎋ bié adv don’t [See Grammar 3.]
28. ઼ᖃ kèqi adj polite
Proper Noun
29. ≘㬇 Cháng lיoshĨ Teacher Chang
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154 Integrated Chinese • Level 1 Part 1 • Textbook
Grammar
1. The Preposition倹(gĚi)
倹(gĚi) can be a verb or a preposition. In Chinese, prepositions are generally combined with nouns
or pronouns to form prepositional phrases, which appear before verbs as adverbials.
X˟倹ໟ༌ʴɺᾊ䚕崽ȯ
Tą gĚi wם dי le yí ge diànhuà.
(He gave me a call.)
Y˟ᆯ嵡ŝ嵗̷倹ໟ⁌˛倭ɺʁȯ
Tą shì shéi? Qכng nכ gĚi wםmen jièshào yí xià.
(Who is he? Please introduce us.)
Z̷ሷ̷ঋঋ᱿ᤫᦸ╷ŝ倹ໟ᳖ɺʁŊ⠗╷ŝ
Nכ yםu nכ jiĚjie de zhàopiàn ma? GĚi wם kàn yí xià, xíng ma?
(Do you have a picture of your older sister? Can you let me have a look?)
2. The Modal Verb⣬ (yào, will; be going to) (I)
The modal verb ⣬(yào) has several meanings. In this lesson, ⣬(yào) indicates a future action,
particularly a scheduled event or an activity that one is committed to. The negative form is
expressed by adding ʃ(bù) and deleting ⣬(yào).
Xʁ֘ໟ⁌⣬≙崵ȯ
Xiàwן wםmen yào kיo shì.
(In the afternoon we are going to have a test.)
Y˚टᇄʀॸॸ⣬᳖䚕ഛȯ
JĨntiąn wיnshang mèimei yào qù kàn diànyכng.
(This evening my younger sister is going to see a movie.)
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Lesson 6 • Making Appointments 155
ZA: ᆙटໟ⣬ଅᱺ᪨ѽȯ̷خŝ
Míngtiąn wם yào qù Xiיo Bái jią wánr, nכ ne?
(Tomorrow I’m going to visit Little Bai. How about you?)
B: ᆙटໟʃଅᱺ᪨ѽŊໟ⣬だ⁺ȯ
Míngtiąn wם bú qù Xiיo Bái jią wánr, wם yào kąi huì.
(Tomorrow I’m not going to visit Little Bai. I am going to a meeting.)
3. The Adverb ⎋(bié, don’t)
⎋ (bié, don’t) is used to advise someone to refrain or stop someone from doing something.
Depending on the context, it can be used to form a polite formula, a gentle reminder, or a serious
admonition:
X⎋઼ᖃȯ
Bié kèqi.
(No need to be so polite.)
Y̷⎋嵔ȯ
Nכ bié shuņ.
(Don’t tell/say anything.)
Z⎋愻㣅Ŀ
Bié jìn lai!
(Don’t come in!)
[ᾊ䚕ഛ▝ሷาඎŊ̷⎋᳖ȯ
Nà ge diànyכng méi yםu yìsi, nכ bié kàn.
(That movie is boring. Don’t go see it.)
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156 Integrated Chinese • Level 1 Part 1 • Textbook
Language Practice
A. 倹(gĚi) as a preposition
Little Gao is very nice to his friends. If you and your classmates are his friends, you
will often fi nd him doing the following:
EXAMPLE: ˛倭ሹה jièshào péngyou
ƺ ଅ㋧倹 ƺ Xiיo Gąo chángcháng gĚi
ໟ⁌˛倭ሹהȯ wםmen jièshào péngyou.
a. 1. ༌䚕崽 a. 1. dי diànhuà
2. ˛倭ᅘ䚕ഛ 2. jièshào xĨn diànyכng
b. 1. ᳖˟⫨⫨᱿ᤫᦸ b. 1. kàn tą bàba mąma de zhàopiàn
2. ؑʑ⡝ㅠᾰ 2. tĨng Zhņngguó yĨnyuè
3. ۺ䇃⡝⥉ 3. hĒ YĨngguó chá
B. ⣬(yào) indicating a future commitment
Li You has the coming few days all planned out. What will Li You be doing? Take
turns with a partner forming questions and answers based on the information
provided below.
EXAMPLE: ᆙट◆ ⎮míngtiąn ◆ qù tiào wן
A: ቦהᆙटϝˑʟŝ A: Lכ Yםu míngtiąn zuò shénme?
B: ቦהᆙट⣬⎮ȯ B: Lכ Yםu míngtiąn yào qù tiào wן.
1. ˚टᇄʀ◆ 1. jĨntiąn wיnshang ◆
嵗ሹۺהٖ۔ qכng péngyou hĒ kąfĒi
2. ᆙटʀ֘◆ 2. míngtiąn shàngwן◆
Ⳇ倣῀ʑᄽ qù tóngxué jią liànxí Zhņngwén
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3. ᆙटʁ֘◆ 3. míngtiąn xiàwן◆
≘㬇᱿⏾ҝા李李槸 qù lיoshĨ de bàngņngshì wèn wèntí
4. 愹ᾊᆣቅʽ◆ 4. zhè ge xĨngqĨwן◆
Ⳇዮ᳖䚕ഛ qù xuéxiào kàn diànyכng
5. 愹ᾊش ◆5. zhè ge zhņumò ◆
倹ଅ㋧˛倭ɺᾊሹה gĚi Xiיo Gąo jièshào yí ge péngyou
C. ⣬ᆯ (yàoshi, if)
Use the following chart to practice how to be fl exible and accommodating.
EXAMPLE: suggestion based on personal preference:
⣬ᆯ̷ʃ۹㲂ڳᓼŊ Yàoshi nכ bù xכhuan chàng gĒ,
ໟ⁌⎮Ŋʟ㦗ŝ wםmen tiào wן ,zĚnmeyàng?
Give suggestions based on: 1) desire, 2) personal interest, 3) personal preference,
and 4) availability.
Yes/No
EXAMPLE:
preference
1. desire 2. interest 3. preference 4. availability
(ʃ)۹㲂 (ʃ)บ 嬩വƥ
(▝
ሷาඎ
(ʃ)۹㲂 (▝
₼
ἇѽ
(bù) xכhuan (bù) xiיng juéde (méi) yםu yìsi (bù) xכhuan (méi) yםu kòngr
Today
Tomorrow
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D. Pair Activity
Ask each other:
⣬ᆯ̷ሷ㝖杔Ŋ Yàoshi nכ yםu shíjiąn,
̷บڊѽ᪨ѽŝ nכ xiיng qù nיr wánr?
⣬ᆯሹה嵗̷ײ櫍Ŋ Yàoshi péngyou qכng nכ chĨ fàn,
̷บײˑʟ⤬ŝ nכ xiיng chĨ shénme cài?
⣬ᆯⳆ嵗̷᳖䚕ഛŊ Yàoshi tóngxué qכng nכ kàn diànyכng,
̷บ᳖ˑʟ䚕ഛŝ nכ xiיng kàn shénme diànyכng?
E. Pair Activity: “Hello, is Jason there?”
Call your partner. Find out fi rst if your partner is there.
A: You B: Your partner C: Your partner’s brother
A: ۥŊ嵗李Ŋ A: Wéi, qכng wèn,
߱╷ŝ zài ma?
B: ໟଔᆯȯ/ B: Wם jiù shì. /
C: ʃ߱ȯ C: bú zài.
Ask the caller to identify him/herself.
B/C: ෨ᆯڊ̤ŝ B/C: Nín shì nי wèi?
A: ໟᆯ ȯ A: Wם shì .
Find out the reason for the call:
B/C: Ŋ B/C: ,
̷॑Ŀሷʶѽ╷ŝ Nכ hיo! Yםu shìr ma?
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If it’s convenient, you’d like to go to your friend’s place this evening to watch TV.
A: …
It happens that your partner and his brother are scheduled to play a ball game
and are not available this evening. But they are free tomorrow night if it’s okay
with you.
B/C: …
The new proposed night works for you. Accept it and set a time before saying
goodbye and hanging up the phone.
A: …
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160 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue II: Calling a Friend for Help
ۥŊ嵗李Ŋ᪗ሹ߱╷ŝ
ໟଔᆯȯ̷ᆯቦה،Xŝ
᪗ሹŊໟʁᾊᆣቅP⣬≙
ʑᄽŊ̷⾎ໟӄ⩧ɺʁŊ
⭢ໟ倣῀嵔ʑᄽŊ॑╷ŝ
॑ۆŊ̟ᆯ̷വQ嵗ໟۺ
ȯ۔ٖ
ۺٖ۔Ŋ▝李槸ȯໟˑʟ
㝖α⭢̷嬡ㄇŝ̷˚टᇄʀ
ሷἇѽ╷ŝ
˚टᇄʀᱺ䇃䎑嵗ໟײ櫍ȯ
LANGUAGE NOTE
XCompare the two particles
،(ba) and ╷ (ma):
̷ᆯቦה،ŝ
(Nכ shì Lכ Yםu ba?)
You are Li You, aren’t you?
(I think you’re Li You. Am I right?)
̷ᆯቦה╷ŝ
(Nכ shì Lכ Yםu ma?)
Are you Li You?
(I am not quite sure.)
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ᆯ╷? ᱺ䇃䎑嵗̷ײ櫍?
ⵙȯໟߊ㣅R˫倹̷༌䚕崽ȯ
॑Ŋໟᾀ̷᱿䚕崽ȯ
Wéi, qכng wèn, Wáng Péng zài ma?
Wם jiù shì. Nכ shì Lכ Yםu baX?
Wáng Péng, wם xià ge xĨngqĨ
Pyào kיo Zhņngwén, nכ bąng wם zhןnbèi yí xià, gĒn wם liànxí shuņ
Zhņngwén, hיo ma?
Hיo a, dànshì nכ dĚi
Q qכng wם hĒ kąfĒi.
HĒ kąfĒi, méi wèntí. Nà wם shénme shíhou gĒn nכ jiàn miàn? Nכ jĨntiąn wיnshang yםu kòngr ma?
JĨntiąn wיnshang Bái YĨng’ài qכng wם chĨ fàn.
Shì ma? Bái YĨng’ài qכng nכ chĨ fàn?
Duì. Wם huí laiR yכhòu gĚi nכ dי diànhuà.
Hיo, wם dĚng nכ de diànhuà.
ᱺ䇃䎑ُ᪗ሹײʑ⡝⤬愸ᆯ⇾⡝⤬ŝ
Bái YĨng’ài hé Wáng Péng chĨ Zhņngguó cài háishi MĚiguó cài?
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162 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
1. ʁᾊ xià ge next one
ʁ xià below; next
2. ʑᄽ Zhņngwén n Chinese language
ᄽ wén n language; script; written language
3. ⾎ bąng v to help
4. ӄ⩧ zhןnbèi v to prepare
5. 倣῀ liànxí v to practice
6. 嵔 shuņ v to say; to speak
7. ۆ a p (a sentence-fi nal particle of exclamation,
interrogation, etc.)
8. ̟ᆯ dànshì conj but
9. വ dĚi av must; to have to
10. ⭢ gĒn prep with
11. 嬡ㄇ jiàn miàn vo to meet up; to meet with
ㄇ n face
12. ߊ㣅 huí lai vc to come back
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Grammar
4. Time Expressions
ʁᾊᆣቅ (xià ge xĨngqĨ, next week) literally means “the week below.” By the same token,
ʀᾊᆣቅ (shàng ge xĨngqĨ, last week) literally means “the week above.” The measure word
ᾊ can be omitted: ʁᾊᆣቅ=ʁᆣቅ; ʀᾊᆣቅ=ʀᆣቅ. “Last/next
month” is ʀᾊሶ/ʁᾊሶ(shàng ge yuè/xià ge yuè). However, we don’t say
*ʀሶ/ʁሶ.
To help you remember, envision a calendar. Next week/month is below (ʁ, xià) this week/
month; last week/month is above (ʀ, shàng) this week/month.
Time Expressions Involving Month and Week
ʀʀᾊሶ shàng shàng ge yuè
the month before last ʀʀ(ᾊ)ᆣቅ shàng shàng (ge) xĨngqĨ
the week before last
ʀᾊሶ shàng ge yuè
last month ʀ(ᾊ)ᆣቅ shàng (ge) xĨngqĨ
last week
愹ᾊሶ zhè ge yuè
this month 愹(ᾊ)ᆣቅ zhè (ge) xĨngqĨ
this week
ʁᾊሶ xià ge yuè
next month ʁ(ᾊ)ᆣቅ xià (ge) xĨngqĨ
next week
ʁʁᾊሶ xià xià ge yuè
the month after next ʁʁ(ᾊ)ᆣቅ xià xià (ge) xĨngqĨ
the week after next
The above expressions with ሶ (yuè, month) and ᆣቅ (xĨngqĨ, week) form two parallel series.
“One week” is ɺᾊᆣቅ (yí ge xĨngqĨ), therefore “one week later” is ɺᾊᆣቅ˫
(yí ge xĨngqĨ yכhòu). “One month” is ɺᾊሶ(yí ge yuè), not ɺሶ(yĨyuè, January). “One
month later” is ɺᾊሶ˫) yí ge yuè yכhòu).
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164 Integrated Chinese • Level 1 Part 1 • Textbook
Additional Time Expressions Involving Year and Day
ञԊट dàqiántiąn
three days ago ञԊ౺ dàqiánnián
three years ago
Ԋट qiántiąn
the day before yesterday Ԋ౺ qiánnián
the year before last
ᆫट zuótiąn
yesterday ౺qùnián
last year
˚ट jĨntiąn
today ˚౺ jĨnnián
this year
ᆙट míngtiąn
tomorrow ᆙ౺ míngnián
next year
ट hòutiąn
the day after tomorrow ౺hòunián
the year after next
ञट dàhòutiąn
three days from today ञ ౺dàhòunián
three years from now
The above expressions with ट (tiąn, day) and ౺ (nián, year) form two parallel series except for
ᆫट (zuótiąn, yesterday) and ) ౺qùnián, last year).
5. The Modal Verb വ (dĚi, must)
The modal verb വ(dĚi) means “need to” or “must”.
Xໟ䔐߱വだ⁺Ŋ▝ἇѽ⭢̷⊅टѽȯ
Wם xiànzài dĚi qù kąi huì, méi kòngr gĒn nכ liáo tiąnr.
(I need to go to a meeting right now, and have no time to chat with you.)
YໟሷʶѽŊവⳆዮȯ
Wם yםu shìr, dĚi qù xuéxiào.
(I’ve some business [to attend to]. I must go to school.)
The negative form of വ (dĚi, must) is ʃᮢ (búyòng, need not) or ʃൕ (búbì, need not),
not *ʃവ (bù dĚi). Therefore, the correct way to say “You don’t have to go to the library” in
Chinese is A, not B:
A. ̷ʃᮢ⡞ῆ櫦ȯ
or ̷ʃൕ⡞ῆ櫦ȯ
Nכ búyòng qù túshŞguיn. Nכ búbì qù túshŞguיn.
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B. *̷ʃവ⡞ῆ櫦ȯ
*Nכ bù dĚi qù túshŞguיn.
6. Directional Complements (I)
㣅/) lái/qù, to come/go) can serve as a directional complement after such verbs as 愻 (jìn,
to enter) and ߊ) huí, to return). 㣅 (lái, to come) signifi es movement toward the speaker, while
) qù, to go) signifi es movement away from the speaker.
X[A is at home, speaking on the phone to B, who is away from home.]
A: ̷ˑʟ㝖αߊ㣅ŝ
Nכ shénme shíhou huí lai?
(When are you coming back?)
B: ໟҞ䈙ߊȯ
Wם liù diיn huí qu.
(I’m going back at six.)
Y[A is outside, and B is inside. A knocks on the door, and B tells A to come in.]
B: 愻㣅ȯ
Jìn lai.
(Come in.)
[Both A and B are outside. A tells B to go inside.]
A: 愻ȯ
Jìn qu.
(Go in.)
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166 Integrated Chinese • Level 1 Part 1 • Textbook
Language Practice
F. A ⭢ B + V(O) (A gĒn B + V(O), A does something with B)
Look at the portraits of the characters and the words given, and practice saying
who does what with whom.
EXAMPLE: ◆ ◆ 嵔ʑᄽ shuņ Zhņngwén
ƺ ≘㬇⭢ቦה嵔ʑᄽȯ Cháng lיoshĨ gĒn Lכ Yםu shuņ Zhņngwén.
1. ◆ ◆ ⊅टѽ liáo tiąnr
2. ◆ ◆ ⎮ tiào wן
3. ◆ ◆ 嵔䇃ᄽ shuņ YĨngwén
4. ◆ ◆ 嬡ㄇײᇄ櫍 jiàn miàn chĨ wיnfàn
G. ⎋ (bié, don’t) and വ (dĚi, must)
Use the following key words to practice how to persuade or urge someone not
to do something because he or she has to do something else.
EXAMPLE: ⊅टѽ ᳖ῆ liáo tiąnr kàn shŞ
ƺ ̷⎋⊅टѽŊ ƺ Nכ bié liáo tiąnr,
̷വ᳖ῆȯ nכ dĚi kàn shŞ.
1. ۺ ⥉ᴍ嬩 1. hĒ chá shuì jiào
2. ᳖䚕嬦 2. kàn diànshì
倹≘㬇༌䚕崽 Ěi lיoshĨ dי diànhuà
3. ᴍ嬩 ≙崵 3. shuì jiào qù kיo shì
4. ༌ 倣῀嵔ʑᄽ 4. dי qiú liànxí shuņ Zhņngwén
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5. ሹה᪨ѽ 5. qù péngyou jią wánr
Ⳇዮడ̳ qù xuéxiào gņngzuò
H. A ⭢ B 嬡ㄇ (A gĒn B jiàn miàn, A meets with B)
Among the characters in the text, indicate whom you would or would not like to
meet with.
EXAMPLE: ƺ ໟņʃŇบ⭢ Wם) bù) xiיng gĒn
᪗ሹ嬡ㄇȯ Wáng Péng jiàn miàn.
1. 2. 3. 4. 5.
I. With a partner
Take out your day planner, and take turns asking each other questions:
̷愹ᾊᆣቅट Nכ zhè ge xĨngqĨtiąn
ʀ֘ņ⣬Ňϝˑʟŝ shàngwן) yào) zuò shénme?
̷ʁᾊᆣቅɿ Nכ xià ge xĨngqĨsąn
ʁ֘ņ⣬Ňϝˑʟŝ xiàwן) yào) zuò shénme?
̷ʁᾊᆣቅʽ Nכ xià ge xĨngqĨwן
ᇄʀņ⣬Ňϝˑʟŝ wיnshang (yào) zuò shénme?
J. What does your friend have to do if he or she wants you to help
him/her?
study Chinese practice playing ball
practice singing practice dancing
“If I help you…, you have to …”
⣬ᆯໟ⾎̷ Ŋ Yàoshi wם bąng nכ ,
̷വ ȯ nכ dĚi .
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168 Integrated Chinese • Level 1 Part 1 • Textbook
K. Role Play: My girlfriend/boyfriend is not home.
A: the caller B: the mother of the caller’s boyfriend/girlfriend
A is calling his/her girlfriend/boyfriend to go out on a date. But A is surprised that B answers the
phone…
A: ෨॑Ŀ嵗李 A: Nín hיo! Qכng wèn
߱╷ŝ zài ma?
B: ʃ߱ȯ̷ᆯڊ̤ŝ B: Bú zài. Nכ shì nי wèi?
A: ໟᆯ ȯ A: Wם shì .
B: ̷༪ B: Nכ zhיo
ሷʶѽ╷ŝ yםu shìr ma?
A then tells B the reason for the call…
A: ໟᆙटᇄʀบ嵗 A: Wם míngtiąn wיngshang xiיng qכng
˟/ॎ ȯ tą .
B seems to know her daughter/son’s schedule very well…
B: ˟/ॎᆙटᇄʀ⣬ B: Tą míngtiąn wיngshang yào
Ŋ▝ἇѽȯ , méi kòngr.
A is disappointed, but does not give up, and proposes a different time…
A: ˟/ॎ A: Nà tą
ሷ㝖杔╷ŝ yםu shíjiąn ma?
B gives the same answer with a different activity that the daughter/son is
committed to…
B: ˟/ॎ B: Tą
⣬ Ŋ yào ,
▝㝖杔ȯ méi shíjiąn.
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HOW ABOUT YOU?
What languages do you speak?
1. ᘍᄽ Fיwén pn the French language
2. ᅺᄽ Rìwén pn the Japanese language
3. ോᄽ Déwén pn the German language
4. 楉ᄽ Hánwén pn the Korean language
5. ͺᄽ Éwén pn the Russian language
6. ⣫ᧃᄽ XĨbąnyáwén pn the Spanish language
7. าञӴᄽ Yìdàlìwén pn the Italian language
8. ┶⓹ᧃᄽ Pútáoyáwén pn the Portuguese language
9. శ⌖ᄽ XĨlàwén pn the Greek language
10. ཚɻᄽ LądĨngwén pn the Latin language
If a language you speak is not listed above, please ask your teacher and make a note
here: .
A thinks that he or she had better ask B to tell the daughter/son to call him/her
back…
A: 嵗˟/ॎߊ㣅˫ A: Nà qכng tą huí lai yכhòu
Ŋ ,
ໟᾀ˟/ॎ᱿䚕崽ȯ wם dĚng tą de diànhuà.
Though a bit reluctant, B promises she will do that, then hangs up the phone.
B: ॑ŊҪ嬡ȯ B: Hיo, zàijiàn.
A tries to thank B and says goodbye before the click.
A: 嶂嶂෨ĿҪ嬡ȯ A: Xièxie nín! Zàijiàn.
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170 Integrated Chinese • Level 1 Part 1 • Textbook
Culture Highlights
XAbout Chinese phone etiquette: The receiver of the call usually does not identify herself
immediately on picking up the phone, as some people like to do in some other cultures.
Instead, she would only say ۥ)wéi/wèi) and let the caller initiate the conversation.
YTo make a long distance call in China, dial 0 fi rst, then the area code followed by the
phone number. Here are the area codes for two of the most important cities in China:
Beijing: 10
Shanghai: 21
To call a cell phone number, however, you don’t need to dial 0 fi rst. It seems that
almost every adult in China has a cell phone, ༆ቘ (shםujĨ), and they are not afraid
to use it! China is now the largest cell phone market in the world. The cost of telephone communication in China can be signifi cantly reduced by using calling cards, 䚕
崽֦ (diànhuà kי .(There are various types of calling cards, which are available in
neighborhood convenience stores.
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Lesson 6 • Making Appointments 171
ZBoth ʑᄽ(Zhņngwén) and 㶩嵍(Hànyן (mean “the Chinese language.”
㶩 is the name of the predominant ethnic group in China, and 㶩嵍
literally means “the language of the Han people.” Therefore, Chinese citizens
of non-Han ethnic backgrounds will most likely refer to the Chinese language
as 㶩嵍 rather than ʑᄽ. There is also a difference in nuance between
嵍 (yן ,speech) and ᄽ (wén, writing), but for most purposes 㶩嵍
(Hànyן (and ʑᄽ (Zhņngwén) are generally considered synonymous.
This is a billboard for one of the major telecommunication companies in China.
Can you fi gure out what services the company provides?
As seen here, there are so many choices when purchasing calling cards.
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172 Integrated Chinese • Level 1 Part 1 • Textbook
English Text
Dialogue I
(Li You is on the phone with Teacher Chang.)
Teacher Chang: Hello?
Li You: Hello, is Teacher Chang there?
Teacher Chang: This is she. Who is this, please?
Li You: Teacher, how are you? This is Li You.
Teacher Chang: Hi, Li You. What’s going on?
Li You: Teacher, are you free this afternoon? I’d like to ask you a few questions.
Teacher Chang: I’m sorry. This afternoon I have to go to a meeting.
Li You: What about tomorrow?
Teacher Chang: Tomorrow morning I have two classes. Tomorrow afternoon at three o’clock I
have to give an exam to the second-year class.
Li You: When will you be free?
Teacher Chang: I won’t be free until after four o’clock tomorrow.
Li You: If it’s convenient for you, I’ll go to your offi ce at four-thirty. Is that all right?
Teacher Chang: Four-thirty? No problem. I’ll wait for you in my offi ce.
Li You: Thank you.
Teacher Chang: You’re welcome.
Dialogue II
Li You: Hello, is Wang Peng there?
Wang Peng: This is he. Is this Li You?
Li You: Hi, Wang Peng. Next week I have a Chinese exam. Could you help me prepare and
practice speaking Chinese with me?
Wang Peng: Sure, but you must take me out for coffee.
Li You: Take you out for coffee? No problem. So, when can I see you? Are you free this
evening?
Wang Peng: This evening Bai Ying’ai is taking me out to dinner.
Li You: Is that so? Bai Ying’ai is taking you out to dinner?
Wang Peng: That’s right. I will call you when I get back.
Li You: O.K. I’ll wait for your call.
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PROGRESS CHECKLIST
Before proceeding to Lesson 7, be sure you can complete the following
tasks in Chinese:
I am able to
Ask about the reason for a phone call;
Ask for a favor politely;
Set up an appointment on the phone;
Negotiate to fi nd a common time that everyone can meet ;
Request that my call be returned.
Please review the lesson if any of these tasks seem diffi cult.
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LESSON 7 Studying
Chinese
Ὦɼ嵞 Ⳇʑᄽ
Dì qĨ kè Xué Zhņngwén
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Comment on one’s performance in an exam;
• Comment on one’s character writing;
• Talk about one’s experience in learning Chinese vocabulary and
grammar;
• Talk about one’s study habits;
• Remark on typical scenes from one’s language class.
RELATE AND GET READY
In your own culture/community,
1. How do people convey that they have done well in a course of study?
2. How do people convey that they have done poorly in a course of study?
3. What are considered good study habits for a foreign language student?
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176 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue I: How Did You Do on the Exam?
ņ᪗ሹ⭢ቦה嵔崽Ň
ቦהŊ̷ʀᾊᆣቅ≙崵≙
വMʟ㦗ŝ
ߌᾚ̷⾎ໟए῀Ŋ˫≙
വʃ晹ȯ̟ᆯໟ㾕ʑ⡝
㾕വठNʴĿ
ᆯ╷ŝ˫̷⭢ໟɺ㑌倣
῀㾕Ŋ॑ʃ॑Xŝ
ठ॑ʴĿໟ⁌䔐߱
ଔO㾕Ŋʟ㦗ŝ
॑Ŋ倹ໟɺኟ䱴PȮɺむ
倘ȯ㾕ˑʟ?
LANGUAGE NOTES
XLike ⠗╷(xíng ma) and ॑
╷(hיo ma), the expression ॑
ʃ॑ (hיo bu hיo, is it OK?) can
also be used to seek someone’s
approval of a proposal.
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Lesson 7 • Studying Chinese 177
̷ᄞໟʟ㾕ơⰏƢ،ȯ
॑،ȯ
̷㾕㾕വ䡿N॑Ŋ䡿൬ȯ
ڊ⸅Ŋڊ⸅Yȯ̷ᆙटሷʑᄽ嵞
╷ŝໟ⾎̷槤῀ȯ
ᆙटໟ⁌ⳆὮɼQ嵞ȯὮɼ嵞᱿
嵍ᘍബૌᆞŊໟⵣⰏŊרᆯᮝ
崭ठघŊ㶩ʬሷɺ䈙ѽR栞ȯ
▝䧁槸Ŋໟ⾎̷ȯ
(Wáng Péng gĒn Lכ Yםu shuņ huà.)
Lכ Yםu, nכ shàng ge xĨngqĨ kיo shì kיo deM zĚnmeyàng?
YĨnwèi nכ bąng wם fùxí, suםyכ kיo de búcuò. Dànshì wם xiĚ Zhņngguó
zì xiĚ de tàiN màn le!
Shì ma? Yכhòu wם gĒn nכ yìqכ liànxí xiĚ zì, hיo bu hיoX?
Nà tài hיo le! Wםmen xiànzài jiùO xiĚ, zĚnmeyàng?
Hיo, gĚi wם yì zhĨ bכ
P, yì zhąng zhכ .XiĚ shénme zì?
Nכ jiąo wם zĚnme xiĚ “dםng” zì ba.
Hיo ba.
Nכ xiĚ zì xiĚ de zhĒnN hיo, zhĒn kuài.
Nיli, nיli. Y Nכ míngtiąn yםu Zhņngwén kè ma? Wם bąng nכ yùxí.
Míngtiąn wםmen xué dì qĨ
Qkè. Dì qĨ kè de yןfי hĚn róngyì, wם dņu
dםng, kĚshì shĒngcí tài duņ, Hànzì yĚ yםuyìdiיnrRnán.
Méi wèntí, wם bąng nכ.
Yڊ)⸅nיli), which literally
means “where,” is a polite reply
to a compliment. In recent times,
however, ڊ)⸅nיli) has
become somewhat old-fashioned.
Many people will respond to a
compliment by saying ᆯ╷
(shì ma, is that so). Some young
people in urban areas will also
acknowledge a compliment by
saying 嶂嶂 (xièxie, thanks)
instead.
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178 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
1. 嵔崽 shuņ huà vo to talk
崽 huà n word; speech
2. ʀᾊ shàng ge the previous one
3. വ de p (a structural particle) [See Grammar 1.]
4. ए῀ fùxí v to review
5. 㾕 xiĚ v to write
6. zì n character
7. màn adj slow
8. ኟ zhĨ m (measure word for long, thin, infl exible
objects such as pens, rifl es, etc.)
9. 䱴 bכ n pen
10. む zhąng m (measure word for fl at objects, paper,
pictures, etc.)
11. 倘 zhכ n paper
12. ᄞ jiąo v to teach
13. ʟ zĚnme qpr how; how come
14. Ⰿ dםng v to understand
15. 䡿 zhĒn adv really [See Grammar 2.]
16. ڊ ⸅nיli pr where
17. 槤῀ yùxí v to preview
18. Ⳇ xué v to study; to learn
19. Ὦ dì prefi x (prefi x for ordinal numbers) [See Grammar 5.]
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Lesson 7 • Studying Chinese 179
Grammar
1. Descriptive Complements (I)
The particle വ(de) can be used after a verb or an adjective. This lesson mainly deals with വ
(de) as it appears after a verb. What follows വ (de) in the construction introduced in this lesson
is called a descriptive complement, which can be an adjective, an adverb, or a verb phrase. In this
lesson, the words that function as descriptive complements are all adjectives. These complements
serve as comments on the actions expressed by the verbs that precede വ(de).
X˟㾕㾕വബ॑ȯ
Tą xiĚ zì xiĚ de hĚn hיo.
(He writes characters well.)
[ബ॑ (hĚn hיo, very well) is a comment on the action 㾕 (xiĚ, to write).]
Y ˟ᆫटᴍ嬩ᴍവബᇄȯ
Tą zuótiąn shuì jiào shuì de hĚn wיn.
(He went to bed late last night.)
[ബᇄ (hĚn wיn, very late) is a comment on the action ᴍ嬩 (shuì jiào, to sleep).]
VOCABULARY
20. 嵍ᘍ yןfי n grammar
21. ૌᆞ róngyì adj easy
22. ᮝ崭 shĒngcí n new words; vocabulary
23. घ duņ adj many; much
24. 㶩 Hànzì n Chinese characters
25. 栞 nán adj diffi cult
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180 Integrated Chinese • Level 1 Part 1 • Textbook
Z ॸॸᓼڳവബ॑ȯ
Mèimei gĒ chàng de hĚn hיo.
(My younger sister sings beautifully.)
[ബ॑ (hĚn hיo, very well) is a comment on the action ڳ) chàng, to sing).]
If the complement is an adjective, it is usually preceded by ബ (hĚn, very), as is the case when an
adjective is used as a predicate. If the verb is followed by an object, the verb has to be repeated
before it can be followed by the “വ(de) + Complement” structure, e.g., 㾕㾕വ(xiĚ zì xiĚ
de) in (1). By repeating the verb, the “verb + object” combination preceding it becomes a “topic”
and the complement that follows serves as a comment on it. (See Grammar 1 in Lesson 10.) The fi rst
verb can be omitted if the meaning is clear from the context, as in (3).
2. The Adverbs ठ (tài, too) and 䡿 (zhĒn, really)
When adverbs ठ (tài, too) and 䡿 (zhĒn, really) are used in exclamatory sentences, they convey
in most cases not new factual information but the speaker’s approval, disapproval, etc. If the
speaker wants to make a more “objective” statement or description, other intensifi ers such as
ബ (hĚn, very), or ᧚⎋ (tèbié, especially) are often used in place of ठ (tài, too) or
䡿 (zhĒn, really).
X A: ˟㾕㾕വʟ㦗ŝ
Tą xiĚ zì xiĚ de zĚnmeyàng?
(How well does he write characters?)
One would normally answer:
B: ˟㾕㾕വബ॑ȯ
Tą xiĚ zì xiĚ de hĚn hיo.
(He writes characters very well.)
rather than:
B1: ˟㾕㾕വ䡿॑ȯ
Tą xiĚ zì xiĚ de zhĒn hיo.
Compare B1 with C below:
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Lesson 7 • Studying Chinese 181
C: ଅቦŊ̷㾕㾕വ䡿॑Ŀ
̷ר˫ᄞໟ╷ŝ
Xiיo Lכ ,nכ xiĚ zì xiĚ de zhĒn hיo! Nכ kĚyכ jiąo wņ ma?
(Little Li, you write characters really well! Could you teach me?)
When ठ (tài, too) is used in an exclamatory sentence, ʴ(le) usually appears at the end of the
sentence:
X愹ᾊ䚕ഛठሷาඎʴĿ
Zhège diànyכng tài yםu yìsi le!
(This movie is really interesting!)
Yໟ᱿嵍ᘍठʃ॑ʴĿ ໟവघ倣῀ȯ
Wם de yןfי tài bù hיo le! Wם dĚi duņ liànxí.
(My grammar really is awful! I have to practice more.)
Z̷⎮വठ॑ʴȯ
Nכ tiào wן tiào de tài hיo le!
(You really dance beautifully!)
3. The Adverb ଔ(jiù) (I)
The adverb ଔ(jiù) is used before a verb to suggest the earliness, briefness, or quickness of the
action.
X˟ᆙटɼ䈙ଔവʀ嵞ȯ
Tą míngtiąn qĨ diיn jiù dĚi shàng kè.
(He has to go to class [as early as] at 7:00am tomorrow.)
Yໟ⁌Ҝ䈙᳖䚕ഛ, ˟ɼ䈙֚ଔ㣅ʴȯ
Wםmen bą diיn kàn diànyכng, tą qĨ diיn bàn jiù lái le.
(We [were supposed to] see the movie at 8:00, but he came [as early as] 7:30.)
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182 Integrated Chinese • Level 1 Part 1 • Textbook
ଔ (jiù) and༇(cái) compared
[See also Grammar 6 in Lesson 5.]
The adverb ଔ(jiù) suggests the earliness or promptness of an action in the speaker’s judgment.
The adverb ༇(cái) is the opposite. It suggests the tardiness or lateness of an action as perceived by
the speaker.
XA: Ҝ䈙ʀ嵞Ŋଅᱺɼ䈙ଔ㣅ʴȯ
Bą diיn shàng kè, Xiיo Bái qĨ diיn jiù lái le.
(Class started at 8:00, but Little Bai came [as early as] 7:00.)
B: Ҝ䈙ʀ嵞ŊଅむҜ䈙֚༇㣅ȯ
Bą diיn shàng kè, Xiיo Zhąng bą diיn bàn cái lái.
(Class started at 8:00, but Little Zhang didn’t come until 8:30.)
YA: ໟᆫटʽ䈙ଔߊʴȯ
Wם zuótiąn wן diיn jiù huí jią le.
(Yesterday I went home when it was only 5:00.) (The speaker thought 5:00 was early.)
B: ໟᆫटʽ䈙༇ߊȯ
Wם zuótiąn wן diיn cái huí jią.
(Yesterday I didn’t go home until 5:00.) (The speaker thought 5:00 was late.)
When commenting on a past action, ଔ(jiù) is always used with ʴ(le) to indicate promptness,
but ༇(cái) is never used with ʴ.
4. Double Objects
Some verbs can take two objects. The object representing a person, persons, or an animate entity
precedes the one representing an inanimate thing.
X≘㬇ᄞໟ⁌ᮝ崭ُ嵍ᘍȯ
LיoshĨ jiąo wםmen shĒngcí hé yןfי.
(The teacher teaches us vocabulary and grammar.)
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Lesson 7 • Studying Chinese 183
Yञڅ倹ʴໟɺᮁᖛȯ
Dà gĒ gĚi le wם yì píng shuכ.
(My big brother gave me a bottle of water.)
Z̷ᄞໟ㶩Ŋר╷˫ŝ
Nכ jiąo wם Hànzì, kĚyכ ma?
(Will you teach me Chinese characters, please?)
[ໟบ䧁̷ɺᾊ䧁槸ȯ
Wם xiיng wèn nכ yí ge wèntí.
(I’d like to ask you a question.)
5. Ordinal Numbers
Ordinal numbers in Chinese are formed by placing Ὦ(dì) before cardinal numbers, e.g., Ὦɺ
(dì yĨ, the fi rst), Ὦʷቸ⥉ (dì èr bĒi chá, the second cup of tea), Ὦɿᾊሶ (dì sąn ge
yuè, the third month). However, Ὦ(dì) is not used in names of months: ɺሶ, ʷሶ,
ɿሶ (yĨyuè, èryuè, sąnyuè, January, February, March). Neither is it used to indicate the birth
order of siblings: ञڅ ,ʷڅ ,ɿڅ) dàgĒ, èrgĒ, sąngĒ, oldest brother, second oldest
brother, third oldest brother); ञঋ, ʷঋ, ɿঋ (dàjiĚ, èrjiĚ, sąnjiĚ, oldest sister
second oldest sister, third oldest sister).
6. ሷņɺŇ䈙ѽ (yםu{yì}diיnr, somewhat, rather; a little bit)
The phrase ሷɺ䈙ѽ(yםuyìdiיnr) precedes adjectives or verbs. It often carries a negative tone.
The ɺ (yĨ) in the phrase is optional.
Xໟ嬩വʑᄽሷ(ɺ)䈙ѽ栞ȯ
Wם juéde Zhņngwén yםu(yì)diיnr nán.
(I think Chinese is a little bit diffi cult.)
*ໟ嬩വʑᄽሷ(ɺ)䈙ѽૌᆞȯ
* Wם juéde Zhņngwén yםu(yì)diיnr róngyì.
*(I think Chinese is a little bit easy.)
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Yໟ嬩വ愹ɺ嵞ᮝ崭ሷ䈙ѽघȯ
Wם juéde zhè yí kè shĒngcí yםudiיnr duņ.
(I think there are a few too many new words in this lesson.)
[The speaker is complaining about it.]
However, when the sentence suggests a change of the situation, the phrase ሷɺ䈙⊟
(yםuyìdiיnr) can carry a positive tone, e.g.:
Zໟ˫Ԋʃ۹㲂˟, 䔐߱ሷ(ɺ)䈙ѽ۹㲂
˟ʴȯ
Wם yכqián bù xכhuan tą, xiànzài yםu(yì)diיnr xכhuan tą le.
(I used to dislike him, but now I somewhat like him.)
[˫Ԋyכqián = previously or before. See Lesson 8.]
Take care not to confuse ሷɺ䈙ѽ (yםuyìdiיnr, a little), which is an adverbial used to
modify adjectives, with ɺ䈙ѽ (yì diיnr, a little), which usually modifi es nouns. In the above
sentences, ሷɺ䈙ѽ(yםuyìdiיnr) cannot be replaced by ɺ䈙ѽ(yì diיnr). Compare:
[倹ໟɺ䈙ѽٖ۔ȯ
GĚi wם yì diיnr kąfĒi.
(Give me a little coffee.)
\\倹ໟɺ䈙ѽ㝖杔ȯ
GĚi wם yì diיnr shíjiąn.
(Give me a little time.)
]ໟሷɺ䈙ѽൢȯ
Wם yםuyìdiיnr máng.
(I am kind of busy.)
*ໟɺ䈙ѽൢȯ
Wם yì diיnr máng.
^ॎሷɺ䈙ѽʃ㋧⋔ȯ
Tą yםuyìdiיnr bù gąoxìng.
(She is a little bit unhappy.)
*ॎɺ䈙ѽʃ㋧⋔ȯ
*Tą yì diיnr bù gąoxìng.
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Lesson 7 • Studying Chinese 185
Language Practice
A. Verb + വ (de) + Complement
Describe how Little Wang does things based on the key words given. Pay attention
to the structure of the verbs involved.
EXAMPLE: ≙崵 (VO) ॑ kיo shì (VO) hיo
ƺ ଅ᪗≙崵 ƺ Xiיo Wáng chángcháng kיo shì
≙വബ॑ȯ kיo de hĚn hיo.
1. ᴍ嬩 (VO) ᇄ 1. shuì jiào (VO) wיn
2. ۺٖ۔) VO) घ 2. hĒ kąfĒi (VO) duņ
3. 㾕 (VO) ൬ 3. xiĚ zì (VO) kuài
4. 槤῀ (V) ʃ晹 4. yùxí (V) búcuò
5. డ̳ (V) ॑ 5. gņngzuò (V) hיo
B. ठƥʴ (tài…le, too) and 䡿 (zhĒn, really)
There are things around you that amaze you. Practice how to mark your comments
using exclamatory sentences.
EXAMPLE: 㶩◆ሷาඎ Hànzì ◆ yםu yìsi
ƺ 㶩ठሷาඎʴĿor ƺ Hànzì tài yםu yìsi le! or
㶩䡿ሷาඎĿ Hànzì zhĒn yםu yìsi!
1. ≘㬇◆ឍˌ 1. lיoshĨ jią ◆ piàoliang
2. ≙崵◆ૌᆞ 2. kיo shì ◆ róngyì
3. 嵍ᘍ◆栞 3. yןfי ◆ nán
4. Ⳇ᱿ʑᄽ◆॑ 4. tóngxué de Zhņngwén ◆ hיo
5. ໟ㾕◆ 5. wם xiĚ zì ◆ màn
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186 Integrated Chinese • Level 1 Part 1 • Textbook
C. ሷɺ䈙ѽ (yםuyìdiיnr, a little bit) + adjective
Instead of making a big fuss over your Chinese class, how about toning down your
complaints a little and rephrasing with ሷɺ䈙ѽ (yםuyìdiיnr, a little bit) +
adjective?
EXAMPLE: 嵍ᘍ◆栞 yןfי ◆ nán
ƺ 嵍ᘍሷɺ䈙ѽ栞ȯ ƺ Yןfי yםuyìdiיnr nán.
1. Ὦɼ嵞᱿ᮝ崭◆घ 1. dì qĨ kè de shĒngcí ◆ duņ
2. ໟ⁌᱿≙崵◆栞 2. wםmen de kיo shì ◆ nán
3. ʑᄽ嵞◆ᅽ (zיo, early) 3. Zhņngwén kè ◆ zיo (early)
4. 㶩◆栞 4. Hànzì ◆ nán
5. ≘㬇嵔崽◆൬ 5. lיoshĨ shuņ huà ◆ kuài
D. Compare your relative strengths with a partner.
EXAMPLE: A: ̷ڳᓼڳവ A: Nכ chàng gĒ chàng de
ʟ㦗ŝ zĚnmeyàng?
B: ໟڳᓼڳവ Ŋ B: Wם chàng gĒ chàng de ,
̷خŝ nכ ne?
A: A:
1. 2. 3
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Lesson 7 • Studying Chinese 187
E. Q & A
Suppose you want to talk to your Chinese conversation partner about your Chinese
study. To get ready for the conversation, you anticipate some of your partner’s
questions and give your answers.
EXAMPLE: Ⳇʑᄽ xué Zhņngwén
ƺ Q: ̷ⳆʑᄽⳆവ Q: Nכ xué Zhņngwén xué de
ʟ㦗ŝ zĚnmeyàng?
A: ໟⳆʑᄽ A: Wם xué Zhņngwén
Ⳇവ ȯ xué de .
1. 嵔ʑᄽ 1. shuņ Zhņngwén
2. 㾕㶩 2. xiĚ Hànzì
3. 槤῀ᮝ崭 3. yùxí shĒngcí
4. ए῀嵍ᘍ 4. fùxí yןfי
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188 Integrated Chinese • Level 1 Part 1 • Textbook
ņቦה⭢ᱺ 䇃䎑嵔崽Ň
ᱺ䇃䎑Ŋ̷౹㣅വബᅽŊ
˚ट㗕S愹ʟᇄŝ
ໟᆫट槤῀ʑᄽŊᅽʀX߈䈙
༇Oᴍ嬩Ŋ̷ʬᴍവബᇄ╷ŝ
ໟᆫट֓䈙ଔOᴍʴȯߌᾚ᪗
ሹ⾎ໟ倣῀ʑᄽŊ˫ໟԼ嵞
ϝവബ൬ȯ
ሷᾊʑ⡝ሹה䡿॑ȯ
ņʀʑᄽ嵞Ň
ञᅽYŊ䔐߱ໟ⁌だআʀ
嵞ȯὮɼ嵞̷⁌ⵣ槤῀ʴ╷ŝ
Dialogue II: Preparing for a Chinese Class
LANGUAGE NOTES
XBoth ᅽʀ(zיoshang)
and ʀ֘(shàngwן(
are usually translated as
“morning,” but the two
Chinese words are not
interchangeable. ᅽʀ
(zיoshang) refers to early
morning; and ʀ֘
(shàngwן (to the latter part
of the morning or to the fi rst
half of the day (until noon).
Yᅽ (zיo, Good morning!) is
heard quite often in Chinese
cities. Other morning
greetings, such as ᅽ
ʀ॑(zיoshang hיo)
and ᅽમ(zיo’ąn), still
sound rather formal to many
Chinese people.
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Lesson 7 • Studying Chinese 189
槤῀ʴȯ
ቦהŊ嵗̷൳嵞ᄽȯƥ൳വബ
॑ȯ̷ᆫटᇄʀؑサㅠʴ،ŝ
ໟ㸁ؑȯ
̟ᆯॎ᱿ሹהᆫटᇄʀ⾎ॎⳆ
῀ʴȯ
̷᱿ሹהᆯʑ⡝ː╷ŝ
ᆯȯ
˟ᆯɺᾊᮮ᱿TŊബ㯈ZŊബⷆŊ
᪗ሹȯUפ
(Lכ Yםu gĒn Bái YĨng’ài shuņ huà.)
Bái YĨng’ài, nכ píngcháng lái de hĚn zיo, jĨntiąn zĚnmeSzhème wיn?
Wם zuótiąn yùxí Zhņngwén, zיoshangX sì diיn cáiOshuì jiào, nכ yĚ shuì de
hĚn wיn ma?
Wם zuótiąn shí diיn jiùOshuì le. YĨnwèi Wáng Péng bąng wם liànxí
Zhņngwén, suםyכ wם gņngkè zuò de hĚn kuài.
Yםu ge Zhņngguó péngyou zhĒn hיo.
(Shàng Zhņngwén kè)
Dàjią zיoY, xiànzài wםmen kąishכ shàng kè. Dì qĨ kè nכmen dņu yùxí le ma?
Yùxí le.
Lכ Yםu, qכng nכ niàn kèwén. ... Niàn de hĚn hיo. Nכ zuótiąn wיnshang tĨng
lùyĨn le ba?
Wם méi tĨng.
Dànshì tą de péngyou zuótiąn wיnshang bąng tą xuéxí le.
Z㯈(shuài) is used to describe
a handsome—usually young—
man. To describe an attractive
woman one uses the word
ឍˌ (piàoliang, pretty).
The term ᳖॑ (hיokàn,
good-looking) is genderneutral, and can be used for
people of either sex and in any
age group.
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190 Integrated Chinese • Level 1 Part 1 • Textbook
Nכ de péngyou shì Zhņngguó rén ma?
Shì.
Tą shì yí ge nán deT, hĚn shuàiZ, hĚn kù, jiào Wáng Péng.U
VOCABULARY
1. ౹ píngcháng adv usually
2. ᅽ zיo adj early
3. 愹ʟ zhème pr so; this (late, etc.)
4. ᇄ wיn adj late
5. ᅽʀ zיoshang t morning
6. Լ嵞 gņngkè n homework; schoolwork
7. ञ dàjią pr everybody
8. ʀ嵞 shàng kè vo to go to a class; to start a class; to be in class
9. だআ kąishכ v/n to begin, to start; beginning
10. ൳ niàn v to read aloud
11. 嵞ᄽ kèwén n text of a lesson
12. サㅠ lùyĨn n/vo sound recording; to record
13. Ⳇ῀ xuéxí v to study; to learn
14. 㯈 shuài adj handsome
15. ⷆ kù adj cool
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Lesson 7 • Studying Chinese 191
Grammar
7. ʟ (zĚnme, how; how come) in Questions
ʟ (zĚnme, how; how come) is an interrogative pronoun. It is often used to ask about the
manner of an action as in (1), and sometimes the reason or the cause of an action, as in (2) and (3)
below.
X嵗̷ᄞໟʟ㾕ơⰏƢ愹ᾊȯ
Qכng nכ jiąo wם zĚnme xiĚ “dםng” zhè ge zì.
(Please teach me how to write the character “dong.”)
Y̷ʟ༇㣅ŝ
Nכ zĚnme cái lái?
(How come you’ve just arrived?)
Z̷ʟ㸁᳖䚕ഛŝ
Nכ zĚnme méi qù kàn diànyכng?
(Why didn’t you go to the movie?)
Both ʟ (zĚnme, how come) and ᾚˑʟ (wèishénme, why) are used to ask about the
cause of or reason for something. However, ʟ (zĚnme, how come) conveys the speaker’s
bewilderment or surprise whereas ᾚˑʟ (wèishénme, why) does not.
8. The ᱿(de) Structure (I)
[See also Grammar 3 in Lesson 9.] We have a ᱿(de) structure when an adjective is followed by
the structural particle ᱿(de). Grammatically, a ᱿(de) structure is equivalent to a noun. When
Bai Ying’ai says, “˟ᆯɺᾊᮮ᱿(Tą shì yí ge nán de),” it is clear from the context that
she means a male (one). Another example:
ໟ㾕ʴ֓ᾊŊʽᾊ栞᱿Ŋʽᾊૌᆞ᱿ȯ
Wם xiĚ le shí ge zì, wן ge nán de, wן ge róngyì de.
(I wrote ten characters, fi ve diffi cult ones and fi ve easy ones.)
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192 Integrated Chinese • Level 1 Part 1 • Textbook
9. The Use of Nouns and Pronouns in Continuous Discourse
If a noun serves as the unchanged subject in a continuous discourse, its later appearances in the
ensuing clauses or sentences generally should be substituted by an appropriate pronoun or simply
omitted. The pronoun, in turn, can also be omitted after its fi rst appearance.
Xଅᱺബ۹㲂Ⳇʑᄽȯ(ॎ)ᇄʀ槤῀嵞ᄽȮ
ए῀嵍ᘍȮ倣῀㾕㶩Ŋബᇄ༇
ᴍ嬩ȯ
Xiיo Bái hĚn xכhuan xué Zhņngwén. (Tą) wיnshang yùxí kèwén,
fùxí yןfי ,liànxí xiĚ Hànzì, chángcháng hĚn wיn cái
shuì jiào.
(Little Bai likes to study Chinese very much. At night, she previews the text, reviews the
grammar, and practices writing the characters. Often she doesn’t go to bed until very late.)
If we keep repeating the subject as seen in (2) or the pronoun as in (3), we will end up with a bunch
of choppy, seemingly unrelated sentences:
Yଅᱺബ۹㲂Ⳇʑᄽȯଅᱺᇄʀ槤῀嵞ᄽŊ
ଅᱺए῀嵍ᘍȮଅᱺ倣῀㾕㶩ȯଅᱺ
ബᇄ༇ᴍ嬩ȯ
Xiיo Bái hĚn xכhuan xué Zhņngwén. Xiיo Bái wיnshang yùxí kèwén,
Xiיo Bái fùxí yןfי ,Xiיo Bái liànxí xiĚ Hànzì. Xiיo Bái
chángcháng hĚn wיn cái shuì jiào.
Zଅᱺബ۹㲂Ⳇʑᄽȯॎᇄʀ槤῀嵞ᄽŊॎ
ए῀嵍ᘍȮॎ倣῀㾕㶩ȯॎബᇄ༇
ᴍ嬩ȯ
Xiיo Bái hĚn xכhuan xué Zhņngwén. Tą wיnshang yùxí kèwén, tą
fùxí yןfי ,tą liànxí xiĚ Hànzì. Tą chángcháng hĚn wיn cái
shuì jiào.
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Lesson 7 • Studying Chinese 193
Language Practice
E. ʟ(zĚnme, how come)
Use the words given, and practice how to ask your partner why he/she is not
behaving as expected. It is quite unlike him/her.
EXAMPLE: 㣅Ⳇዮ◆ᅽ vs. ᇄ lái xuéxiào ◆ zיo vs. wיn
ƺ ̷౹㣅Ⳇዮ㣅വ ƺ Nכ píngcháng lái xuéxiào lái de
ബᅽŊ˚ट hĚn zיo, jĨntiąn
ʟ愹ʟᇄŝ zĚnme zhème wיn?
1. 槤῀ᮝ崭◆॑ vs. ʃ॑ 1. yùxí shĒngcí ◆ hיo vs. bù hיo
2. ൳嵞ᄽ◆൬ vs. 2. niàn kèwén ◆ kuài vs. màn
3. ≙崵◆ʃ晹 vs. ʃ॑ 3. kיo shì ◆ búcuò vs. bù hיo
4. 㾕◆ឍˌ vs. 栞᳖(nánkàn, ugly) 4. xiĚ zì ◆ piàoliang vs. nánkàn (ugly)
F. ༇vs. ଔ (cái vs. jiù)
Choose ༇(cái) or ଔ (jiù) to indicate whether something takes place later or
sooner than expected.
EXAMPLES:
a. ⫨⫨ 6:00pm ߊ a. mąma 6:00pm huí jią
vs. ᆫटᇄʀ 6:30pm vs. zuótiąn wיnshang 6:30pm
ƺ ⫨⫨౹ᇄʀ ƺ Mąma píngcháng wיnshang
Ҟ䈙ߊŊᆫटᇄʀ liùdiיn huí jią, zuótiąn wיnshang
Ҟ䈙֚༇ߊȯ liùdiיn bàn cái huí jią.
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194 Integrated Chinese • Level 1 Part 1 • Textbook
b. 7:45am ײᅽ櫍 b. 7:45am chĨ zיofàn
vs. ˚टᅽʀ 7:30am vs. jĨntiąn zיoshang 7:30am
ƺ ㋧ᄽʑ౹ɼ䈙 Gąo Wénzhņng píngcháng qĨ diיn
ɿԀײᅽ櫍Ŋ˚टᅽʀ sąn kè chĨ zיofàn, jĨntiąn zיoshang
ɼ䈙֚ଔײᅽ櫍ʴȯ qĨ diיn bàn jiù chĨ zיofàn le.
1. 8:00am ʀ嵞 1. 8:00am qù shàng kè
vs. ᆫट 8:15am vs. zuótiąn 8:15am
2. 9:00am Ⳇዮడ̳ 2. 9:00am qù xuéxiào gņngzuò
vs. ᆫट 8:50am vs. zuótiąn 8:50am
3. 9:00pm だআϝԼ嵞 3. 9:00pm kąishכ zuò gņngkè
vs. ʀᾊᆣቅʽ 8:00pm vs. shàng ge xĨngqĨwן 8:00pm
4. ᆣቅɿ 倹Ⳇᮝ 4. xĨngqĨsąn gĚi xuésheng
≙崵 vs. ʀᾊᆣቅ kיo shì vs. shàng ge xĨngqĨ
ᆣቅ߈ xĨngqĨsì
5. ᆣቅʷ ए῀ᮝ崭 5. xĨngqĨèr fùxí shĒngcí
嵍ᘍ vs. ʀᾊᆣቅ yןfי vs. shàng ge xĨngqĨ
ᆣቅɺ xĨngqĨyĨ
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Lesson 7 • Studying Chinese 195
G. 䡿 (zhĒn, really)
Practice how to praise or disapprove of something or someone using the words
given.
EXAMPLE: 愹ᾊⳆዮ◆॑ȯ Zhè ge xuéxiào ◆ hיo
ƺ 愹ᾊⳆዮ䡿॑ȯ ƺ Zhè ge xuéxiào zhĒn hיo.
1. ቦଅঋ◆ឍˌ 1. Lכ xiיojiĚ ◆ piàoliang
2. ⎮◆ሷาඎ 2. tiào wן ◆ yםu yìsi
3. ᪗ሹ◆㯈 3. Wáng Péng ◆ shuài
4. 㶩◆栞 4. Hànzì ◆ nán
5. 愹ɺ嵞᱿嵍ᘍ◆घ 5. Zhè yí kè de yןfי ◆ duņ
H. Pair Activity
You fi nd your friend’s behavior rather inexplicable, so you ask:
˚टᆯ̷⫨⫨᱿ᮝᅺŊ JĨntiąn shì nכ mąma de shĒngrì,
̷ʟʃ/㸁ƥƥ nכ zĚnme bù/méi……
ᆙट̷ሷ≙崵Ŋ Míngtiąn nכ yםu kיoshì,
̷ʟʃƥƥ nכ zĚnme bù……
I. Pair Activity
Here is Gao Wenzhong’s usual schedule and a list of what actually happened yesterday:
The usual schedule What happened yesterday
9:00 study Chinese 8:45 studied Chinese
10:00 listen to the audio 9:30 listened to recordings
10:30 go to school 10:15 went to school
12:00 go home 12:30 returned home
13:00 have lunch 13:15 had lunch
Student A asks Student B a question about each of Gao Wenzhong’s daily routines:
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196 Integrated Chinese • Level 1 Part 1 • Textbook
HOW ABOUT YOU?
What’s in your study?
Traditionally, paper, ink sticks, writing brushes, and ink stones are known as the four
“treasures” of the scholar’s study.
What treasures lie in your study?
1. 春䱴 qiąnbכ n pencil
2. 昂䱴 gąngbכ n fountain pen
3. ᕜ䱴 máobכ n writing brush
4. ⡦䱴 yuánzhŞbכ n ballpoint pen
5. ઈ bĚnzi n notebook
6. 倣῀ liànxíbĚn n exercise book
7. 嵞 kèbĚn n textbook
8. Ҥ zìdiיn n dictionary
If there are items in your study that are not listed above, please ask your and make a note
here: .
EXAMPLE: A: ㋧ᄽʑ౹Ӓ䈙 Gąo Wénzhņng píngcháng jכdiיn
だআⳆ῀ʑᄽŝ kąishכ xuéxí Zhņngwén?
Student B answers each question according to the usual schedule, and then explains
yesterday’s deviation from that schedule:
B: ˟౹ʀ֘ʪ䈙 Tą píngcháng shàngwן jiןdiיn
だআⳆ῀ʑᄽȯ kąishכ xuéxí Zhņngwén.
רᆯ˟ᆫटʀ֘Ҝ䈙ɿԀ KĚshì tą zuótiąn shàngwן bą diיn
ଔだআⳆ῀ʑᄽʴȯ sąn kè jiù kąishכ xuéxí Zhņngwén le.
1. listen to the audio 2. go to school 3. go home 4. have lunch
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Lesson 7 • Studying Chinese 197
Culture Highlights
X In the 1950s, as part of the campaign to raise the nation’s literacy rate, the
government of the People’s Republic of China set out to simplify some of the
more complex characters, or 㶩 (Hànzì). That accounts for the
bifurcation of 䳠̪ (jiיntכzì, simplifi ed characters) and ⅺ̪
(fántכzì, traditional characters, or, literally, complex characters.) Currently,
simplifi ed characters are used in mainland China and Singapore. However,
people in Taiwan, Hong Kong, and many Chinese diasporas still write
traditional characters. Many of the simplifi ed characters were actually not
new inventions. They had been used at different times in China’s long history,
and a few of them even have a longer history than their fantizi counterparts.
The additional burden on Chinese learners caused by this bifurcation is
actually not as onerous as it may appear. After all, many of the characters
were not affected.
Y Traditionally, the Chinese wrote vertically from top to bottom, and from
right to left. Store signs and placards, however, were often inscribed
horizontally, typically from right to left. Now almost everyone in China
writes horizontally from left to right. But the traditional way of writing is
still kept alive in calligraphy.
This is a store sign which was commissioned more than one Should this sign be read from the left to the right or from the
hundred years ago. It is read from right to left, and it’s the right to the left?
name of the person who established the store. Can you
recognize his family name?
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198 Integrated Chinese • Level 1 Part 1 • Textbook
Z For many centuries the Chinese wrote with a ᕜ䱴 (máobכ ,(or “writing
brush,” as it is called in English. But nowadays people have switched to more
convenient Western-style writing instruments such as 春䱴 (qiąnbכ ,
pencils), 昂䱴 (gąngbכ ,fountain pens), and ⡦䱴 (yuánzhŞbכ ,
ballpoint pens), which are also known in Taiwan as ׆ઈ䱴 (yuánzכbכ .(
The traditional ᕜ䱴 (máobכ (is now used almost exclusively in
calligraphy.
[ The term ᄽ߈) ⳽wénfáng sìbào, “Four Treasures of the Studio”) is
often used to refer to traditional Chinese stationery, which usually
includes 䱴 (bכ ,writing brushes), ࣘ) mò, ink sticks), 倘 (zhכ ,paper),
and 䥺 (yàn, ink stones). The traditional paper for writing and painting is
known as ઽ倘(xuąnzhכ ,(named after its most famous place of
production, ઽࡆ) Xuąnchéng) in Anhui Province. Ink is made by grinding
an ink stick on an ink stone with water. Two of the most famous kinds of ink
stones are called Ὁ䥺 (duąnyàn) and ᔄ䥺 (shèyàn) from Guangdong
and Anhui respectively. Many are carved. Ink sticks are typically made from
burnt pinewood with a binding agent and an aromatic substance. Antique ink
sticks and ink stones are highly prized collectibles.
This is a window display of a store specializing in ink stones.
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Lesson 7 • Studying Chinese 199
English Text
Dialogue I
(Wang Peng is talking with Li You.)
Wang Peng: How did you do on last week’s exam?
Li You: Because you helped me review, I did pretty well, but I am too slow at writing the
Chinese characters.
Wang Peng: Really? I’ll practice writing characters with you from now on. How’s that?
Li You: That would be great! Let’s do it right now, OK?
Wang Peng: OK. Give me a pen and a piece of paper. What character should we write?
Li You: Why don’t you teach me how to write the character “dםng” (to understand)?
Wang Peng: Fine.
Li You: You write characters really well, and very fast, too.
Wang Peng: You fl atter me. Do you have Chinese class tomorrow? I’ll help you prepare for
it.
Li You: Tomorrow we’ll study Lesson Seven. The grammar for Lesson Seven is easy;
I can understand all of it. But there are too many new words, and the Chinese
characters are a bit diffi cult.
Wang Peng: No problem. I’ll help you.
Dialogue II
(Li You is talking with Bai Ying’ai.)
Li You: Bai Ying’ai, you usually come very early. How come you got here so late today?
Bai Ying’ai: Yesterday I was preparing for Chinese. I didn’t go to bed till four o’clock in the
morning. Did you go to bed very late, too?
Li You: No, yesterday I went to bed at ten. Because Wang Peng helped me practice
Chinese, I fi nished my homework very quickly.
Bai Ying’ai: It’s so great to have a Chinese friend.
(In Chinese class)
Teacher Chang: Good morning, everyone. Let’s begin. Have you all prepared for Lesson Seven?
Students: Yes, we have.
Teacher Chang: Li You, would you please read the text aloud? ...You read very well. Did you
listen to the tape recording last night?
Li You: No, I didn’t.
Bai Ying’ai: But her friend helped her study yesterday evening.
Teacher Chang: Is your friend Chinese?
Li You: Yes.
Bai Ying’ai: It’s a he. He’s handsome and cool. His name is Wang Peng.
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200 Integrated Chinese • Level 1 Part 1 • Textbook
PROGRESS CHECKLIST
Before proceeding to Lesson 8, be sure you can complete the following
tasks in Chinese:
I am able to—
Describe how well or badly I did on a test;
Describe the way one reads, writes, and speaks Chinese;
Ask someone to help me with my Chinese;
Explain how I prepare for my Chinese class;
Describe my experiences in learning Chinese.
Please review the lesson if any of these tasks seem diffi cult.
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LESSON 8 School Life
ὮҜ嵞 Ⳇዮᮝᙙ
Dì bą kè Xuéxiào shĒnghuó
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Describe the routine of a student’s life on campus;
• Write a simple diary entry;
• Write a brief letter in the proper format;
• Express your modesty in terms of your foreign language ability;
• Invite friends to go on an outing.
RELATE AND GET READY
In your own culture/community—
1. Is there a fi xed format for diary entries?
2. Do people follow a certain format in writing a letter?
3. Are expressions of modesty considered culturally appropriate?
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202 Integrated Chinese • Level 1 Part 1 • Textbook
A Diary: A Typical School Day
An Entry from Li You’s Diary
ቦה᱿ɺῇᅺ崐
֓ɺሶɿᅺ ᆣቅʷ
˚टໟബൢŊബ₲ȯᅽʀ
ɼ䈙֚㑌ಉMŊᘺʴ˫ଔNײ
ᅽ櫍ȯໟɺ愙ײ櫍Ŋɺ愙Oؑサ
ㅠȯʪ䈙ӷᄞાʀ嵞Pȯ
Ὦɺ叢嵞ᆯʑᄽŊ≘㬇ᄞໟ
⁌┱ㅠȮᮝ崭ُ嵍ᘍŊʬᄞໟ⁌
㾕Ŋ愸倹ʴQ ໟ⁌ɺῇᅘ嵞
ᄽRŊ愹ῇ嵞ᄽബሷาඎȯὮʷ
叢ᆯ䚕剱X嵞Ŋബ栞ȯ
LANGUAGE NOTE
XThe usual colloquial term
for a computer is
䚕剱(diànnיo), literally,
“electric brain.” A more
formal term, especially in
mainland China, is
䚕ઈ崁ᾰቘ
(diànzכ jìsuànjĨ) or
“electronic computing
machine,” or simply
崁ᾰቘ(jìsuànjĨ).
But in Taiwan 崁ᾰ
ቘ(jìsuànjĨ) means a
calculator. In mainland
China, a calculator is called
崁ᾰݽ)jìsuànqì).
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Lesson 8 • School Life 203
VOCABULARY
ʑ֘ໟُⳆ⁌ɺ㑌ӷ㇯ⓥײ֘櫍ȯໟ
⁌ɺ愙ײŊɺ愙倣῀嵔ʑᄽȯʁ֘ໟӷ⡞ῆ櫦
ʀ⇑ȯ߈䈙᪗ሹ㣅༪ໟ༌ȯʽ䈙ɿԀײᇄ
櫍ȯɼ䈙֚ໟᱺ䇃䎑᱿્⎤⭢ॎ⊅ट(ѽ)ȯӷ
ѽ᱿㝖αŊॎᔌ߱SϝԼ嵞ȯໟҜ䈙֚ߊȯ
ᴍ嬩˫ԊŊ㋧ᄽʑ倹ໟ༌ʴɺᾊ䚕崽Ŋب崩ໟ
ᆙट⣬≙崵Ŋໟ嵔ໟ倯ᵧⳬʴȯ
Lכ Yםu de yì piąn rìjì
ShíyĨyuè sąnrì, xĨngqĨèr
JĨntiąn wם hĚn máng, hĚn lèi. Zיoshang qĨ diיn bàn qכ chuángM, xכ le zיo yכhòu jiùN chĨ zיofàn. Wם
yìbiąn chĨ fàn, yìbiąnO tĨng lùyĨn. Jiן diיn dào jiàoshì qù shàng kèP.
Dì yĨ jié kè shì Zhņngwén, lיoshĨ jiąo wםmen fąyĨn, shĒngcí hé yןfי ,yĚ jiąo wםmen xiĚ zì, hái gĚi leQ
wםmen yì piąn xĨn kèwénR, zhè piąn kèwén hĚn yםu yìsi. Dì èr jié shì diànnיoX kè, hĚn nán.
Zhņngwן wם hé tóngxué men yìqכ dào cąntĨng qù chĨ wןfàn. Wםmen yìbiąn chĨ, yìbiąn liànxí shuņ
Zhņngwén. Xiàwן wם dào túshŞguיn qù shàng wיng. Sì diיn Wáng Péng lái zhיo wם dי qiú. Wן diיn
sąn kè chĨ wיnfàn. QĨ diיn bàn wם qù Bái YĨng’ài de sùshè gĒn tą liáo tiąn(r). Dào nàr de shíhou, tą
zhèngzàiSzuò gņngkè. Wם bą diיn bàn huí jią. Shuì jiào yכqián, Gąo Wénzhņng gĚi wם dי le yí ge
diànhuà, gàosu wם míngtiąn yào kיoshì, wם shuņ wם yכjĨng zhĨdao le.
1. ῇ piąn m (measure word for essays, articles, etc.)
2. ᅺ崐 rìjì n diary
3. ₲ lèi adj tired
4. 㑌ಉ qכ chuáng vo to get up
ಉ chuáng n bed
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204 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
5. ᘺ xכ zיo vo to take a bath/shower
6. ᅽ櫍 zיofàn n breakfast
7. ɺ愙 yìbiąn adv simultaneously; at the same time [See Grammar 3.]
8. ᄞા jiàoshì n classroom
9. ┱ㅠ fąyĨn n pronunciation
10. ᅘ xĨn adj new
11. 䚕剱 diànnיo n computer
剱 nיo n brain
12. ʑ֘ zhņngwן n noon
13. ㇯ⓥ cąntĨng n dining room, cafeteria
14. ֘櫍 wןfàn n lunch, midday meal
15. ʀ⇑ shàng wיng vo to go online; to surf the internet
16. ્⎤ sùshè n dormitory
17. ѽ nàr pr there
18. ᔌ߱ zhèngzài adv in the middle of (doing something) [See Grammar 7.]
19. ˫Ԋ yכqián t before
20. ب崩 gàosu v to tell
21. 倯 yכjĨng adv already
22. ᵧⳬ zhĨdao v to know
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Ⳇ⁌߱㇯ⓥײ֘櫍ȯ Ⳇᮝ倯㑌ಉʀ嵞ʴȯ
Tóngxué men zài cąntĨng chĨ wןfàn. Xuésheng yכjĨng qכ chuáng qù shàng kè le.
Grammar
1. The Position of Time-When Expressions
Time-when expressions come before the verb. They often appear after the subject. However, they
sometimes precede the subject under certain discourse conditions. In this lesson, we focus on
practicing the ones positioned after the subject.
Xໟ⁌֓䈙ʀ嵞ȯ
Wםmen shí diיn shàng kè.
(We start the class at ten.)
Yໟ⁌Ӓ䈙ŝ
Wםmen jכ diיn qù?
(What time are we going?)
Z̷ˑʟ㝖αᴍ嬩ŝ
Nכ shénme shíhou shuì jiào?
(What time do you go to bed?)
[˟ᆙटʀ֘Ҝ䈙㣅ȯ
Tą míngtiąn shàngwן bą diיn lái.
(He will come at eight tomorrow morning.)
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This is a sign outside a student cafeteria. What is
the sign for? Can you answer the following
questions after reading the sign?
ײᅽ櫍ŝˑʟ㝖αײⳆᮝˑʟ㝖α
֘櫍ŝˑʟ㝖αײᇄ櫍ŝ
Xuésheng shénme shíhou chĨ zיofàn? Shénme shíhou chĨ wןfàn?
Shénme shíhou chĨ wיnfàn?
2. The Adverb ଔ(jiù) (II)
[See also Grammar 3 in Lesson 7.]
The adverb ଔ (jiù) connecting two verbs or verb phrases indicates that the second action
happens as soon as the fi rst one is completed.
X˟˚टᅽʀ㑌ಉ˫ଔؑʑᄽサㅠʴȯ
Tą jĨntiąn zיoshang qכ chuáng yכhòu jiù tĨng Zhņngwén lùyĨn le.
(He listened to the Chinese recordings right after he got up this morning.)
Y᪗ሹ㾕ʴΒ˫ଔᴍ嬩ʴȯ
Wáng Péng xiĚ le xìn yכhòu jiù qù shuì jiào le.
(Wang Peng went to bed right after he had fi nished writing the letter.)
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ZໟϝʴԼ嵞˫ଔሹה᪨ѽȯ
Wם zuò le gņngkè yכhòu jiù qù péngyou jią wánr.
(I will go to my friend’s for a visit right after I fi nish my homework.)
3. ɺ愙ƥɺ愙ƥ (yìbiąn...yìbiąn...)
This structure denotes the simultaneity of two ongoing actions. In general, the word or
phrase for the action that started earlier follows the fi rst ɺ愙(yìbiąn), while that for the
action that started later follows the second ɺ愙(yìbiąn).
Xໟ⁌ɺ愙ײ櫍Ŋɺ愙倣῀嵔ʑᄽȯ
Wםmen yìbiąn chĨ fàn, yìbiąn liànxí shuņ Zhņngwén.
(We practiced speaking Chinese while having dinner.)
Y˟ɺ愙ײ櫍ɺ愙᳖䚕嬦ȯ
Tą chángcháng yìbiąn chĨ fàn yìbiąn kàn diànshì.
(He often eats and watches TV at the same time.)
Generally, the verb that follows the fi rst ɺ愙(yìbiąn) indicates the principal action
for the moment, while the one that follows the second ɺ愙(yìbiąn) denotes an
accompanying action.
Zໟɺ愙ᘺɺ愙ڳᓼȯ
Wם yìbiąn xכ zיo, yìbiąn chàng gĒ.
(I sang while taking a shower.)
[ໟॸॸ۹㲂ɺ愙᳖ῆɺ愙ؑㅠᾰȯ
Wם mèimei xכhuan yìbiąn kàn shŞ, yìbiąn tĨng yĨnyuè.
(My younger sister loves listening to music while she reads.)
4. Series of Verbs/Verb Phrases
A number of verbs or verb phrases can be used in succession to represent a series of actions.
The sequential order of these verbs or verb phrases usually coincides with the temporal
order of the actions.
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X˟㋧ଅㅠײ櫍ȯ
Tą chángcháng qù Gąo XiיoyĨn jią chĨ fàn.
(He often goes to eat at Gao Xiaoyin’s place.)
Yʁ֘ໟ⣬ӷ⡞ῆ櫦᳖ῆȯ
Xiàwן wם yào dào túshŞguיn qù kàn shŞ.
(This afternoon I will go to the library to read.)
Zໟᆙटบ༪Ⳇ༌ȯ
Wם míngtiąn xiיng zhיo tóngxué qù dי qiú.
(I’d like to fi nd some classmates to play ball with me tomorrow.)
[̷ᆙट㣅ໟײᇄ櫍،ȯ
Nכ míngtiąn lái wם jią chĨ wיnfàn ba.
(Come and have dinner at my house tomorrow.)
5. The Particleʴ(le) (II)
[See also Lesson 5 Grammar 5 and Lesson 11 Grammar 2.]
If a statement enumerates a series of realized actions or events, ʴ (le) usually appears at the
end of the series, rather than after each of the verbs.
ᆫटὮɺ叢嵞ᆯʑᄽȯ ≘㬇ᄞໟ⁌┱ㅠȮ
ᮝ崭ُ嵍ᘍŊʬᄞໟ⁌㾕Ŋ愸倹ʴໟ⁌
ɺῇᅘ嵞ᄽȯῇ嵞ᄽബሷาඎȯ
Zuótiąn dì yĨ jié kè shì Zhņngwén. LיoshĨ jiąo wםmen fąyĨn,
shĒngcí hé yןfי ,yĚ jiąo wםmen xiĚ zì, hái gĚi le wםmen
yì piąn xĨn kèwén. Nà piąn kèwén hĚn yםu yìsi.
(Yesterday the fi rst class was Chinese. Our teacher taught us pronunciation, vocabulary,
and grammar, taught us how to write characters, and gave us a new text. That text was very
interesting.)
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6. The Particle ᱿ (III)
When a disyllabic or polysyllabic adjective modifi es a noun, the particle ᱿(de) is usually inserted
between the adjective and the noun, e.g. ឍˌ᱿Ⳇዮ (piàoliang de xuéxiào, beautiful
schools), ૌᆞ᱿㶩 (róngyì de Hànzì, easy characters), ሷาඎ᱿䚕ഛ (yםu yìsi
de diànyכng, interesting movies). However, with monosyllabic adjectives, ᱿(de) is often omitted,
e.g., ᅘ嵞ᄽ (xĨn kèwén, new lesson texts), ᅘ䚕剱 (xĨn diànnיo, new computers), ञᄞ
ા (dà jiàoshì, big classrooms); ॑≘㬇 (hיo lיoshĨ, good teachers). If the adjective is preceded
by ബ(hĚn), however, ᱿(de) cannot be dropped, e.g., ബᅘ᱿䚕剱 (hĚn xĨn de diànnיo,
very new computers); ബञ᱿ᄞા (hĚn dà de jiàoshì, very big classrooms); ബ॑᱿≘
㬇 (hĚn hיo de lיoshĨ, very good teachers).
7. The Adverb ᔌ߱ (zhèngzài, be doing...)
The adverb ᔌ߱(zhèngzài) denotes an ongoing or progressive action at a certain point of time.
It is more emphatic than ߱(zài) when it serves the same function.
XA: ቦהŊ̷߱ϝˑʟŝ
Lכ Yםu, nכ zài zuò shénme?
(Li You, what are you doing?)
B: ໟ߱倣῀㾕㶩ȯ
Wם zài liànxí xiĚ Hànzì.
(I’m practicing writing Chinese characters.)
Yໟ⁌䔐߱ᔌ߱ʀ嵞Ŋ̷⎋༌䚕崽ȯ
Wםmen xiànzài zhèngzài shàng kè, nכ bié dי diànhuà.
(We are having a class right now. Don’t make phone calls.)
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Zໟᆫटӷ˟્⎤᱿㝖αŊ˟ᔌ߱倣῀
┱ㅠȯ
Wם zuótiąn dào tą sùshè de shíhou, tą zhèngzài liànxí fąyכn.
(When I got to his dorm yesterday, he was in the middle of practicing pronunciation.)
[A: ̷ᵧⳬʃᵧⳬ᪗≘㬇߱ڊѽŝ
Nכ zhĨdao bù zhĨdào Wáng lיoshĨ zài nיr?
(Do you know where Teacher Wang is?)
B: ˟ᔌ߱⏾ҝાだ⁺ȯ
Tą zhèngzài bàngņngshì kąi huì.
(He is having a meeting in his offi ce.)
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Lesson 8 • School Life 211
Language Practice
A. Time Expression + V
The following is a record of what Little Gao did yesterday. Practice how to recap
what happened using the appropriate time expressions.
EXAMPLE: ଅ㋧ᅽʀҜ䈙㑌ಉȯ Xiיo Gąo zיoshang bą diיn qכ chuáng.
8:00am
1.
2. 8:30am
3. 9:15am
4. 12:00pm
5.
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B. ɺ愙ƥɺ愙ƥ (yìbiąn…yìbiąn…)
Look at the pictures given, and practice how to describe two simultaneous
actions.
EXAMPLE: ˟⁌ Tąmen
ƺ ˟⁌ɺ愙⊅टѽŊ Tąmen yìbiąn liáo tiąnr,
ɺ愙ۺ⥉ȯ yìbiąn hĒ chá.
1. ᪗ଅঋ Wáng xiיojiĚ
2. ㋧҅ᮝ Gąo xiąnsheng
3. ଅቦ Xiיo Lכ
4. ଅᱺ Xiיo Bái
C. Subject + Verb 1+ Verb 2
Turn the following words into sentences.
EXAMPLE: ᪗ሹ◆ଅ㋧◆ײ櫍 Wáng Péng ◆ Xiיo Gąo jią ◆ chĨ fàn
ƺ ᪗ሹӷଅ㋧ Wáng Péng dào Xiיo Gąo jią qù
ײ櫍ȯ chĨ fàn.
or ᪗ሹଅ㋧ײ櫍ȯ or Wáng Péng qù Xiיo Gąo jią chĨ fàn.
1. ໟ೭೭◆⡞ῆ櫦◆᳖ῆ 1. Wם dìdi ◆ túshŞguיn ◆ kàn shŞ
2. ˟◆ᄞા◆倣῀┱ㅠ 2. Tą ◆ jiàoshì ◆ liànxí fąyĨn
3. ቦה◆Ⳇ᱿્⎤ 3. Lכ Yםu ◆ tóngxué de sùshè
◆⊅टѽ ◆ liáo tiąnr
4. ଅᱺ◆Ⳇዮ◆ؑサㅠ 4. Xiיo Bái ◆ xuéxiào ◆ tĨng lùyĨn
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Lesson 8 • School Life 213
5. ଅ᪗◆≘㬇᱿⏾ҝા 5. Xiיo Wáng ◆ lיoshכ de bàngņngshì
◆䧁䧁槸 ◆ wèn wèntí
D. Verb + Object 1 + Object 2
D1: What does your teacher teach you in your Chinese class?
EXAMPLE: Ⳇᮝ◆ᮝ崭 xuésheng ◆ shĒngcí
ƺ ≘㬇ᄞⳆᮝᮝ崭ȯ ƺ Lיoshכ jiąo xuésheng shĒngcí.
1. Ⳇᮝ◆㶩 1. xuésheng ◆ Hànzì
2. ञ◆嵍ᘍ 2. dàjią ◆ yןfי
3. ໟ⁌◆ʑᄽ┱ㅠ 3. wםmen ◆ Zhņngwén fąyĨn
4. ञ◆嵞ᄽ 4. dàjią ◆ kèwén
D2: What kinds of questions do the students often ask their teachers in a
language classroom?
EXAMPLE: ┱ㅠ fąyĨn
ƺ Ⳇᮝ䧁≘㬇 Xuésheng chángcháng wèn lיoshĨ
┱ㅠ᱿䧁槸ȯ fąyĨn de wèntí.
1. ᮝ崭 1. shĒngcí
2. 嵍ᘍ 2. yןfי
3. 嵞ᄽ 3. kèwén
4. 㶩 4. Hànzì
E. ᔌ߱ƥ(zhèngzài …)
Practice with your partner how to ask and describe what they are doing based
on the pictures provided.
EXAMPLE:
ƺ A: ˟ᔌ߱ϝˑʟŝ A: Tą zhèngzài zuò shénme?
B: ˟ᔌ߱ᴍ嬩ȯ B: Tą zhèngzài shuì jiào.
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214 Integrated Chinese • Level 1 Part 1 • Textbook
1. 2. 3. 4.
F. Pair Activity
Find out your partner’s daily routine:
̷౹Ӓ䈙㑌ಉŝ Nכ píngcháng jכ diיn qכ chuáng?
̷౹Ӓ䈙ײᅽ櫍ŝ Nכ píngcháng jכ diיn chĨ zיofàn?
̷౹Ӓ䈙ʀ嵞ŝ Nכ píngcháng jכ diיn qù shàng kè?
̷౹Ӓ䈙ײ֘櫍ŝ Nכ píngcháng jכ diיn chĨ wןfàn?
̷౹Ӓ䈙ײᇄ櫍ŝ Nכ píngcháng jכ diיn chĨ wיnfàn?
̷౹ˑʟ㝖αᘺŝ Nכ píngcháng shénme shíhou xכ zיo?
㑌ಉ˫ᘺ愸ᆯᴍ嬩 Qכ chuáng yכhòu xכ háishi shuì jiào
˫Ԋᘺŝ yכqián xכ?
G. Pair Activity
Take a look at Tom’s daily schedule and ask each other the following questions:
12:30 have lunch
1:30 go online
2:00 study Chinese
3:00 go to the library
4:00 play basketball with friends
5:00 shower
6:30 have dinner
Tomײʴ֘櫍˫ଔ Tom chĨ le wןfàn yכhòu jiù zuò
ϝˑʟŝ shénme?
TomⳆʴʑᄽ˫ଔ Tom xué le Zhņngwén yכhòu jiù zuò
ϝˑʟŝ shénme?
Tom⭢ሹה༌ʴ˫ Tom gĒn péngyou dי le qiú yכhòu jiù
ଔϝˑʟŝ zuò shénme?
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Lesson 8 • School Life 215
A Letter
ɺૺΒ
(The teacher asked the students to write their friends a letter in Chinese
as a homework assignment. Here’s what Li You wrote to Gao Xiaoyin.)
ଅㅠŘ
̷॑Ŀ॑ʝʃ嬡ŊሱⲖʟ㦗ŝ
愹ᾊⳆቅໟബൢŊぜʴέὺ嵞˫
कŊ愸TവⳆʑᄽȯໟ⁌᱿ʑᄽ嵞ബ
ሷาඎȯߌᾚໟ⁌᱿ʑᄽ≘㬇ף+U
嵔ʑᄽŊʃ⁺嵔䇃ᄽŊ˫ʀ嵞᱿㝖
αໟ⁌ף嵔ʑᄽŊʃ嵔䇃ᄽȯだআໟ
嬩വബ栞Ŋ㣅XŊ᪗ሹ⾎ໟ倣
῀ʑᄽŊଔV嬩വʃ栞ʴYȯ
A Letter: Talking about Studying Chinese
LANGUAGE NOTES
X 㣅(hòulái) is
usually translated
as “later,” but it
pertains only to an
action or situation
in the past.
Y This sentence-fi nal
particle ʴusually
indicates a change
of status or the
realization of a new
situation. For more
examples, please
see Grammar 2 in
Lesson 11 (Level 1
Part 2).
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̷۹㲂ؑㅠᾰ╷ŝʁᾊᆣቅҞŊໟ⁌Ⳇዮ
ሷɺᾊㅠᾰ⁺Ŋశ㶜̷⋱U㣅ȯໟᮢʑᄽ㾕Β㾕
വബʃ॑Ŋ嵗⎋ໟȯṗ
॑
ה᱿ሹ̷
הቦ
֓ɺሶ֓Ҝᅺ
Yì fĒng xìn
(The teacher asked the students to write their friends a letter in Chinese as a homework assignment. Here’s
what Li You wrote to Gao Xiaoyin.)
XiיoyĨn:
Nכ hיo! Hיo jiן bú jiàn, zuìjìn zĚnmeyàng?
Zhè ge xuéqĨ wם hĚn máng, chúle zhuąnyè kè yכwài, háiT dĚi xué Zhņngwén. Wםmen de Zhņngwén kè
hĚn yםu yìsi. YĨnwèi wםmen de Zhņngwén lיoshĨ zhכ huìUshuņ Zhņngwén, bú huì shuņ YĨngwén, suםyכ
shàng kè de shíhou wםmen zhכ shuņ Zhņngwén, bù shuņ YĨngwén. Kąishכ wם juéde hĚn nán, hòuláiX,
Wáng Péng chángcháng bąng wם liànxí Zhņngwén, jiùV juéde bù nán leY.
Nכ xכhuan tĨng yĨnyuè ma? Xià ge xĨngqĨliù, wםmen xuéxiào yםu yí ge yĨnyuèhuì, xĨwàng nכ néngU lái.
Wם yòng Zhņngwén xiĚ xìn xiĚ de hĚn bù hיo, qכng bié xiào wם .Zhù
Hיo
Nכ de péngyou
Lכ Yםu
ShíyĨyuè shíbą rì
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VOCABULARY
1. ૺ fĒng m (measure word for letters)
2. Β xìn n letter (correspondence)
3. ሱⲖ zuìjìn t recently
ሱ zuì adv (of superlative degree; most, -est)
Ⲗ jìn adj close; near
4. Ⳇቅ xuéqĨ n school term; semester/quarter
5. ぜʴƥ˫क chúle...yכwài conj in addition to; besides [See Grammar 8.]
6. έὺ zhuąnyè n major (in college); specialty
7. ⁺ huì av can; know how to [See Grammar 9.]
8. 㣅 hòulái t later
9. ㅠᾰ⁺ yĨnyuèhuì n concert
10. శ㶜 xĨwàng v/n to hope; hope
11. ⋱ néng av can; to be able to [See Grammar 9.]
12. ᮢ yòng v to use
13. xiào v to laugh at; to laugh; to smile
14. ṗ zhù v to wish (well)
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Grammar
8. ぜʴƥ˫क,愸ƥ (chúle...yכwài, hái… in addition to…, also...)
XໟぜʴⳆʑᄽ˫कŊ愸Ⳇέὺ嵞ȯ
Wם chúle xué Zhņngwén yכwài, hái xué zhuąnyè kè.
(Besides Chinese, I also take courses in my major.)
Yʀᾊش⁌ໟぜʴ᳖䚕ഛ˫कŊ愸ؑ
ㅠᾰʴȯ
Shàng ge zhņumò wםmen chúle kàn diànyכng yכwài, hái tĨng yĨnyuè le.
(Last weekend, besides seeing a movie, we also listened to music.)
This is a fl oor plan of a performing arts facility. Circle the
concert hall.
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Lesson 8 • School Life 219
Z˟ぜʴ۹㲂ؑㅠᾰ˫कŊ愸۹㲂༌ȯ
Tą chúle xכhuan tĨng yĨnyuè yכwài, hái xכhuan dי qiú.
(In addition to listening to music, he also likes to play ball.)
The activities in each of the three sentences above are performed by the same subject. But if
activities are done by different subjects, the adverb ʬ has to be used.
[ぜʴଅ᪗˫कŊଅቦʬ۹㲂ڳᓼȮ⎮ȯ
Chúle Xiיo Wáng yכwài, Xiיo Lכ yĚ xכhuan chàng gĒ, tiào wן.
(In addition to Little Wang, Little Li also likes singing and dancing.)
9. ⋱(néng) and ⁺(huì) (I) Compared
Both ⋱(néng) and ⁺(huì) have several meanings. The basic meaning of ⋱(néng) is “to
be capable of (the action named by the following verb).” It can also be an indication of whether
one’s own abilities or circumstances allow the execution of an action. Additional meanings will be
introduced in later lessons.
Xໟ⋱ۺ֓ቸٖ۔ȯ
Wם néng hĒ shí bĒi kąfĒi.
(I can drink ten cups of coffee.)
Y˚टʁ֘ໟ⣬だ⁺Ŋʃ⋱ؑㅠᾰ⁺ȯ
JĨntiąn xiàwן wם yào kąi huì, bù néng qù tĨng yĨnyuèhuì.
(I have a meeting this afternoon. I cannot go to the concert.)
Zໟ⁌ʃ⋱߱⡞ῆ櫦⊅टѽȯ
Wםmen bù néng zài túshŞguיn liáo tiąnr.
(We cannot chat in the library.)
⁺(huì), as used in this lesson, means having the skill to do something through learning or
instruction.
[ቦה+嵔ʑᄽȯ
Lכ Yםu huì shuņ Zhņngwén.
(Li You can speak Chinese.)
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220 Integrated Chinese • Level 1 Part 1 • Textbook
\\ଅᱺ⁺ڳബघ⇾⡝ᓼȯ
Xiיo Bái huì chàng hĚn duņ MĚiguó gĒ.
(Little Bai can sing many American songs.)
]ໟʃ⁺ʀ⇑Ŋ嵗̷ᄞໟȯ
Wם bú huì shàng wיng. Qכng nכ jiąo wם.
(I don’t know how to use the Internet. Please teach me how.)
10. The Adverb ଔ(jiù) (III)
The adverb ଔ(jiù) can heighten the close relationship between two actions or situations. In this
usage, the action or situation indicated by the verb or adjective that follows ଔ(jiù) is usually
contingent upon the action or situation denoted by the verb or adjective in a preceding clause.
The relationship is often causal, as seen in (1) and (2), or conditional, as (3) and (4).
XņߌᾚŇଅ㋧۹㲂ײʑ⡝⤬Ŋņ˫Ň
ໟ⁌ଔײʑ⡝⤬ȯ
(YĨnwèi) Xiיo Gąo xכhuan chĨ Zhņngguó cài, (suםyכ (wםmen jiù chĨ Zhņngguó cài.
(Little Gao preferred Chinese food, so we went for Chinese food.)
YņߌᾚŇଅ᪗᱿έὺᆯ䚕剱Ŋņ˫Ň
ໟଔ嵗˟ᄞໟʟʀ⇑ȯ
(YĨnwèi) Xiיo Wáng de zhuąnyè shì diànnיo, (suםyכ (wם jiù qכng tą jiąo wם zĚnme shàng wיng.
(Little Wang’s major is computer science, so I asked him to teach me how to use the Internet.)
Z⣬ᆯⳆ⾎ໟए῀Ŋໟ≙崵ଔ≙വബ॑ȯ
Yàoshi tóngxué bąng wם fùxí, wם kיoshì jiù kיo de hĚn hיo.
(If my classmates help me review, I will do well on my test.)
[⣬ᆯ̷ʃ⋱㣅Ŋໟଔ̷ѽȯ
Yàoshi nכ bù néng lái, wם jiù qù nכ nàr.
(If you can’t come over, I will go to your place.)
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Lesson 8 • School Life 221
\\㾕㶩Ŋだআ嬩വ栞Ŋ倣῀Ŋଔ嬩വ
ૌᆞȯ
XiĚ Hànzì, kąishכ juéde nán, chángcháng liànxí, jiù juéde róngyì.
(When [you] fi rst learn to write Chinese characters, [you] would fi nd it diffi cult. If [you]
practice often, [you] would fi nd it easy.)
Language Practice
H. ぜʴƥ˫कŊ愸ƥ (chúle … yכwài, hái…)
Use the words given to describe what Mr. Bai does.
EXAMPLE: ʀㅠᾰ嵞◆ʀ䚕剱嵞 shàng yĨnyuè kè ◆ shàng diànnיo kè
ƺ ᱺ҅ᮝぜʴʀㅠᾰ嵞 ƺ Bái xiąnsheng chúle shàng yĨnyuè kè
˫कŊ愸ʀ䚕剱嵞ȯ yכwài, hái shàng diànnיo kè.
1. Ⳇ䇃ᄽ◆Ⳇʑᄽ xué YĨngwén ◆ xué Zhņngwén
2. ⁺嵔ʑᄽ◆ huì shuņ Zhņngwén ◆
⁺ᮢʑᄽ㾕Β huì yòng Zhņngwén xiĚ xìn
3. ۹㲂ڳᓼ◆۹㲂⎮ xכhuan chàng gĒ ◆ xכhuan tiào wן
4. ⋱ۺ⋰◆⥉ۺٖ۔ néng hĒ chá ◆ néng hĒ kąfĒi
I. ᮢ+ tool/method/means + V(O)
Describe the use of the means in the action.
EXAMPLE: 㾕ᅺ崐◆ʑᄽ xiĚ rìjì ◆ Zhņngwén
ƺ ໟ⁌ᮢʑᄽ㾕ᅺ崐ȯ Wםmen yòng Zhņngwén xiĚ rìjì.
1. 㾕Β◆䇃ᄽ 1. xiĚ xìn ◆ YĨngwén
2. ϝԼ嵞◆䱴 2. zuò gņngkè ◆ bכ
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222 Integrated Chinese • Level 1 Part 1 • Textbook
HOW ABOUT YOU?
What is your major?
1. ⓦ lìshכ n history
2. 倯㺮 jĨngjì n economics
3. ջⳆ huàxué n chemistry
4. 㛐Ⳇ shùxué n mathematics
5. wùlכ n physics
6. 嵍⤵Ⳇ yןyánxué n linguistics
7. డۄᾷ gņngshąng guיnlכ n business management
8. Ὼᙐᶇἄ Yàzhņu yánjiŞ n Asian studies
If your major is not listed above, please ask your teacher and make a note here:
ໟ᱿έὺᆯ
Wם de zhuąnyè shì
3. 倣῀┱ㅠ◆䚕剱 3. liànxí fąyĨn ◆ diànnיo
4. ۺٖ◆⥉۔ቸ 4. hĒ chá ◆ kąfĒi bĒi
J. Pair Activity
Work with a partner, and take turns asking each other:
̷㾕Β╷ŝ Nכ xiĚ xìn ma?
̷倹嵡㾕Βŝ Nכ chángcháng gĚi shéi xiĚ xìn?
̷⁺ᮢ䚕剱㾕Β╷ŝ Nכ huì yòng diànnיo xiĚ xìn ma?
̷㾕ᅺ崐╷ŝ Nכ xiĚ rìjì ma?
̷ᮢʑᄽ㾕ᅺ崐愸ᆯ Nכ yòng Zhņngwén xiĚ rìjì háishi
ᮢ䇃ᄽ㾕ᅺ崐ŝ yòng YĨngwén xiĚ rìjì?
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Lesson 8 • School Life 223
Culture Highlights
X The most common form of closing at the end of a letter in Chinese is
ṗ॑ (zhù hיo, I wish you well), with the character ṗ (zhù, to wish)
following the fi nal sentence of the letter and the character ॑ (hיo) at the
very beginning of the next line.
However, it is not an uncommon practice, especially among younger people,
to keep the two characters ṗ॑ unseparated.
Here a student closes her note with her good wishes.
Y Colleges and universities in both mainland China and Taiwan are on the
semester system. Typically, the fall semester starts in late August or early
September, and ends in mid-January. The winter break lasts about a month.
Since the Chinese New Year usually falls in late January or early February,
college students can take advantage of the break to go home and celebrate the
most important holiday of the year with their families. The spring semester
starts around mid-February and lasts until early July. A semester at a
Chinese college is about three weeks longer than that a typical American
college semester.
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224 Integrated Chinese • Level 1 Part 1 • Textbook
English Text
An Entry from Li You’s Diary
November 3, Tuesday
I was very busy and tired today. I got up at seven-thirty this morning. After taking a
shower, I had breakfast. While I was eating, I listened to the sound recording. I went to
the classroom at nine o’clock.
The fi rst period was Chinese. The teacher taught us pronunciation, new vocabulary,
and grammar. The teacher also taught us how to write Chinese characters, and gave us
a new text. The text was very interesting. The second period was Computer Science.
It was very diffi cult.
At noon I went to the cafeteria with my classmates for lunch. While we were eating,
we practiced speaking Chinese. In the afternoon I went to the library to go online. At
four o’clock, Wang Peng came looking for me to play ball. I had dinner at a quarter to
six. At seven-thirty, I went to Bai Ying’ai’s dorm for a chat. When I got there, she was
doing her homework. I got home at eight-thirty. Before I went to bed, Gao Wenzhong
called. He told me there’d be an exam tomorrow. I said I already knew that.
A Letter
(The teacher asked the students to write a letter in Chinese as an assignment. Here’s
what Li You wrote to Gao Xiaoyin.)
November 18
Dear Xiaoyin,
How are you? Long time no see. How are things recently?
This semester I’ve been busy. Besides the classes required for my major, I also need
to study Chinese. Our Chinese class is really interesting. Because our Chinese teacher
can only speak Chinese and does not know how to speak English, in the class we speak
only Chinese, no English. At the beginning I felt it was very diffi cult. Later, Wang Peng
often helped me practice Chinese, and I don’t feel it is hard anymore.
Do you like to listen to music? Next Saturday there will be a concert at our school.
I hope you can come. I do not write well in Chinese. Please don’t make fun of me.
Best wishes,
Your friend,
Li You
PROGRESS CHECKLIST
Before proceeding to Lesson 9, be sure you can complete the following
tasks in Chinese:
I am able to—
Describe my daily routine at school;
Write a simple diary entry in the proper format;
Write a simple letter in the proper format;
Express my modesty about my language abilities.
Please review the lesson if any of these tasks seem diffi cult.
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LESSON 9 Shopping
Ὦʪ嵞 ῐὼ⣫
Dì jiן kè Mיi dņngxi
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Speak about the color, size, and price of a purchase;
• Recognize Chinese currency;
• Pay bills in cash or with a credit card;
• Determine the proper change you should receive;
• Ask for a different size and/or color of merchandise;
• Exchange merchandise.
RELATE AND GET READY
In your own culture/community—
1. Do people haggle over prices in stores?
2. Can merchandise be returned or exchanged?
3. How do people pay for their purchases: in cash, with a check, or
with a credit card?
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Dialogue I: Shopping for Clothes
ņቦה߱ɺ ᾊۄಐῐὼ⣫,
ڰ庇▸李ॎƥŇ
ଅঋŊ෨⣬Mῐˑʟ⠥ሺŝ
ໟบῐɺ˴N姌⠪ȯ
෨۹㲂ˑʟ槼⏨᱿OŊ㿪᱿
愸ᆯ倂᱿ŝ
ໟ۹㲂ἊX倂᱿ȯໟ愸บῐ
ɺ㣁N婄ઈYȯ
घPञ᱿ŝञ╗᱿Ȯʑ╗
᱿Ȯ愸ᆯଅ╗᱿ŝ
ʑ╗᱿ȯʃ⣬ठ底᱿Ŋʬ
LANGUAGE NOTES
XNote that the verb Ἂ(chuąn) can
mean both “to wear” and “to put
on.” However, for most accessories,
especially those for the upper
part of the body, (dài) is used
instead of Ἂ (chuąn).
YIn Chinese, a pair of pants is just one
single piece of clothing. Hence
ɺ㣁婄ઈ (yì tiáo kùzi,
literally, a trouser) instead of
*ɺ┬婄ઈ (*yì shuąng
kùzi, literally, a pair of trousers).
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Lesson 9 • Shopping 227
ʃ⣬ठ͵Z᱿ȯ
愹㣁婄ઈʟ㦗ŝ
槼⏨ബ॑ȯॖኞ曟ᵬⲷ᱿
崽Ŋໟଔῐȯ
෨崵ɺʁȯ
[Li You checks the size on the label and measures the pants against
her legs.]
ʃᮢ崵ȯר˫ȯ
愹˴姌⠪خŝ
ʬʃ晹ȯɺҠघଇ昑ŝ
姌⠪ʷ֓ɺ⢷ʽŊ婄ઈɿ֓
߈֓ʷ⢷ʪᕜʪŊɺҠᆯʽ
⢷߈ᕜʪӠQȯ
॑Ŋ愹ᆯɺᱻ⢷昑ȯ
༪෨߈֓ʽ⢷ʽᕜɺȯ
嶂嶂ȯ
(Lכ Yםu zài yí ge shąngdiàn mיi dņngxi, shòuhuòyuán wèn tą. . .)
XiיojiĚ, nín yàoMmיi shénme yĨfu?
Wם xiיng mיi yí jiànNchènshąn.
Nín xכhuan shénme yánsè deO, huáng de háishi hóng de?
Wם xכhuan chuąnX hóng de. Wם hái xiיng mיi yì tiáoNkùziY.
DuņPdà de? Dà hào de, zhņng hào de, háishi xiיo hào de?
Zhņng hào de. Bú yào tài guì de, yĚ bú yào tài piányiZ de.
ZThe character ͵ in ͵
(piányi, inexpensive) is pronounced
“pián.” But in ᅞ͵ (fangbiàn,
convenient) the same character
is pronounced “biàn.” It is not
uncommon in Chinese for the
same character to be pronounced
differently and carry different
meanings. Other examples include:
ᾰ (yuè/lè) in ㅠᾰ (yĨnyuè,
music), רᾰ (kĚlè, cola); and 嬩
(jué/jiào) in 嬩വ (juéde, to feel)
and ᴍ嬩 (shuì jiào, to sleep).
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228 Integrated Chinese • Level 1 Part 1 • Textbook
Zhè tiáo kùzi zĚnmeyàng?
Yánsè hĚn hיo, rúguם chángduיn héshì de huà, wם jiù mיi.
Nín shì yi xia.
[Li You checks the size on the label and measures the pants against her legs.]
Búyòng shì, kĚyכ.
Zhè jiàn chènshąn ne?
YĚ búcuò. Yígòng duņshao qián?
Chènshąn èrshíyĨ kuài wן ,kùzi sąnshí’èr kuài jiן máo jiן ,yígòng shì wןshísì kuài sì máo jiן fĒnQ .
Hיo, zhè shì yìbיi kuài qián.
Zhיo nín sìshíwן kuài wן máo yĨ. Xièxie.
Ἂ⠥ሺ (chuą
婄ઈ(chuąn kùzi)
Ἂㄣ (chuąn
Ἂ姼ઈ (chu
màozi)
ᳵ暼 (d
⠧ (dài shםubiיo)
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Lesson 9 • Shopping 229
VOCABULARY
1. ۄಐ shąngdiàn n store; shop
2. ῐ mיi v to buy
3. ὼ⣫ dņngxi n things; objects
4. ڰ庇▸ shòuhuòyuán n shop assistant;
salesclerk
5. ⠥ሺ yĨfu n clothes
6. ˴ jiàn m (measure word for
shirts, dresses,
jackets, coats, etc.)
7. 姌⠪ chènshąn n shirt
8. 槼⏨ yánsè n color
9. 瀤 huáng adj yellow
10. 倂 hóng adj red
11. Ἂ chuąn v to wear; to put on
12. 㣁 tiáo m (measure word for pants and long, thin
objects)
13. 婄ઈ kùzi n pants
14. ╗ hào n size
15. ʑ zhņng adj medium; middle
16. ͵ piányi adj cheap; inexpensive
17. ॖኞƥ rúguם ...conj if
᱿崽 de huà
ञۄಐ
ῐὼ⣫ȯ
Dàjią qù shąngdiàn
mיi dņngxi.
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230 Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
18. 曟ᵬ chángduיn n length
曟 cháng adj long
ᵬ duיn adj short
19. ⲷ héshì adj suitable
20. 崵 shì v to try
21. ʃᮢ búyòng need not
22. ɺҠ yígòng adv altogether
23. घଇ duņshao qpr how much/many
24. 昑 qián n money
25. ⢷ kuài m (measure word for the basic Chinese monetary unit)
26. ᕜ máo m (measure word for 1/10 of a kuai, dime [in US
mone y])
27. Ӡ fĒn m (measure word for 1/100 of a kuai, cent)
28. ᱻ bיi nu hundred
29. ༪ņ昑Ň zhיo (qián) v(o) to give change
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Lesson 9 • Shopping 231
Grammar
1. The Modal Verb ⣬(yào) (II)
[See also Lesson 6 Grammar 2.]
One of the meanings of ⣬(yào) is “to desire to do something.”
XᆙटᆯشŊ̷⣬ϝˑʟŝ
Míngtiąn shì zhņumò, nכ yào zuò shénme?
(Tomorrow is the weekend. What do you want to do?)
Yໟ⣬⡞ῆ櫦᳖ῆŊ̷ʃŝ
Wם yào qù túshŞguיn kàn shŞ, nכ qù bu qù?
(I want to go to the library to read. Are you going?)
Zໟ⣬רۺᾰŊ˟⣬ۺ⥉ȯ
Wם yào hĒ kĚlè, tą yào hĒ chá.
(I want to drink cola. He wants to drink tea.)
To negate it, use ʃบ(bù xiיng).
[ໟʃบ⡞ῆ櫦ȯ
Wם bù xiיng qù túshŞguיn.
(I don’t feel like going to the library.)
\\˚टໟʃบϝԼ⦩ȯ
JĨntiąn wם bù xiיng zuò gņngkè.
(I don’t feel like doing my homework today.)
For (4), however, some Chinese speakers, particularly in the South, would say:
ໟʃ⣬⡞ῆ櫦ȯ
Wם bú yào qù túshŞguיn.
Both modal verbs บ(xiיng) and ⣬(yào) can express a desire or an intention, but ⣬(yào)
carries a stronger tone.
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232 Integrated Chinese • Level 1 Part 1 • Textbook
2. Measure Words (II)
[See also Lesson 2 Grammar 2.]
The following are the “measure word + noun” combinations that we have covered so far.
You have come across these measure words along with the nouns associated with them.
ɺᾊː yí ge rén a person
ɺ̤҅ᮝ yí wèi xiąnsheng a gentleman
ɺቸ⥉ yì bĒi chá a cup of tea
ɺᮁרᾰ yì píng kĚlè a bottle of cola
ɺኟ䱴 yì zhĨ bכ a pen
ɺむ倘 yì zhąng zhכ a piece of paper
ɺ叢嵞 yì jié kè a class period
ɺῇᅺ崐 yì piąn rìjì a diary entry
ɺૺΒ yì fĒng xìn a letter
ɺ˴姌⠪ yí jiàn chènshąn a shirt
ɺ㣁婄ઈ yì tiáo kùzi a pair of pants
ɺ┬ㄣ yì shuąng xié a pair of shoes
[See Dialogue 2 in Lesson 9.]
ɺ⢷昑 yí kuài qián one yuan
ɺᕜ昑 yì máo qián 1/10 of a yuan
ɺӠ昑 yì fĒn qián 1/100 of a yuan, one cent
ɺӠ昑
yì fĒn qián
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Lesson 9 • Shopping 233
Supplementary:
ɺῆ yì bĚn shŞ a book
ɺ╊ㄣ yì zhĨ xié a shoe (one of a pair) [See also “a pair of shoes” above.]
3. The ᱿(de) Structure (II)
We have a ᱿(de) structure when a noun, a pronoun, or an adjective is followed by the structural
particle ᱿(de). Grammatically, a ᱿(de) structure is equivalent to a noun, e.g., ≘㬇᱿
(lיoshĨ de, the teacher’s), ໟ᱿ (wם de, mine), ञ᱿ (dà de, the big one), etc. See also
Grammar 8 in Lesson 7.
4. घ(duņ) Used Interrogatively
The adverb घ(duņ) is often used in a question asking about degree or extent, e.g.,
X̷˚౺घञŝ [See Lesson 3.]
Nכ jĨnnián duņ dà?
(How old are you this year?)
Y̷Ἂघञ᱿⠥ሺŝ
Nכ chuąn duņ dà de yĨfu?
(What size clothes do you wear?)
Z̷೭೭घ㋧ŝ
Nכ dìdi duņ gąo?
(How tall is your younger brother?)
The adjectives that follow घ(duņ) are typically those suggesting large extents such as
ञ (dà, big), ㋧ (gąo, tall; high) and 愼 (yuיn, far), rather than those denoting small degrees
such as ଅ (xiיo, small; little), ᵭ (יi, short), and Ⲗ (jìn, near).
5. Amounts of Money
Chinese monetary units are Ҁ(yuán), ⤑ (jiיo, 1/10 of a yuan), and Ӡ (fĒn, one cent or 1/100
of a yuan). In colloquial speech, alternative terms ⢷(kuài) and ᕜ(máo) are usually used instead
of Ҁ(yuán) and ⤑(jiיo), but price markings in stores are likely to be in Ҁ(yuán) and ⤑
(jiיo), and many store clerks also use Ҁ(yuán) in their speech. Using the colloquial terms, ¥ 5.99
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is ʽ⢷ʪᕜʪӠ昑(wן kuài jiן máo jiן fĒn qián). However, in casual conversation
abbreviated forms are often used.
The rules for abbreviation of monetary terms are as follows: begin by omitting the last element
昑 (qián) in the expression and then the second to last element: ʽ⢷ʪᕜʪӠ (wן kuài
jiן máo jiן fĒn) omitting 昑 (qián), or ʽ⢷ʪᕜʪ (wן kuài jiן máo jiן (omitting both
昑 (qián) and Ӡ (fĒn). Note that if 昑 is included, the preceding measure (e.g., Ӡ) must also
be included; one doesn’t say *ʽ⢷ʪᕜʪ昑 (*wן kuài jiן máo jiן qián). One or more
zeros occurring internally in a complex number are read as ダ/㘁 (líng, zero).
Rénmínbì: from top to bottom XĨntáibì
ʽҀȮʷ⤑ȮɺҀ ʽ֓Ҁ
wן yuán, èr jiיo, yì yuán wןshí yuán
X $8.55 Ҝ⢷ʽᕜʽ(Ӡ)(昑)
bą kuài wן máo wן) fĒn)(qián)
Y $15.30 ֓ʽ⢷ɿ(ᕜ)(昑)
shíwן kuài sąn (máo) (qián)
Z $103 ɺᱻダɿ⢷(昑)
yì bיi líng sąn kuài (qián)
[ $100.30 ɺᱻ⢷ダɿᕜ(昑)
yì bיi kuài líng sąn máo (qián)
\\ $100.03 ɺᱻ⢷ダɿӠ(昑)
yìbיi kuài líng sąn fĒn (qián)
To avoid ambiguity, ᕜ(máo) and Ӡ(fĒn) cannot be omitted in (4) or (5).
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Lesson 9 • Shopping 235
Language Practice
A. ⣬ (yào, to want to; to have a desire to)
Practice with a partner how to ask and answer what Little Wang wishes to do
next week based on the following chart.
Monday Tuesday Wednesday Thursday Friday Saturday
EXAMPLE: ᆣቅɺ xĨngqĨyĨ
ƺ A: ଅ᪗ʁᾊᆣቅɺ A: Xiיo Wáng xià ge xĨngqĨyĨ
⣬ϝˑʟŝ yào zuò shénme?
B: ଅ᪗ʁᾊᆣቅɺ B: Xiיo Wáng xià ge xĨngqĨyĨ
⣬ʀ嵞ȯ yào qù shàng kè.
1. ᆣቅʷ 1. xĨngqĨèr
2. ᆣቅɿ 2. xĨngqĨsąn
3. ᆣቅ߈ 3. xĨngqĨsì
4. ᆣቅʽ 4. xĨngqĨwן
5. ᆣቅҞ 5. xĨngqĨliù
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236 Integrated Chinese • Level 1 Part 1 • Textbook
B. บ (xiיng, to feel like; would like to)
Little Li likes window shopping, and always dreams about what she would like to
buy. Say what’s on her wish list based on the pictures.
EXAMPLE:
ƺ ଅቦบῐɺ˴ᅘ⠥ሺȯ Xiיo Lכ xiיng mיi yí jiàn xĨn yĨfu.
1. 2. 3. 4.
C. ᱿(de) Structure
Practice how to ask and answer the following using the words given.
C1: Lost and Found: Identify to whom the objects belong.
EXAMPLE:
A:
ƺ 愹ᮁרᾰᆯ嵡᱿ŝ A: Zhè píng kĚlè shì shéi de?
B: 愹ᮁרᾰᆯ B: Zhè píng kĚlè shì
㋧ᄽʑ᱿ȯ Gąo Wénzhņng de.
1.
2.
3.
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Lesson 9 • Shopping 237
C2: Identify the colors of Little Wang’s belongings.
EXAMPLE:
ƺ A: ଅ᪗᱿䱴ᆯ ƺ A: Xiיo Wáng de bכ shì
ˑʟ槼⏨᱿ŝ shénme yánsè de?
B: ଅ᪗᱿䱴ᆯ B: Xiיo Wáng de bכ shì
瀤⏨᱿ȯ huángsè de.
1. 2. 3.
D. घ(duņ)
Practice how to ask about age, height, and how expensive things are.
How do you fi nd out the following:
1. your friend’s sibling’s age
2. the price of your friend’s pants
3. your teacher’s height
E. Pair Activity
Is your partner a shopaholic? Find out your partner’s shopping habits.
̷۹㲂ῐὼ⣫╷ŝ Nכ xכhuan mיi dņngxi ma?
̷ῐὼ⣫╷ŝ Nכ chángcháng qù mיi dņngxi ma?
̷۹㲂ῐˑʟὼ⣫ŝ Nכ xכhuan mיi shénme dņngxi?
̷۹㲂ῐ⠥ሺ╷ŝ Nכ xכhuan mיi yĨfu ma?
̷ڊѽῐὼ⣫ŝ Nכ chángcháng qù nיr mיi dņngxi?
̷⭢嵡ɺ㑌 Nכ chángcháng gĒn shéi yìqכ qù
ῐὼ⣫ŝ mיi dņngxi?
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238 Integrated Chinese • Level 1 Part 1 • Textbook
̷ሷӒ˴姌⠪ŝ Nכ yםu jכ jiàn chènshąn?
̷ሷӒ㣁婄ઈŝ Nכ yםu jכ tiáo kùzi?
F. Pair Activity
Be a fashion commentator. Bring in a photo, or a clipping from a magazine, of
your favorite celebrity. Work with a partner to ask and answer the following
questions. Then report back to the class the information gathered regarding
your partner’s celebrity.
Celebrity’s name۹㲂ˑʟ槼⏨ŝ Celebrity’s name xכhuan shénme yánsè?
ॎ۹㲂Ἂˑʟ槼⏨ Tą xכhuan chuąn shénme yánsè
᱿⠥ሺŝ de yĨfu?
ॎ˚ट᱿⠥ሺᆯˑʟ Tą jĨntiąn de yĨfu shì shénme
槼⏨᱿ŝ yánsè de?
̷嬩വॎ˚ट᱿⠥ሺ曟ᵬ Nכ juéde tą jĨntiąn de yĨfu chángduיn
ⲷʃⲷŝ héshì bù héshì?
ॎ᱿⠥ሺघ╷ŝ Tą de yĨfu duņ ma?
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Lesson 9 • Shopping 239
ⵙʃ㑌Ŋ愹┬ㄣठଅʴȯ⋱ʃ⋱
㓂ɺ┬ŝ
㸁李槸ȯ෨᳖Ŋ愹┬ʟ㦗ŝ
ʬʃ⠗Ŋ愹┬⭢┬ɺ㦗Rञȯ
愹┬㓺᱿خŝ
愹┬ㄣ埝ᤋञଅⲷŊרᆯS
槼⏨ʃ॑ȯሷ㸁ሷٖ۔⏨᱿ŝ
ⵙʃ㑌Ŋ愹ạㄣףሷ㓺᱿ȯ
愹┬ㄣ㦗ઈྡ॑᱿XŊଔᆯ
،Yȯ̷⁌愹ѽר˫ӽ֦╷?
ⵙʃ㑌Ŋໟ⁌ʃᄇΒᮢ֦ȯʃ
愧Ŋ愹┬᱿昑⭢┬ɺ㦗Ŋ෨ʃ
ᮢҪˡ昑ʴȯ
LANGUAGE NOTES
Xྡ+adj+᱿
(tכng+adj+de)
means “it’s rather
adj.” The ᱿(de)
is optional.
Yଔᆯ،
(jiù shì tą ba) is
an expression
one often uses
when making a
decision at the
end of a process
of selection. It
roughly means
“This is it”
or “I’ll take it.” [See
That’s How the
Chinese Say It!
after Lesson 10.]
Dialogue II: Exchanging Shoes
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240 Integrated Chinese • Level 1 Part 1 • Textbook
Duìbuqכ ,zhè shuąng xié tài xiיo le. Néng bu néng huàn yì shuąng?
Méi wèntí. Nín kàn, zhè shuąng zĚnmeyàng?
YĚ bù xíng, zhè shuąng gĒn nà shuąng yíyàngR dà.
Nà zhè shuąng hĒi de ne?
Zhè shuąng xié suĨrán dàxiיo héshì, kĚshìS yánsè bù hיo. Yםu méiyםu kąfĒisè de?
Duìbuqכ ,zhè zhםng xié zhכ yםu hĒi de.
Zhè shuąng xié yàngzi tכng hao deX…jiù shì tą baY. Nכmen zhèr kĚyכ shuą kי ma?
Duìbuqכ ,wםmen bù shņu xìnyòngkי .Búguò, zhè shuąng de qián gĒn nà shuąng yíyàng, nín búyòng zài
fù qián le.
ㄣಐ
xié diàn
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Lesson 9 • Shopping 241
VOCABULARY
1. ┬ shuąng m (measure word for a pair)
2. ㄣ xié n shoes
3. 㓂 huàn v to exchange; to change
4. ɺ㦗 yíyàng adj same; alike [See Grammar 6.]
5. 埝ᤋ suĨrán conj although [See Grammar 7.]
6. ञଅ dàxiיo n size
7. ٖ۔ ⏨kąfĒisè n brown; coffee color
8. ạ zhםng m (measure word for kinds, sorts, types)
9. 㓺 hĒi adj black
10. 㦗ઈ yàngzi n style
11. ྡ tכng adv very; rather
12. tą pr it
13. 愹ѽ zhèr pr here
14. ӽ֦ shuą kי vo to pay with a credit card
ӽ shuą v to brush; to swipe
֦ kי n card
15. ᄇ shņu v to receive; to accept
16. Βᮢ֦ xìnyòngkי n credit card
17. ʃ愧 búguò conj however; but
18. Ҫ zài adv again
19. ˡ昑 fù qián vo to pay money
ˡ fù v to pay
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242 Integrated Chinese • Level 1 Part 1 • Textbook
שᄇ晖
shņuyín tái
߱愹ѽˡ昑
zài zhèr fù qián
Grammar
6. ⭢/ُƥ(ʃ)ɺ㦗 (gĒn/hé...{bù} yíyàng, {not} the same as...)
To express similarity or dissimilarity between objects, persons, or actions, we use the structure
⭢/ُƥ(ʃ)ɺ㦗(gĒn/hé... {bù} yíyàng).
X̷᱿姌⠪⭢ໟ᱿ɺ㦗ȯ
Nכ de chènshąn gĒn wם de yíyàng.
(Your shirt is the same as mine.)
Y底᱿⠥ሺُ͵᱿⠥ሺʃɺ㦗ȯ
Guì de yĨfu hé piányi de yĨfu bù yíyàng.
(Expensive clothes are different from cheap ones.)
Following ɺ㦗(yíyàng), an adjective can be used:
Z೭೭⭢څڅɺ㦗㋧ȯ
Dìdi gĒn gĒge yíyàng gąo.
(The younger brother is as tall as the older one.)
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Lesson 9 • Shopping 243
[愹ᾊ䚕剱⭢ᾊ䚕剱ɺ㦗ᅘȯ
Zhè ge diànnיo gĒn nà ge diànnיo yíyàng xĨn.
(This computer is as new as that one.)
\\≘㬇㾕㶩㾕വ⭢᪗≘㬇ņ㾕㶩㾕
വŇɺ㦗ឍˌȯ
Cháng LיoshĨ xiĚ Hànzì xiĚ de gĒn Wáng LיoshĨ (xiĚ Hànzì xiĚ de) yíyàng piàoliang.
Teacher Chang writes Chinese characters as nicely as Teacher Wang does.
7. 埝ᤋƥŊרᆯ/̟ᆯƥ (suĨrán..., kĚshì/dànshì...,
although...yet...)
This pair of conjunctions links the two clauses in a complex sentence. Note, however, that 埝ᤋ
(suĨrán) is often optional.
X埝ᤋ愹┬ㄣബ͵Ŋרᆯञଅʃⲷȯ
SuĨrán zhè shuąng xié hĚn piányi, kĚshì dàxiיo bù héshì.
(Although this pair of shoes is inexpensive, it’s not the right size.)
ʑ⡝లㄣ
Zhņngguó bùxié
(Chinese cloth shoes)
Y愹ῆബሷาඎŊרᆯठ底ʴȯ
Zhè bĚn shŞ hĚn yםu yìsi, kĚshì tài guì le.
(This book is very interesting, but it’s too expensive.)
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244 Integrated Chinese • Level 1 Part 1 • Textbook
ZʑᄽʃૌᆞŊ̟ᆯബሷาඎȯ
Zhņngwén bù róngyì, dànshì hĚn yםu yìsi.
(Chinese is not easy, but it’s very interesting.)
Whether or not 埝ᤋ(suĨrán) is used in the fi rst clause, רᆯ/̟ᆯ(kĚshì/dànshì) cannot
be omitted in the second. The following sentence is, therefore, incorrect:
(2a) *埝ᤋ愹ῆബሷาඎŊठ底ʴȯ
*SuĨrán zhè bĚn shŞ hĚn yםu yìsi, tài guì le.
Language Practice
G. ⭢ƥɺ㦗(gĒn…yíyàng, the same as...)
EXAMPLE: 愹˴⠥ሺ⭢˴⠥ሺ Zhè jiàn yĨfu gĒn nà jiàn yĨfu
ɺ㦗ឍˌȯ yíyàng piàoliang.
1. 愹ኟ䱴◆ኟ䱴◆͵ 1. zhè zhĨ bכ ◆ nà zhĨ bכ ◆ piányi
2. 愹㣁婄ઈ◆㣁婄ઈ◆底 2. zhè tiáo kùzi ◆ nà tiáo kùzi ◆ guì
3. 愹┬ㄣ◆┬ㄣ 3. zhè shuąng xié ◆ nà shuąng xié
◆ⲷ ◆ héshì
4. 愹˴姌⠪◆˴姌⠪ 4. zhè jiàn chènshąn ◆ nà jiàn chènshąn
◆ञ ◆ dà
5. Ὦʪ嵞᱿嵍ᘍ 5. dì jiן kè de yןfי
◆ὮҜ嵞᱿嵍ᘍ◆栞 ◆ dì bą kè de yןfי ◆ nán
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Lesson 9 • Shopping 245
H. 埝ᤋƥרᆯ/̟ᆯ (suĨrán…kĚshì/dànshì, although...yet)
EXAMPLE: 埝ᤋʑᄽബ栞Ŋ SuĨrán Zhņngwén hĚn nán,
רᆯബሷาඎȯ kĚshì hĚn yםu yìsi.
1. ॎ᱿ᅘ⠥ሺബघ◆ 1. tą de xĨn yĨfu hĚn duņ ◆
ॎⵣʃἊ tą dņu bù chuąn
2. 愹㣁婄ઈബ͵◆ 2. zhè tiáo kùzi hĚn piányi ◆
曟ᵬʃⲷ chángduיn bù héshì
3. 愹˴姌⠪᱿槼⏨ബ 3. zhè jiàn chènshąn de yánsè hĚn
᳖॑◆ሷɺ䈙ѽଅ hיokàn ◆ yםu yìdiיnr xiיo
4. 愹┬ㄣ㦗ઈྡʃ晹᱿ 4. zhè shuąng xié yàngzi tכng búcuò de
◆ठ底ʴ ◆ tài guì le
5. 愹ᾊۄಐʃଅ 5. zhè ge shąngdiàn bù xiיo
◆ʃ⋱ӽ֦ ◆ bù néng shuą kי
I. Identical Twins
Here’s some information about two sisters who are identical twins. Describe the
similarities between the two.
EXAMPLE: age: 14 14
ƺ ঋঋ⭢ॸॸɺ㦗ञȯ
1. height: 5’5” 5’5”
2. shirts: size 6 size 6
3. pants: 30” inseam 30” inseam
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246 Integrated Chinese • Level 1 Part 1 • Textbook
J. Clothing Store
You own a small clothing store, and you want to plan your inventory. Survey your
clients/everyone in the class about their color preferences and sizes and then
decide how many pairs of shirts, pants, shoes, etc. you need to stock, and in what
colors and sizes.
̷۹㲂Ἂˑʟ槼⏨᱿ Nכ xכhuan chuąn shénme yánsè de
ㄣ/姌⠪/婄ઈŝ xié/chènshąn/kùzi?
̷Ἂघञ᱿ Nכ chuąn duņ dà de
ㄣ/姌⠪/婄ઈŝ xié/chènshąn/kùzi?
Write down your fi ndings:
• shoes
• shirts
• pants
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Lesson 9 • Shopping 247
HOW ABOUT YOU?
What is your favorite color?
1. 嘽⏨ lánsè n blue
2. 偟⏨ lקsè n green
3. ₯⏨ zכsè n purple
4. ⁆倂⏨ fĚnhóngsè n pink
5. ᑢ倂⏨ júhóngsè n orange
6. ᢝ⏨ huĨsè n gray
If your most favorite and least favorite colors are not listed above, ask your teacher and make
a note here:
ໟሱ۹㲂 ⏨ȯ Wם zuì xכhuan sè.
ໟሱʃ۹㲂 ⏨ȯ Wם zuì bù xכhuan sè.
What’s in your wardrobe?
1. ʀ⠥ shàngyĨ n upper garment
2. ञ⠥ dàyĨ n overcoat
3. ᕜ⠥ máoyĨ n woolen sweater
4. ⡲ઈ qúnzi n skirt
5. ⪙҇ jiákè n jacket
6. कह wàitào n outer garment; coat; jacket
7. ⣫⡶ xĨzhuąng n (western-style) suit
8. T⠪ T-xùshąn n T-shirt
9. ઈ màozi n hat; cap
10. 姼ઈ wàzi n socks
If there are items in your wardrobe that are not mentioned above, ask your teacher and make
a note here:
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248 Integrated Chinese • Level 1 Part 1 • Textbook
XIn mainland China a salesperson in a department store is usually addressed as
ڰ庇▸(shòuhuòyuán), and a server in a restaurant is usually addressed
as ሺ␁▸ (fúwùyuán, “Service Person”). In speaking to bus drivers or
taxi drivers, as well as ticket sellers, the most common form of address (for
women as well as men) is 㬇ϼ (shĨfu, an old term of respect for a
master craftsman or skilled worker). However, these forms of address vary
according to age and preference of the speaker as well as the status or
function of the person spoken to, and usage is very much in fl ux in the early
twenty-fi rst century. As in so many matters of language usage, students
should carefully observe actual usage and follow suit. In Taiwan, the terms
ଅঋ (xiיojiĚ, Miss) and ҅ᮝ (xiąnsheng, Mr.) have very broad usage,
including the contexts mentioned above.
Y In mainland China prices are usually non-negotiable in supermarkets and
large department stores, but bargaining is routine in street-side stalls and
small shops. There is no sales tax in mainland China. It is also not customary
to tip in a restaurant, although upscale restaurants often charge a service fee.
ZThe traditional formal attire for Chinese men was a long robe called
曟⡁ (chángpáo, long gown) and a short jacket called 毌⢏ (mיguà,
Mandarin jacket), while women (in the cities) wore a modifi ed Manchu-style
dress called ᅲ⡁ (qípáo, close-fi tting woman’s dress with a high neck and
a slit skirt) until 1949 in mainland China and into the 1960s and 70s in
Taiwan. Through the early decades of the People’s Republic, men wore the
ʑୀ娥 (Zhņngshąnzhuąng, “Sun Yat-sen suit”), the top part of which
came to be called in the West the “Mao jacket.” Nowadays Chinese men and
women dress in about the same way as Westerners, wearing suits and ties or
dresses on formal occasions, and jeans and T-shirts for more casual purposes.
ɺ˴曟⡁
yí jiàn chángpáo
ᾄ˴ᅲ⡁
liיng jiàn qípáo
Culture Highlights
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Lesson 9 • Shopping 249
English Text
Dialogue I
(Shopping for clothes at a store)
Salesperson: Miss, what are you looking for?
Li You: I’d like to buy a shirt.
Salesperson: What color [shirt] do you like? Yellow or red?
Li You: I like red. I’d also like to get a pair of pants.
Salesperson: What size? Large, medium or small?
Li You: Medium. Something not too expensive, but not too cheap, either.
Salesperson: How about these pants?
Li You: The color is nice. If the size is right, I’ll take them.
Salesperson: Please try them on.
[Li You checks the size on the label, and measures the pants against her legs.]
Li You: No need to try them. They’ll do.
Salesperson: And how about this shirt?
Li You: It’s not bad either. How much altogether?
Salesperson: Twenty one dollars and fi fty cents for the shirt, and thirty-two ninety-nine for
the pants. Fifty-four dollars and forty-nine cents altogether.
Li You: OK. Here’s one hundred.
Salesperson: Forty-fi ve fi fty-one is your change. Thank you.
Dialogue II
Wang Peng: Excuse me, this pair of shoes is too small. Can I exchange them for another pair?
Salesperson: No problem. How about this pair?
Wang Peng: No, they won’t do either. This pair is the same size as the other one.
Salesperson: What about this pair in black?
Wang Peng: This pair is the right size, but it’s not a good color. Do you have any in brown?
Salesperson: I’m sorry. We only have black ones for this kind of shoes.
Wang Peng: The style of the pair is pretty nice. This is it. Can I use my credit card here?
Salesperson: I’m sorry, we don’t take credit cards. But this pair is the same price as the other
one. You don’t need to pay again.
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250 Integrated Chinese • Level 1 Part 1 • Textbook
PROGRESS CHECKLIST
Before proceeding to Lesson 10, be sure you can complete the following
tasks in Chinese:
I am able to—
Name my favorite color and other common colors;
Talk about clothing and shoe sizes;
Count money and determine the proper change;
Return or exchange items at a store.
Please review the lesson if any of these tasks seem diffi cult.
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Transportation
LESSON 10
Ὦ֓嵞 ˅ⳇ
Dì shí kè Jiąotņng
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Comment about several means of transportation;
• Explain how to travel from one station to another;
• Describe a traffi c route;
• Express your gratitude after receiving a personal favor;
• Offer New Year’s wishes.
RELATE AND GET READY
In your own culture/community,
1. What is the most popular means of public transportation?
2. Can people hail a taxi on the street easily or do they have to call one
by phone?
3. How do people express their gratitude?
4. What do people say to each other on the New Year?
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252 Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue: Going Home for the Winter Vacation
ቦהŊϐ̷ߊ╷ŝ
ⵙŊໟ⣬ߊȯ
樾ቘṠ̷ῐʴ╷Mŝ
倯ῐʴȯᆯʷ֓ɺ
╗᱿ȯ
樾ቘᆯӒ䈙᱿ŝ
ᇄʀҜ䈙᱿ȯ
̷ʟXቘ⢚ŝ
ໟบࠈҝҠᗋ惆≛N
ࠈ߸昡ȯ̷ᵧⳬʟ⬕X╷ŝ
LANGUAGE NOTES
Xʟ)zĚnme qù) asks
the means of transportation
and ʟ⬕(zĚnme zםu)
asks the detailed route or
directions.
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Lesson 10 • Transportation 253
̷҅ࠈɺ⭰ᗋ惆ŊࠈɿἿʁ
惆Ŋᤋ㓂߸昡ȯ҅ࠈ倂借Ŋ
ҪO㓂偟借Ŋሱ㓂嘽借ȯ
ʃ⠗Ŋʃ⠗Ŋठ㕊䉆ʴȯໟ
愸ᆯP༌惆Y،ȯ
ӛẬᗋ惆ठ底Ŋໟだ惆Ⲷ̷
ȯ،
嶂嶂̷ȯ
ʃᮢ઼ᖃȯ
Lכ Yםu, hánjià nכ huí jią ma?
Duì, wם yào huí jią.
FĒijĨ piào nכ mיi le maM?
YכjĨng mיi le. Shì èrshíyĨ hào de.
FĒijĨ shì jכ diיn de?
Wיnshang bą diיn de.
Nכ zĚnme qùX jĨchיng?
Wם xiיng zuò gņnggòng qìchĒ huòzhĚN zuò dìtiĚ.
Nכ zhĨdao zĚnme zםuX ma?
Nכ xiąn zuò yĨ lù qìchĒ, zuò sąn zhàn xià chĒ,
ránhòu huàn dìtiĚ. Xiąn zuò hóng xiàn, zàiOhuàn
lק xiàn, zuìhòu huàn lán xiàn.
Bù xíng, bù xíng, tài máfan le. Wם háishiP dי chĒY ba.
ChŞzŞ qìchĒ tài guì, wם kąi chĒ sòng nכ qù ba.
Xièxie nכ.
Búyòng kèqi.
YTaxicabs are called 崁Ễ惆
(jìchéng chĒ, metered cars) in
Taiwan but ӛẬ(ᗋ)惆
(chŞzŞ {qì}chĒ) in mainland
China. To take a taxi is ༌惆
(dי chĒ).
߸昡Ἷ
dìtiĚ zhàn
߱愹ѽ༌惆
zài zhèr dי chĒ
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VOCABULARY
1. ϐ hánjià n winter vacation
2. 樾ቘ fĒijĨ n airplane
樾 fĒi v to fl y
ቘ jĨ n machine
3. Ṡ piào n ticket
4. (樾)ቘ⢚ (fĒi)jĨchיng n airport
5. ࠈ zuò v to travel by
6. ҝҠᗋ惆 gņnggòng qìchĒ n bus
ҝҠ gņnggòng adj public
ᗋ惆 qìchĒ n automobile
惆 chĒ n vehicle; car
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VOCABULARY
7. ≛ huòzhĚ conj or [See Grammar 2.]
8. ߸昡 dìtiĚ n subway
9. ⬕ zםu v to go by way of; to walk
10. ҅ xiąn adv fi rst [See Grammar 3.]
11. Ἷ zhàn m (measure word for stops of bus, train, etc.)
12. ʁ惆 xià chĒ vo to get off (a bus, train, etc.)
13. ᤋ ránhòu adv then
14. 偟 lק adj green
15. 借 xiàn n line
16. ሱ zuìhòu fi nal; last
17. 嘽 lán adj blue
18. 㕊䉆 máfan adj troublesome
19. ༌惆 dי chĒ vo to take a taxi
20. ӛẬᗋ惆 chŞzŞ qìchĒ n taxi
ӛẬ chŞzŞ v to rent out; to let
Ậ zŞ v to rent
21. だ惆 kąi chĒ vo to drive a car
だ kąi v to drive; to operate
22. Ⲷ sòng v to see off or out; to take (someone somewhere)
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ռˊቘ⢚
BĚijĨng jĨchיng
愹むҝҠᗋ惆Ṡघଇ昑ŝ
Zhè zhąng gņnggòng qìchĒ piào duņshao qián?
Grammar
1. Topic-Comment Sentences
When a noun or noun phrase has become established as a known element in a conversation, it can
occur at the beginning of the sentence as the “topic,” with the rest of the sentence functioning as a
“comment” on it. This forms what is known as a “topic-comment sentence.” In such a sentence the
object of the verb can be brought forward to serve as the topic of the sentence.
XA: ໟᆫटῐʴɺኟ䱴ȯ
Wם zuótiąn mיi le yì zhĨ bכ.
(I bought a pen yesterday.)
B: ኟ䱴̷ᮢʴ╷ŝ
Nà zhĨ bכ nכ yòng le ma?
(Have you used that pen?)
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YA: ̷ᵧⳬໟ᱿姌⠪߱ڊѽ╷?
Nכ zhĨdao wם de chènshąn zài nיr ma?
(Do you know where my shirt is?)
B: ̷᱿姌⠪ໟ倹̷⫨⫨ʴȯ
Nכ de chènshąn wם gĚi nכ mąma le.
(I gave your shirt to your mother.)
ZA: ̷ሷሹה?╷
Nכ yםu péngyou ma?
(Do you have friends?)
B: ሹהໟሷബघŊרᆯⵣʃ߱愹ѽȯ
Péngyou wם yםu hĚn duņ, kĚshì dņu bú zài zhèr.
(I have many friends, but none of them are here.)
[ॎʃบ倝倆Ŋרᆯ樾ቘṠॎ⫨⫨倯
⾎ॎῐʴȯ
Tą bù xiיng qù NiןyuĒ, kĚshì fĒijĨ piào tą mąma yכjĨng bąng tą mיi le.
(She does not want to go to New York, but her mother has already bought the airplane
ticket for her.)
2.≛ (huòzhĚ, or) and 愸ᆯ (háishi, or)
While both ≛ (huòzhĚ, or) and 愸ᆯ (háishi, or) link up two words or phrases that indicate
different alternatives, the former usually appears in statements, the latter in questions.
X A: ̷˚टᇄʀϝˑʟŝ
Nכ jĨntiąn wיnshang zuò shénme?
(What are you going to do tonight?)
B: ؑㅠᾰ≛᳖䚕ഛȯ
TĨng yĨnyuè huòzhĚ kàn diànyכng.
(Listen to music or watch a movie.)
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YA: ̷شบ᳖䚕ഛ愸ᆯ⎮ŝ
Nכ zhņumò xiיng kàn diànyכng háishi tiào wן?
(Would you like to see a movie or go dancing this weekend?)
B: ᳖䚕ഛ≛⎮ⵣ⠗ȯ
Kàn diànyכng huòzhĚ tiào wן dņu xíng.
(Either seeing a movie or going dancing would be fi ne with me.)
ZA: ̷۹㲂ˑʟ槼⏨᱿ㄣŝ㓺⏨᱿愸ᆯ
᱿ŝ⏨۔ٖ
Nכ xכhuan shénme yánsè de xié? HĒisè de háishi kąfĒisè de?
(What color shoes do you like? Black or brown ones?)
B: 㓺⏨᱿≛ٖ۔⏨᱿ໟⵣʃ۹㲂Ŋໟ۹㲂
ᱺ᱿ȯ
HĒisè de huòzhĚ kąfĒisè de wם dņu bù xכhuan, wם xכhuan bái de.
(I don’t like either black or brown; I like white ones.)
[ᆙट̷だ⁺≛˟だ⁺ⵣר˫ȯ
Míngtiąn nכ qù kąi huì huòzhĚ tą qù kąi huì dņu kĚyכ.
(Either you or he may attend tomorrow’s meeting.)
3.҅ƥҪƥ (xiąn...zài..., fi rst..., then...)
Sometimes Ҫ(zài) indicates a sequence of actions rather than a repetition. ᳖҅䚕ഛҪ
ײ櫍 (xiąn kàn diànyכng zài chĨ fàn, fi rst go to the movie, then eat) means ᳖䚕ഛ˫
ײ櫍 (kàn diànyכng yכhòu chĨ fàn, eat after seeing the movie).
MORE EXAMPLES:
XA: ̷ˑʟ㝖α倹⫨⫨༌䚕崽?
Nכ shénme shíhou gĚi mąma dי diànhuà?
(When are you going to call Mom?)
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B: ʁ嵞˫Ҫ༌ȯ
Xià kè yכhòu zài dי.
(I’ll call after class.)
Yໟบ҅༌Ҫ⡞ῆ櫦ȯ
Wם xiיng xiąn dי qiú zài qù túshŞguיn.
(I’d like to play ball and then go to the library.)
ZA: ೭೭҅ϝԼ嵞Ҫʀ⇑⊅टѽȯ
Dìdi chángcháng xiąn zuò gņngkè zài shàng wיng liáo tiąnr.
(My little brother often does his homework fi rst and then chats online.)
As adverbs, ҅(xiąn) and Ҫ(zài) must come immediately before a verb. They cannot be placed
in front of the subject.
[ଅ᪗҅ῐὼ⣫Ҫײᇄ櫍ȯ
Xiיo Wáng xiąn mיi dņngxi zài chĨ wיnfàn.
(Little Wang will shop fi rst before having dinner.)
(4a) *҅ଅ᪗ῐὼ⣫Ҫײᇄ櫍ȯ
*Xiąn Xiיo Wáng mיi dņngxi zài chĨ wיnfàn.
4. 愸ᆯƥņ،Ň(háishi…{ba}, had better)
The structure 愸ᆯƥņ،Ň(háishi…{ba}, had better) can be used to signify making a
selection after considering two or more options. Sometimes in making such a decision one is forced
to give up one’s preference.
XA: ̷嵔Ŋᆙट᳖䚕ഛ愸ᆯ᳖ŝ
Nכ shuņ, míngtiąn kàn diànyכng háishi kàn qiú?
(What do you think we should watch tomorrow, a movie or a ball game?)
B: 愸ᆯ᳖䚕ഛ،ȯ
Háishi kàn diànyכng ba.
(Let’s see a movie.)
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YA: ໟ᱿惆ሷ李槸ȯʟ⏾ŝ
Wם de chĒ yםu wèntí. ZĚnme bàn?
(There is a problem with my car. What shall we do?)
B: ⎋ؑㅠᾰ⁺ʴȯໟ⁌愸ᆯ߱
᳖䚕嬦،ȯ
Nà bié qù tĨng yĨnyuèhuì le. Wםmen háishi zài jią kàn diànshì ba.
(Let’s not go to the concert then. We’d better stay home and watch TV.)
Language Practice
A. Topic-Comment Sentence
A brings up a piece of new information. That piece of information then becomes
known/old information, or the topic of B’s response. Let’s practice.
EXAMPLE: A: ̷۹㲂ໟ᱿ A: Nכ xכhuan wם de
愹˴⠥ሺ╷ŝ zhè jiàn yĨfu ma?
B: 愹˴⠥ሺໟʃ۹㲂ȯ B: Zhè jiàn yĨfu wם bù xכhuan.
1. A: ̷⁺ʃ⁺ʀ⇑ŝ 1. A: Nכ huì bu huì shàng wיng?
2. A: ̷ए῀嵞ᄽʴ╷ŝ 2. A: Nכ fùxí kèwén le ma?
3. A: ̷䔐߱บʃบ 3. A: Nכ xiànzài xiיng bu xiיng
ۺٖ۔ŝ hĒ kąfĒi?
4. A: ̷崄崦ᱺ䇃䎑╷ŝ 4. A: Nכ rènshi Bái YĨng’ài ma?
B. ≛ vs.愸ᆯ (huòzhĚ vs. háishi)
Practice with a partner how to offer choices and how to be diplomatic or
accommodating when answering.
EXAMPLE: ˚टᇄʀϝˑʟ jĨntiąn wיnshang zuò shénme
ؑㅠᾰ/᳖䚕嬦 tĨng yĨnyuè/kàn diànshì
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ƺ A: ໟ⁌˚टᇄʀϝ ƺ A: Wםmen jĨntiąn wיnshang zuò
ˑʟŝؑㅠᾰ shénme? TĨng yĨnyuè
愸ᆯ᳖䚕嬦ŝ háishi kàn diànshì?
B: ؑㅠᾰ≛ B: TĨng yĨnyuè huòzhĚ
᳖䚕嬦ⵣ⠗ȯ kàn diànshì dņu xíng.
1. ᆙटʁ֘ϝˑʟ 1. míngtiąn xiàwן zuò shénme
༌/ ⎮qù dי qiú/qù tiào wן
2. ᆙटᇄʀϝˑʟ 2. míngtiąn wיnshang zuò shénme
ۄಐῐὼ⣫/ qù shąngdiàn mיi dņngxi/
ሹה⊂/टѽ qù péngyou jią liáo tiąnr
3. 愹ᾊشʟቘ⢚ 3. zhège zhņumò zĚnme qù jĨchיng
ࠈ߸昡/༌惆 zuò dìtiĚ/dי chĒ
4. ۺˑʟ⥉ 4. hĒ shénme chá
ʑ⡝⥉/䇃⡝⥉ Zhņngguó chá/YĨngguó chá
5. ῐˑʟ槼⏨᱿惆 5. mיi shénme yánsè de chĒ
嘽᱿/㓺᱿ lán de/hĒi de
C. ҅ƥҪƥ(xiąn…zài…)
Let’s practice how to place two actions in order.
ƺ ໟ҅ײᅽ櫍Ŋ Wם xiąn chĨ zיofàn,
Ҫ⡞ῆ櫦Ⳇ῀ȯ zài qù túshŞguיn xuéxí.
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1.
2.
3. $
4.
5.
D. 愸ᆯƥ،(háishi…ba)
With a partner, practice persuading each other to accept an alternative.
EXAMPLE: ؑㅠᾰ◆ए῀ᮝ崭嵍ᘍ tĨng yĨnyuè ◆ fùxí shĒngcí yןfי
ƺ A: ໟ⁌ؑㅠᾰŊ॑╷ŝ ƺ A: Wםmen tĨng yĨnyuè, hיo ma?
B: ໟ⁌愸ᆯए῀ᮝ崭 B: Wםmen háishi fùxí shĒngcí
嵍ᘍ،ȯ yןfי ba.
1. ࠈ߸昡ቘ⢚◆だ惆 1. zuò dìtiĚ qù jĨchיng ◆ kąi chĒ
2. ࠈҝҠᗋ惆 2. zuò gņnggòng qìchĒ qù
ῐὼ⣫◆༌惆 mיi dņngxi ◆ dי chĒ
3. ӽ֦◆⎋ᮢΒᮢ֦ 3. shuą kי ◆ bié yòng xìnyòngkי
4. ῐ㓺⏨᱿姌⠪◆ 4. mיi hĒisè de chènshąn ◆
ῐ倂⏨᱿ mיi hóngsè de
5. Ⳇʑᄽέὺ◆ 5. xué Zhņngwén zhuąnyè ◆
Ⳇ䚕剱έὺ xué diànnיo zhuąnyè
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E. Take turns directing your friend to...
1. Mr. Wang’s offi ce: Take the subway – the Red Line. Get off after 5 stops.
2. Mary’s house: Take Bus #5. Get off after 4 stops. Then change to the subway. Take the Green Line
fi rst and then switch to the Red Line. Get off after 6 stops.
3. Mark’s school: Take Bus # 29. Get off after 6 stops. Then switch to the subway. Take the Red Line
fi rst and then switch to the Blue Line. Get off after 3 stops.
This is a sign found at a bus stop. Can you locate the words meaning \"getting on\" and \"getting off\"?
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䚕ઈ戎˴X
Date: 2008౺12ሶ20ᅺ
From: ቦה
To: ᪗ሹ
Subject:嶂嶂!
᪗ሹŘ
嶂嶂̷टだ惆Ⲷໟӷቘ⢚ȯʃ
愧Ŋ崉̷⿉ʟघ㝖杔Ŋ䡿ʃ॑
าඎȯໟ愹ӒटᕓटⵣQ だ惆ӛ
ఱ᱿ːだ惆ࡆȯ愹ᾊהሹ᳖≘
だവ᧚⎋൬ȯໟ߱㋧Ⳍҝ⭰ʀだ
惆Ŋ䡿ሷ䈙ѽ亇むȯרᆯ愹ѽ㸁
An Email: Thanking Someone for a Ride
LANGUAGE NOTE
X The Chinese word for
email, 䚕ઈ戎˴
(diànzכ yóujiàn), literally
means electronic
mail. It is sometimes
abbreviated as 䚕戎
(diàn yóu). More informal
Chinese terms for email
include ̀ॸѽ
(yĨmèiér) and ̀ਉ
ѽ(yĨmèiér); both are
facetious transliterations
of “email.”
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ሷҝҠᗋ惆Ŋʬ㸁ሷ߸昡Ŋף⎊⋰నだ惆,
ബʃᅞ͵ȯ
ሷἇѽ᱿崽༌ໟ᱿༆ቘ≛倹ໟ┱ᵬΒ, ໟ
บ⭢̷⊅टѽȯ
ᅘ౺൬⣬ӷʴRŊṗ̷ᅘ౺൬ᾰĿ
הቦ
Diànzכ yóujiànX
Date: 2008 nián 12 yuè 20 rì
From: Lכ Yםu
To: Wáng Péng
Subject: Xièxie!
Wáng Péng:
Xièxie nכ nà tiąn kąi chĒ sòng wם dào jĨchיng. Búguò, ràng nכ huą nàme duņ shíjiąn, zhĒn bù
hיoyìsi. Wם zhè jכ tiąn mĚi tiąn dņuQ kąi chĒ chŞqu kàn lיo péngyou. Zhè ge chéngshì de rén
kąi chĒ kąi de tèbié kuài. Wם zài gąosù gņnglù shang kąi chĒ, zhĒn yםudiיn(r) jכnzhąng. KĚshì
zhèr méiyםu gņnggòng qìchĒ, yĚ méiyםu dìtiĚ, zhכ néng zìjכ kąi chĒ, hĚn bù fąngbiàn.
Yםu kòngr de huà dי wם de shםujĨ huòzhĚ gĚi wם fą duיnxìn, wם xiיng gĒn nכ liáo tiąnr.
XĨnnián kuài yào dào leR, zhù nכ xĨnnián kuàilè!
Lכ Yםu
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VOCABULARY
1. 䚕ઈ戎˴ diànzכ yóujiàn n email
䚕ઈ diànzכ n electron
2. 崉 ràng v to allow or cause (somebody to do something)
3. ⿉ huą v to spend
4. ʃ॑าඎ bù hיoyìsi to feel embarrassed
6. ᕓ mĚi pr every; each [See Grammar 5.]
7. ࡆఱ chéngshì n city
8. ᧚⎋ tèbié adv especially
9. ㋧Ⳍҝ⭰ gąosù gņnglù n highway
㋧Ⳍ gąosù adj high speed
ҝ⭰ gņnglù n highway; public road
⭰ lù n road; path
10. 亇む jכnzhąng adj nervous, anxious
11. ⎊న zìjכ pr oneself
12. ༆ቘ shםujĨ n cell phone
13. ┱ᵬΒ fą duיnxìn vo to send a text message; (lit.) to send a short
message
14. ᅘ౺ xĨnnián n new year
15. ൬ᾰ kuàilè adj happy
ʑ⡝᱿ɺᾊࡆఱ
Zhņngguó de yí ge chéngshì
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Describe the modes of transportation above.
Grammar
5. ᕓƥⵣƥ (mĚi...dņu..., every)
In a sentence that contains the term ᕓ (mĚi, every), usually ⵣ (dņu, all) has to be inserted
further along in the sentence, immediately in front of the verb.
X˟ᕓटᇄʀⵣ槤῀嵞ᄽȯ
Tą mĚi tiąn wיnshang dņu yùxí kèwén.
(He studies the lessons in advance every night.)
Yໟᕓ叢嵞ⵣ㣅ȯ
Wם mĚi jié kè dņu lái.
(I come to every class.)
Z愹ѽᕓᾊːໟⵣ崄崦ȯ
Zhèr mĚi ge rén wם dņu rènshi.
(I know everyone here.)
[≘㬇᱿ᕓᾊⵣ᳖॑ȯ
Cháng lיoshĨ de zì mĚi ge dņu hיokàn.
(Every one of Teacher Chang’s characters looks nice.)
6. ⣬ƥʴ (yào…le, soon)
The ⣬ƥʴ(yào…le) structure indicates the imminence of an anticipated action or situation. It
also appears in the form of ൬⣬ƥƥʴ(kuài yào…le).
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Xᅘ౺൬⣬ӷʴŊໟ⁌倹⫨⫨㾕
ɺૺΒ،ȯ
XĨnnián kuài yào dào le, wםmen gĚi bàba mąma xiĚ yì fĒng xìn ba.
(New Year is around the corner. Let’s write to Mom and Dad.)
Yϐ⣬ӷʴŊ̷⣬ϝˑʟŝ
Hánjià yào dào le, nכ yào zuò shénme?
(It’ll be winter break soon. What do you want to do?)
Z䚕ഛ൬⣬だআʴŊ̷ῐṠʴ╷ŝ
Diànyכng kuài yào kąishכ le, nכ mיi piào le ma?
(The movie is going to start soon. Did you get the tickets?)
[൬⣬≙崵ʴŊໟ⁌ञവӄ⩧ɺʁȯ
Kuài yào kיo shì le, wםmen dàjią dĚi zhןnbèi yí xià.
(The exam is coming. We have to study for it.)
Language Practice
F. ᕓƥⵣ(mĚi…dņu…, every)
Look at the words given, and tell each other how predictable Little Bai is.
EXAMPLE: ᇄʀ◆ए῀ᮝ崭嵍ᘍ EXAMPLE: wיnshang ◆ fùxí shĒngcí yןfי
ƺ ଅᱺᕓटᇄʀⵣ ƺ Xiיo Bái mĚi tiąn wיnshang dņu
ए῀ᮝ崭嵍ᘍȯ fùxí shĒngcí yןfי.
1. ᅽʀ◆ᘺ 1. zיoshang ◆ xכ zיo
2. 姌⠪◆ᆯᱺ⏨᱿ 2. chènshąn ◆ shì báisè de
3. 婄ઈ◆ᆯɿ֓ʷ╗᱿ 3. kùzi ◆ shì sąnshíèr hào de
4. ش◆ۄಐῐὼ⣫ 4. zhņumò ◆ qù shąngdiàn mיi dņngxi
5. ϐ◆ࠈ樾ቘߊ 5. hánjià ◆ zuò fĒijĨ huí jią
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Lesson 10 • Transportation 269
G. Pair Activity
Is your partner a good driver? Find out!
̷⁺だ惆╷ŝ Nכ huì kąi chĒ ma?
̷ᕓटⵣだ惆╷ŝ Nכ mĚitiąn dņu kąi chĒ ma?
̷だ惆だവ൬ʃ൬ŝ Nכ kąi chĒ kąi de kuài bu kuài?
߱㋧Ⳍҝ⭰ʀだ惆崉 Zài gąosù gņnglù shang kąi chĒ ràng
̷亇む╷ŝ nכ jכnzhąng ma?
HOW ABOUT YOU?
How do you get around?
1. ⬕⭰ zםu lù vo to walk
2. ࠈᢜ惆 zuò huםchĒ vo to travel by train
3. ࠈ崁Ễ惆 zuò jìchéngchĒ vo to take a taxi (in Taiwan)
4. ࠈ䚕惆 zuò diànchĒ vo to take a cable car,
trolley bus, or tram
5. ࠈ ⏀zuò chuán vo to travel by ship; to take a boat
6. 毱⎊⠗惆 qí zìxíngchĒ vo to ride a bicycle
7. 毱㗉༎惆 qí mótuņchĒ vo to ride a motorcycle
If the means of transportation of your choice is not listed above, ask your teacher and make a
note here:
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270 Integrated Chinese • Level 1 Part 1 • Textbook
Culture Highlights
X Many taxi drivers in China, especially those in Beijing, are known to be very
outgoing and talkative. If you go to China and your taxi driver happens to be
a chatty one, it may be a good opportunity for you to learn about ordinary
Chinese people’s lives and their opinions on current affairs.
Y In China the railroad system has long constituted the principal means of
travel and of transport in general. However, in recent years both the
highway system and airline travel have expanded very rapidly. China now
ranks second only to the United States in total miles of roadway in the
highway system.
ZChinese New Year, also known as ᆨ叢 (ChŞnjié, Spring Festival), is
the most important annual holiday in Chinese communities. It is
determined by the lunar calendar and usually falls in late January or early
February on the international solar calendar. However, nowadays the
January 1 international New Year is also recognized. The most common
New Year greetings are ᅘ౺॑ (xĨnnián hיo) and ᅘ౺൬ᾰ
(xĨnnián kuàilè), which can be used for both New Years, but for the
Chinese New Year many people prefer the traditional greeting:
۹┱庂 (gņngxכ fą cái). The phrase, which literally means
“Congratulations and may you make a fortune,” can be translated
as “May you be happy and prosperous!”
What kind of tickets do they sell
here?
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Lesson 10 • Transportation 271
Simp-1-1-IC3-251Lesson 10.indd 271 3/29/2010 2:05:54 PM
272 Integrated Chinese • Level 1 Part 1 • Textbook
English Text
Dialogue
Wang Peng: Are you going home during the winter break?
Li You: Yes, I am.
Wang Peng: Have you booked a plane ticket?
Li You: Yes, for the twenty-fi rst.
Wang Peng: When is the plane leaving?
Li You: 8 p.m.
Wang Peng: How are you going to the airport?
Li You: I’m thinking of taking the bus or the subway. Do you know how to get there?
Wang Peng: You fi rst take Bus No. 1. Get off after three stops. Then take the subway. First take
the red line, then change to the green line, and fi nally change to the blue line.
Li You: Oh no. That’s too much trouble. I’d better take a cab.
Wang Peng: It’s too expensive to take a cab. I’ll take you to the airport.
Li You: Thanks so much.
Wang Peng: Don’t mention it.
An Email
Date: December 20, 2008
From: Li You
To: Wang Peng
Subject: Thank you
Wang Peng:
Thank you for driving me to the airport the other day. But I feel very bad for taking up so much
of your time. The past few days I’ve been going out by car to see old friends. People in this city
drive very fast. I am really nervous driving on the highway. But there are no buses or subway
here. I have to drive. It’s very inconvenient.
When you have time, please call my cell phone or send me a text message. I’d like to chat with
you.
New Year is almost here. Happy New Year!
Li You
PROGRESS CHECKLIST
Before proceeding to Lesson 11, be sure you can complete the following
tasks in Chinese:
I am able to—
Speak about all common means of transportation;
Discuss the most/least convenient way to get to a destination;
Say if someone’s driving makes me nervous;
Thank someone for a favor;
Extend New Year’s greetings, both orally and in writing.
Please review the lesson if any of these tasks seem diffi cult.
Simp-1-1-IC3-251Lesson 10.indd 272 3/29/2010 2:06:07 PM
A Review of Functional Expressions from Lessons 6–10
After gauging your progress and before moving on to the next
phase, let’s take a break and see how some of the functional
expressions that you have encountered really work!
I.ۥ) wéi, hello) [on the telephone] (Lesson 6)
This is how one starts a conversation on the telephone.
X A: ⛢珧♊₭珺
Wéi. Nי wèi?
(Hello! May I ask who’s calling?)
B: ㍱㞏䓫㡫Ο嵗李珧㢮┫⢈╷珺
Wם shì Wáng Péng. Qכng wèn, Lכ Yםu zài ma?
(This is Wang Peng. Is Li You there, please?)
A: ⢈珧⃀䲩䲩珧㍱┛╋⫙Ο
Zài, nכ dĚng deng, wם qù jiào tą.
(Yes. Wait a moment. I’ll go get her.)
Y A: ⛢珧⃀㏞嵡珺
Wèi, nכ zhיo shéi?
(Hello! Whom would you like to speak to?)
B: ㍱㏞ⵯ㢮Ο
Wם zhיo Xiיo Lכ .
(I’d like to speak to Little Li.)
A: ㍱ⶑ㞏Ο⃀㞏♊₭珺
Wם jiù shì. Nכ shì nי wèi?
(This is she. Who is this?)
B: ㍱㞏⾘兡㬇Ο
Wם shì Cháng lיoshĨ.
(This is Teacher Chang.)
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274 Integrated Chinese • Level 1 Part 1 • Textbook
Z A: ⛢珧嵗李ⵯ䓫⢈╷珺
Wéi, qכng wèn Xiיo Wáng zài ma?
(Is Little Wang there, please?)
B: ⢈珧⃀㞏♊₭珺
Zài, nכ shì nי wèi?
(Yes, he is. Who is this, please?)
A: ㍱㞏ⵯ㢮Ο
Wם shì Xiיo Lכ.
(This is Little Li.)
B: ⫝珧嵗䲩ὠὫΟ
Hיo, qכng dĚng yí xià.
(OK. Wait a second, please.)
II. 㸁李槸 (méi wèntí, no problem) (Lesson 6)
You say this to put someone at ease that you will agree to do something that you’ve been asked to do,
or you can say this to assure someone that there is no need to worry.
X 㢮┫珵䓫㡫珧⃀⪉㞺Ὢ⾎㍱倣῀ᾍ㛧珧⫝╷珺
Lכ Yםu: Wáng Péng, nכ jĨntiąn wיnshang bąng wם liànxí Zhņngwén, hיo ma?
(Li You: Wang Peng, would you help me practice Chinese this evening?)
䓫㡫珵㸁李槸Ο㞺Ὢ嬡Ο
Wáng Péng: Méi wèntí. Wיnshang jiàn.
(Wang Peng: No problem. See you this evening.)
Y A: ⃀倹㍱倭⫓㡫┫珧⫝╷珺
Nכ gĚi wם jièshào nץpéngyou, hיo ma?
(Can you fi nd me a girlfriend?)
B: 㸁李槸Ο
Méi wèntí.
(No problem.)
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That’s How the Chinese Say It! 275
Z A: ⃀Ὣ⒨㡩䯚⊟⾎㍱⌦⩧兣崵╷珺嫡㞏⃀㸁㝖杔珧
ⶑ䳷ῦΟ
Nכ xiàwן yםu kòngr bąng wם zhןnbèi kיoshì ma? Yàoshi nכ méi shíjiąn, jiù suàn le.
(Do you have time this afternoon to help me prepare for my test? Never mind if you
are busy.)
B: 㸁李槸珧㍱㡩䯚⊟Ο
Méi wèntí, wם yםu kòngr.
(Don’t worry, I have time.)
III. Expressing and acknowledging gratitude
X A: ⵯ㢮珧⃀䟤䚕崽Ο
Xiיo Lכ ,nכ de diànhuà.
(Little Li, the call is for you.)
B: 嶂嶂珜
Xièxie!
(Thanks!)
A: Ὥⴂ㵴Ο
Bú kèqi.
(You’re welcome.)
Y A: ⵯ永珧嵗⛽⥉Ο
Xiיo Gąo, qכng hĒ chá.
(Please have some tea, Little Gao.)
B: ⩺嶂珜
Duņ xiè.
(Thanks a lot.)
A: Ὥ嶂Ο
Bú xiè.
(No need to thank [me].)
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276 Integrated Chinese • Level 1 Part 1 • Textbook
Z A: 䓫ⵯ⬰珧愹㞏⃀䟤╏ᾰΟ
Wáng xiיojiĚ, zhè shì nכ de kĚlè.
(Miss Wang, this is your cola.)
B: 嶂嶂珜
Xièxie!
(Thanks!)
A: 㸁Ύ⊟Ο
Méi shìr.
(It’s no big deal.)
[ A: 䟝⒛䙿珧⃀䟤ῆΟ
Bái YĨshĒng, nכ de shŞ.
(Dr. Bai, your book.)
B: 嶂ῦΟ
Xiè le.
(Thanks.)
A: Ὥ䚈嶂Ο
Búyòng xiè.
(No need to thank [me].)
IV. ڊ⸅Ŋڊ) ⸅nיli, nיli, you fl atter me) or ᆯ╷ŝ(shì ma, Is that so?)
(Lesson 7)
When receiving a compliment, the Chinese often respond modestly that they are unworthy of the
praise by using ♊挬 (nיli) or 㞏╷ (shì ma). But now some people will say 嶂嶂 (xièxie)
instead.
X A: ⃀⪉ヨ䁢Ο
Nכ jĨntiąn hĚn piàoliang.
(You are very pretty today.)
B: ♊挬珧♊挬Ο
Nיli, nיli.
(You fl atter me.)
Simp-1-1-IC3-273THCSI10.indd 276 3/29/2010 2:06:51 PM
That’s How the Chinese Say It! 277
Y A: ⃀㾕㶩ⲷ㾕ヷヨ䁢Ο
Nכ xiĚ Hànzì xiĚ de hĚn piàoliang.
(You write Chinese characters
beautifully.)
B: ♊挬珧㾕ヷὭ⫝Ο
Nיli, xiĚ de bù hיo.
(I wish that were true. My writing is not good.)
Z A: ⃀嵔ᾍ㛧嵔ヷ䡿⫝珜
Nכ shuņ Zhņngwén shuņ de zhĒn hיo!
(You speak Chinese really well!)
B: 㞏╷珺㍱嬩ヷ㍱嵔ヷὭ⫝Ο
Shì ma? Wם juéde wם shuņ de bù hיo.
(Is that right? I don’t think I speak very well.)
V. ଔᆯ،/ଔᆯ˟/ॎʴ(Jiù shì tą ba/Jiù shì tą le, Let’s go with that)
(Lesson 9)
When you’re fi nally making your choice, you can say ⶑ㞏ⳣ▇ (Jiù shì tą ba) or ⶑ㞏
‶/⫙ῦ(Jiù shì tą le) meaning “let’s go with that” or “we’ll go with him/her”.
X A: ⊨䙿珧⃀䥅憳嫡♊ὠ┬ῦ╷珺
Xiąnsheng, nכ zhĨdao yào nי yì shuąng le ma?
(Sir, do you know which pair you’d like?)
B: ⶑ㞏ⳣ▇Ο
Jiù shì tą ba.
(I think I’ll take that.)
Y A: 䓫兡⾋珧ⵯ㢮㎳䕣㎳ヷὭ⪊⫝珧⃀㏞⎋‚弿⃀ὠ㑌
倣῀▇Ο
Wáng lיoshĨ, Xiיo Lכ dי qiú dי de bú tài hיo, nכ zhיo biérén gĒn nכ yìqכ liànxí ba.
(Teacher Wang, Little Li is not a very good ball player. Why don’t you fi nd someone
else to practice with?)
Simp-1-1-IC3-273THCSI10.indd 277 3/29/2010 2:06:55 PM
278 Integrated Chinese • Level 1 Part 1 • Textbook
B: ⶑ㞏‶ῦΟ⎋‚扝㸁䯚⊟Ο
Jiù shì tą le. Biérén dņu méi kòngr.
(We’ll have to go with him. The others are all busy.)
VI. You can useṗ (zhù) to offer good wishes. (Lesson 10)
X䪽⃀㜐⿔ㅋᾰ珜
Zhù nכ xĨnnián kuàilè!
(I wish you a happy New Year!)
Y䪽⃀䙿㝅ㅋᾰ珜
Zhù nכ shĒngrì kuàilè!
(Happy Birthday to you!)
Z䪽⃀兣崵兣ヷ⫝珜
Zhù nכ kיoshì kיo de hיo!
(I wish you success on the exam!)
[䪽ⴲ↧ㅋᾰ珜
Zhù hánjià kuàilè!
(Have a happy winter break!)
\\䪽㉿㇉叢ㅋᾰ珜
Zhù Gיn’Ēnjié kuàilè!
(Happy Thanksgiving!)
]䪽㞅叢ㅋᾰ珜
Zhù ChŞnjié kuàilè!
(Happy Chinese New Year!)
^䪽ὠ彏⿓⳩珜
Zhù yí lù píng’ąn!
(Have a safe trip!)
_䪽㜥慴㉩ㅋ珜
Zhù lץtú yúkuài!
(Bon voyage!)
Simp-1-1-IC3-273THCSI10.indd 278 3/29/2010 2:06:59 PM
That’s How the Chinese Say It! 279
Any other useful expressions you would like to learn?
Please ask your teacher and make a note here:
Simp-1-1-IC3-273THCSI10.indd 279 3/29/2010 2:07:02 PM
Simp-1-1-IC3-273THCSI10.indd 280 3/29/2010 2:07:02 PM
Vocabulary Index (Chinese-English) 281
Vocabulary Index (Chinese-English)
The Chinese-English index is alphabetized according to pinyin. Words containing the same
Chinese characters are first grouped together. Homonyms appear in the order of their tonal
pronunciation (i.e., first tones first, second tones second, third tones third, fourth tones
fourth, and neutral tones last). Proper nouns from the dialogues and readings are shown in
green. Supplementary vocabulary from the “How About You?” section is shown in blue.
Characters Pinyin Part of
Speech
English Lesson
A
ۆ a p (a sentence-fi nal particle) 6
B
bàba n father, dad 2
، ba p (a sentence-fi nal particle) 5
ᱺ䇃䎑 Bái YĨng’ài pn (a personal name) 2
ᱻ bיi nu hundred 9
ᱻʶרᾰ BיishìkĚlè pn Pepsi-Cola 5
֚ bàn nu half; half an hour 3
⏾ҝા bàngņngshì n offi ce 6
⾎ bąng v to help 6
ቸ bĒi m (measure word for cup and glass) 5
ռˊ BĚijĨng pn Beijing 1
ઈ bĚnzi n notebook 7
䱴 bכ n pen 7
⎋ bié adv don’t 6
⎋ː biérén n other people; another person 4
ʃ bù adv not; no 1
ʃ晹 búcuò adj pretty good 4
ʃ愧 búguò conj however; but 9
ʃ॑าඎ bù hיoyìsi to feel embarrassed 10
ʃᮢ búyòng need not 9
C
༇ cái adv not until, only then 5
⤬ cài n dishes, cuisine 3
Simp-1-1-IC3-281Backmatter.indd 281 3/29/2010 2:08:09 PM
282 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
㇯ⓥ cąntĨng n dining room, cafeteria 8
⥉ chá n tea 5
chángcháng adv often 4
≘㬇 Cháng lיoshĨ pn Teacher Chang 6
曟ᵬ chángduיn n length 9
ڳᓼņѽŇ chàng gĒ(r) vo to sing (a song) 4
姌⠪ chènshąn n shirt 9
ࡆఱ chéngshì n city 10
ײ chĨ v to eat 3
ぜʴ... ˫क chúle...yכwài conj in addition to; besides 8
ӛẬᗋ惆 chŞzŞ qìchĒ n taxi 10
Ἂ chuąn v to wear; to put on 9
D
༌惆 dי chĒ vo to take a taxi 10
༌䚕崽 dי diànhuà vo to make a phone call 6
༌ dי qiú vo to play ball 4
ञ dà adj big; old 3
ञڅ dàgĒ n eldest brother 2
ञ dàjią pr everybody 7
ञঋ dàjiĚ n eldest sister 2
ञଅ dàxiיo n size 9
ञⳆᮝ dàxuéshĒng n college student 2
ञ⠥ dàyĨ n overcoat 9
̟ᆯ dànshì conj but 6
ӷ dào v to go to; to arrive 6
ോ⡝ Déguó pn Germany 1
ോᄽ Déwén pn the German language 6
᱿ de p (a possessive or descriptive
particle)
2
വ de p (a structural particle) 7
വ dĚi mv must; to have to 6
ᾀ dĚng v to wait; to wait for 6
Ὦ dì prefi x (prefi x for ordinal numbers) 7
೭೭ dìdi n younger brother 2
Simp-1-1-IC3-281Backmatter.indd 282 3/29/2010 2:08:11 PM
Vocabulary Index (Chinese-English) 283
Characters Pinyin Part of
Speech
English Lesson
߸昡 dìtiĚ n subway 10
䈙 diיn m o’clock (lit. dot, point, thus
“points on the clock”)
3
䈙(ѽ) diיn(r) m a little, a bit; some 5
䚕剱 diànnיo n computer 8
䚕嬦 diànshì n television 4
䚕ഛ diànyכng n movie 4
䚕ઈ戎˴ diànzכ yóujiàn n email 10
ὼ⣫ dņngxi n things; objects 9
Ⰿ dםng v to understand 7
ⵣ dņu adv both; all 2
ⵙ duì adj right; correct 4
ⵙʃ㑌 duìbuqכ v sorry 5
घ duņ adv how many/much; to what extent 3
घ duņ adj many; much 7
घଇ duņshao qpr how much/many 9
E
ͺᄽ Éwén pn the Russian language 6
ѽઈ érzi n son 2
ʷঋ èrjiĚ n second oldest sister 2
F
┱ᵬΒ fą duיnxìn vo to send a text message; (lit.) to
send a short message
10
┱ㅠ fąyĨn n pronunciation 8
ᘍ⡝ Fיguó pn France 1
ᘍᄽ Fיwén pn the French language 6
櫍 fàn n meal; (cooked) rice 3
ᅞ͵ fąngbiàn adj convenient 6
樾ቘ fĒijĨ n airplane 10
(樾)ቘ⢚ (fĒi)jĨchיng n airport 10
Ӡ fĒn m (measure word for 1/100 of a
kuai, cent)
9
⁆倂⏨ fĚnhóngsè n pink 9
Simp-1-1-IC3-281Backmatter.indd 283 3/29/2010 2:08:14 PM
284 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
ૺ fĒng m (measure word for letters) 8
ˡ昑 fù qián vo to pay money 9
‒叢 FùqĨnjié pn Father’s Day 3
ए῀ fùxí v to review 7
G
ස叢 Gיn’Ēnjié pn Thanksgiving 3
昂䱴 gąngbכ n fountain pen 7
㋧Ⳍҝ⭰ gąosù gņnglù n highway 10
㋧ᄽʑ Gąo Wénzhņng pn (a personal name) 2
㋧ଅㅠ Gąo XiיoyĨn pn (a personal name) 5
㋧⋔ gąoxìng adj happy, pleased 5
ب崩 gàosu v to tell 8
څڅ gĒge n older brother 2
ᾊ gè/ge m (a measure word for many
common everyday objects)
2
倹 gĚi v to give 5
倹 gĚi prep to; for 6
⭢ gĒn prep with 6
ҝҠᗋ惆 gņnggòng qìchĒ n bus 10
డỄ㬇 gņngchéngshĨ n engineer 2
డː gņngrén n worker 2
డۄᾷ gņngshąng
כnlיgu
n business management 8
డ̳ gņngzuò n/v job; to work 2
Լ嵞 gņngkè n homework; schoolwork 7
Ⳉ⠞ guàng jiĒ vo to windowshop 4
底 guì adj honorable; expensive 1
ኞᖢ guםzhĨ n fruit juice 5
H
愸 hái adv also; too; as well 3
愸ᆯ háishi conj or 3
ઙઈ háizi n child 2
楉⡝ Hánguó pn South Korea 1
Simp-1-1-IC3-281Backmatter.indd 284 3/29/2010 2:08:16 PM
Vocabulary Index (Chinese-English) 285
Characters Pinyin Part of
Speech
English Lesson
楉ᄽ Hánwén pn the Korean language 6
ϐ hánjià n winter vacation 10
㶩 Hànzì n Chinese characters 7
॑ hיo adj fi ne; good; nice; O.K.; it’s settled 1
॑ʝ hיo jiן a long time 4
╗ hào m (measure word for number in a
series; day of the month)
3
╗ hào n size 9
ۺ hĒ v to drink 5
ُ hé conj and 2
ⲷ héshì adj suitable 9
㓺 hĒi adj black 9
ബ hĚn adv very 3
倂 hóng adj red 9
㣅 hòulái t later 8
⿅ं hùshi n nurse 2
⿉ huą v to spend 10
䚛䚛ѽ huà huàr vo to draw; to paint 4
ջⳆ huàxué n chemistry 8
㓂 huàn v to exchange; to change 9
瀤 huáng adj yellow 9
ᢝ⏨ huĨsè n gray 9
ߊ huí jią vo to go home 5
ߊ㣅 huí lai vc to come back 6
⁺ huì mv can; know how to 8
≛ huòzhĚ conj or 10
J
Ӓ jכ nu how many; some; a few 2
jią n family; home 2
Խཱྀञ Jią’nádà pn Canada 1
Խజ Jiązhņu pn California 1
⪙҇ jiákè n jacket 9
˴ jiàn m (measure word for shirts, dresses,
jackets, coats, etc.)
9
Simp-1-1-IC3-281Backmatter.indd 285 3/29/2010 2:08:18 PM
286 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
嬡 jiàn v to see 3
嬡ㄇ jiàn miàn vo to meet up; to meet with 6
ᄞ jiąo v to teach 7
ᄞા jiàoshì n classroom 8
ᄞ࿙ jiàoshòu n professor 2
פ jiào v to be called; to call 1
叢 jié m (measure word for class periods) 6
ঋঋ jiĚjie n older sister 2
˛倭 jièshào v to introduce 5
˚౺ jĨnnián t this year 3
˚ट jĨntiąn t today 3
亇む jכnzhąng adj nervous, anxious 10
愻 jìn v to enter 5
愻㣅 jìn lai vc to come in 5
倯㺮 jĨngjì n economics 8
倯 jĨnglכ n manager 2
ʪሶ jiןyuè n September 3
ଔ jiù adv precisely; exactly 6
ᑢ倂⏨ júhóngsè n orange (color) 9
嬩വ juéde v to feel; to think 4
⋻ː jŞnrén n soldier; military officer 2
K
ٖ۔ kąfĒi n coffee 5
ٖ۔ ⏨kąfĒisè n brown; coffee color 9
だ惆 kąi chĒ vo to drive a car 10
だ⁺ kąi huì vo to have a meeting 6
だআ kąishכ v/n to begin, to start; beginning 7
᳖ kàn v to watch; to look; to read 4
≙崵 kיo shì vo/n to give or take a test; test 6
רםרᾰ KĚkםukĚlè pn Coca-Cola 5
רᾰ kĚlè n [Coke or Pepsi] cola 5
רᆯ kĚshì conj but 3
ר ˫kĚyכ mv can; may 5
Simp-1-1-IC3-281Backmatter.indd 286 3/29/2010 2:08:21 PM
Vocabulary Index (Chinese-English) 287
Characters Pinyin Part of
Speech
English Lesson
Ԁ kè m quarter (of an hour) 3
嵞 kè n class; course; lesson 6
嵞 kèbĚn n textbook 7
嵞ᄽ kèwén n text of a lesson 7
઼ᖃ kèqi adj polite 6
ἇ(ѽ) kòng(r) n free time 6
ם kםu m (measure word for number of
family members)
2
ⷆ kù adj cool 7
婄ઈ kùzi n pants 9
൬ kuài adv/adj quickly; fast, quick 5
൬ᾰ kuàilè adj happy 10
⢷ kuài m (measure word for the basic
Chinese monetary unit)
9
䥟ᘃᖛ kuàngquánshuכ n mineral water 5
L
ཚɻᄽ LądĨngwén pn the Latin language 6
㣅 lái v to come 5
嘽 lán adj blue 10
≘㬇 lיoshĨ n teacher 1
ʴ le p (a dynamic particle) 5
₲ lèi adj tired 8
ቦה Lכ Yםu pn (a personal name) 1
ⓦ lìshכ n history 8
倣῀ liànxí v to practice 6
倣῀ liànxíbĚn n exercise book 7
ᾄ liיng nu two; a couple of 2
⊅ट(ѽ) liáo tiąn(r) vo to chat 5
サㅠ lùyĨn n/vo sound recording; to record 7
偟 lק adj green 10
യ㬇 lקshĨ n lawyer 2
M
⫨⫨ mąma n mother, mom 2
╷ ma qp (question particle) 1
Simp-1-1-IC3-281Backmatter.indd 287 3/29/2010 2:08:22 PM
288 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
㕊䉆 máfan adj troublesome 10
ῐ mיi v to buy 9
màn adj slow 7
ൢ máng adj busy 3
ᕜ máo m (measure word for 1/10 of a
kuai, dime (for US money))
9
ᕜ䱴 máobכ n writing brush 7
ᕜ⠥ máoyĨ n woolen sweater 9
ઈ màozi n hat; cap 9
㸁 méi adv not 2
ᕓ mĚi pr every; each 10
⇾⡝ MĚiguó pn America 1
ॸॸ mèimei n younger sister 2
ᆙट míngtiąn t tomorrow 3
míngzi n name 1
ࣘ⣫څ MòxĨgĒ pn Mexico 1
ᕒ‒叢 MןqĨnjié pn Mother’s Day 3
N
ڊ nי/nĚi qpr which 6
ڊ ⸅nיli pr where 7
ڊѽ nיr qpr where 5
nà pr that 2
nà conj in that case; then 4
ѽ nàr pr there 8
ᮮ nán adj male 2
栞 nán adj diffi cult 7
خ ne qp (question particle) 1
⋱ néng mv can; to be able to 8
̷ nכ pr you 1
౺倇 niánjí n grade in school 6
൳ niàn v to read aloud 7
෨ nín pr you (honorifi c for ) 6
倝倆 NiןyuĒ pn New York 1
Simp-1-1-IC3-281Backmatter.indd 288 3/29/2010 2:08:24 PM
Vocabulary Index (Chinese-English) 289
Characters Pinyin Part of
Speech
English Lesson
⋼ᖁ nóngmín n farmer; peasant 2
ॉ nץ adj female 2
ॉѽ nץ‘ér n daughter 2
P
ሹה péngyou n friend 3
ῇ piąn m (measure word for essays,
articles, etc.)
8
͵ piányi adj cheap; inexpensive 9
Ṡ piào n ticket 10
ឍˌ piàoliang adj pretty 5
ᮁ píng m/n (measure word for bottles);
bottle
5
౹ píngcháng adv usually 7
┶⓹ᧃᄽ Pútáoyáwén pn the Portuguese language 6
Q
毱ၷ༎惆 qí mótuņchĒ vo to ride a motorcycle 10
毱⎊⠗惆 qí zìxíngchĒ vo to ride a bicycle 10
㑌ಉ qכ chuáng vo to get up 8
ᗋᖛ(ѽ) qìshuכ)r) n soft drink; soda pop 5
春䱴 qiąnbכ n pencil 7
昑 qián n money 9
ː叢 Qíngrénjié pn Valentine’s Day 3
嵗 qכng v please (polite form of request); to
treat or to invite (somebody)
1
嵗઼ qכng kè vo to invite someone (to dinner,
coffee, etc.); to play the host
4
qù v to go 4
⡲ઈ qúnzi n skirt 9
R
ᤋ ránhòu adv then 10
崉 ràng v to allow or cause (somebody to
do something)
10
Simp-1-1-IC3-281Backmatter.indd 289 3/29/2010 2:08:25 PM
290 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
ː rén n people; person 1
崄崦 rènshi v to be acquainted with; recognize 3
ᅺ RìbĚn pn Japan 1
ᅺ崐 rìjì n diary 8
ᅺᄽ Rìwén pn the Japanese language 6
ૌᆞ róngyì adj easy 7
ॖኞƥ᱿崽 rúguם ...de huà conj if 9
S
ۄಐ shąngdiàn n store; shop 9
ۄː shąngrén n merchant; businessperson 2
ʀᾊ shàng ge the previous one 7
ʀᙹ Shànghיi pn Shanghai 1
ʀ嵞 shàng kè vo to go to a class; to start a class;
to be in class
7
ʀ⇑ shàng wיng vo to go online; to surf the internet 8
ʀ֘ shàngwן t morning 6
ʀ⠥ shàngyĨ n upper garment 9
嵡 shéi qpr who 2
ˑ㗕 shénme qpr what 1
ᮝ崭 shĒngcí n new words; vocabulary 7
ᮝᅺ shĒngrì n birthday 3
֓Ҝ shíbą nu eighteen 3
֓ʷ shí’èr nu twelve 3
㝖α shíhou n (a point in) time; moment; (a
duration of) time
4
㝖杔 shíjiąn n time 6
崵 shì v to try 9
ᆯ shì v to be 1
ʶņѽŇ shì(r) n matter; affair; event 3
ᄇ shņu v to receive; to accept 9
༆ቘ shםujĨ n cell phone 10
ڰ庇▸ shòuhuòyuán n shop assistant; salesclerk 9
ῆ shŞ n book 4
Simp-1-1-IC3-281Backmatter.indd 290 3/29/2010 2:08:27 PM
Vocabulary Index (Chinese-English) 291
Characters Pinyin Part of
Speech
English Lesson
㛐Ⳇ shùxué n mathematics 8
ӽ֦ shuą kי vo to pay with a credit card 9
㯈 shuài adj handsome 7
┬ shuąng m (measure word for a pair) 9
ᖛ shuכ n water 5
ᴍ嬩 shuì jiào vo to sleep 4
嵔 shuņ v to say; to speak 6
嵔崽 shuņ huà vo to talk 7
Ⲷ sòng v to see off or out; to take
(someone somewhere)
10
્⎤ sùshè n dormitory 8
ᾰʴ suàn le forget it; never mind 4
埝ᤋ suĨrán conj although 9
ⷡ suì n year (of age) 3
˫ suםyכ conj so 4
T
T⠪ T-xùshąn n T-shirt 9
˟ tą pr he; him 2
ॎ tą pr she; her 2
tą pr it 9
ठ...ʴ tài…le too; extremely 3
᧚⎋ tèbié adv especially 10
ट tiąn n day 3
㣁 tiáo m (measure word for pants and
long, thin objects)
9
⎮ tiào wן vo to dance 4
ؑ tĨng v to listen 4
ྡ tכng adv very; rather 9
Ⳇ tóngxué n classmate 3
⡞ῆ櫦 túshŞguיn n library 5
W
姼ઈ wàzi n socks 9
क⡝ wàiguó n foreign country 4
Simp-1-1-IC3-281Backmatter.indd 291 3/29/2010 2:08:29 PM
292 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
कह wàitào n outer garment; coat; jacket 9
᪨(ѽ) wán(r) v to have fun; to play 5
᪨ᜀ㍯ቘ wán yóuxìjĨ vo to play videogames 4
ᇄ wיn adj late 7
ᇄ櫍 wיnfàn n dinner; supper 3
ᇄʀ wיnshang t/n evening; night 3
᪗ሹ Wáng Péng pn (a personal name) 1
ۥ wéi/wèi interj (on telephone) Hello!; Hey! 6
̤ wèi m (polite measure word for people) 6
ᾚˑ㗕 wèishénme qpr why 3
李 wèn v to ask (a question) 1
李槸 wèntí n question; problem 6
ໟ wם pr I; me 1
ໟ⁌ wםmen pr we 3
֘櫍 wןfàn n lunch, midday meal 8
wùlכ n physics 8
X
⣫ᧃᄽ XĨbąnyáwén pn the Spanish language 6
⣫娥 xĨzhuąng n (western-style) suit 9
శ⌖ᄽ XĨlàwén pn the Greek language 6
శឃ xĨwàng v/n to hope; hope 8
۹㲂 xכhuan v to like 3
ᘺ xכ zיo vo to take a bath/shower 8
ʁ惆 xià chĒ vo to get off (a bus, train, etc.) 10
ʁᾊ xià ge next one 6
ʁፖ xià qí vo to play chess 4
ʁ֘ xiàwן t afternoon 6
ऑध XiàwĒiyí pn Hawaii 1
҅ xiąn adv fi rst 10
҅ᮝ xiąnsheng n Mr.; husband; teacher 1
借 xiàn n line 10
䔐߱ xiànzài t now 3
บ xiיng mv to want to; would like to; to
think
4
Simp-1-1-IC3-281Backmatter.indd 292 3/29/2010 2:08:31 PM
Vocabulary Index (Chinese-English) 293
Characters Pinyin Part of
Speech
English Lesson
ଅ xiיo adj small; little 4
ଅঋ xiיojiĚ n Miss; young lady 1
xiào v to laugh at; to laugh; to smile 8
ㄣ xié n shoes 9
㾕 xiĚ v to write 7
嶂嶂 xièxie v to thank 3
ᅘ xĨn adj new 8
ᅘ౺ xĨnnián n new year 10
Β xìn n letter (correspondence) 8
Βᮢ֦ xìnyòngkי n credit card 9
ᆣቅ xĨngqĨ n week 3
ᆣቅ߈ xĨngqĨsì n Thursday 3
⠗ xíng v all right; O.K. 6
xìng v/n (one’s ) surname is...; to be
surnamed; surname
1
Ⳇ xué v to study; to learn 7
Ⳇቅ xuéqĨ n school term; semester/quarter 8
Ⳇᮝ xuésheng n student 1
Ⳇ῀ xuéxí v to study; to learn 7
Ⳇዮ xuéxiào n school 5
ズᷝ XuĚbì pn Sprite 5
Y
ؠ ya p (interjectory particle used to
soften a question)
5
Ὼᙐᶇἄ Yàzhņu yánjiŞ n Asian studies 8
槼⏨ yánsè n color 9
㦗ઈ yàngzi n style 9
⣬ yào v to want 5
⣬ yào mv will, to be going to; to want to,
to have a desire to
6
⣬ᆯ yàoshi conj if 6
ʬ yĚ adv too; also 1
ɺ愙 yìbiąn adv simultaneously; at the same time 8
ɺҠ yígòng adv altogether 9
Simp-1-1-IC3-281Backmatter.indd 293 3/29/2010 2:08:33 PM
294 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
ɺ㑌 yìqכ adv together 5
ɺʁ yí xià n+m once; a bit 5
ɺ㦗 yíyàng adj same; alike 9
⠥ሺ yĨfu n clothes 9
⒛ᮝ yĨshĒng n doctor; physician 2
˫ yכhòu t after 6
˫Ԋ yכqián t before 8
倯 yכjĨng adv already 8
าञӴᄽ Yìdàlìwén pn the Italian language 6
ߌᾚ yĨnwèi conj because 3
ㅠᾰ yĨnyuè n music 4
ㅠᾰ⁺ yĨnyuèhuì n concert 8
֬ಙ Yìndù pn India 1
䇃⡝ YĨngguó pn Britain; England 3
䇃ᄽ YĨngwén pn English (language) 2
ᮢ yòng v to use 8
ሷ yםu v to have; to exist 2
ሷ᱿ yםude pr some 4
ሷาඎ yםu yìsi adj interesting 4
嵍ᘍ yןfי n grammar 7
嵍⤵Ⳇ yןyánxué n linguistics 8
槤῀ yùxí v to preview 7
⡦䱴 yuánzhŞbכ n ballpoint pen 7
ሶ yuè n month 3
⬤֡ Yuènán pn Vietnam 1
Z
߱ zài prep at; in; on 5
߱ zài v to be present; to be at (a place) 6
Ҫ zài adv again 9
Ҫ嬡 zàijiàn v goodbye; see you again 3
ᅽ zיo adj early 7
ᅽ櫍 zיofàn n breakfast 8
ᅽʀ zיoshang t morning 7
Simp-1-1-IC3-281Backmatter.indd 294 3/29/2010 2:08:35 PM
Vocabulary Index (Chinese-English) 295
Characters Pinyin Part of
Speech
English Lesson
㗕 zĚnme qpr how; how come 7
㗕㦗 zĚnmeyàng qpr Is it O.K.? How is that? How
does that sound?
3
Ἷ zhàn m (measure word for stops of bus,
train, etc.)
む zhąng m (measure word for fl at objects,
paper, pictures, etc.)
7
༪ zhיo v to look for 4
༪ņ昑Ň zhיo (qián) v(o) to give change 9
ᤫᦸ zhàopiàn n picture; photo 2
愹 zhè pr this 2
愹㗕 zhème pr so; such 7
愹ѽ zhèr pr here 9
䡿 zhĒn adv really 7
ᔌ߱ zhèngzài adv in the middle of (doing
something)
8
ኟ zhĨ m (measure word for long, thin,
infl exible objects, pens, rifl es,
etc.)
7
ᵧⳬ zhĨdao v to know 8
ף zhכ adv only 4
倘 zhכ n paper 7
ʑ zhņng adj medium; middle 9
ʑ⡝ Zhņngguó pn China 1
ʑᄽ Zhņngwén pn Chinese (language) 6
ʑ֘ zhņngwן n noon 8
ạ zhםng m (measure word for kinds, sorts,
types)
9
ش zhņumò n weekend 4
ṗ zhù v to wish (well) 8
έὺ zhuąnyè n major (in college); specialty 8
ӄ⩧ zhןnbèi v to prepare 6
₯⏨ zכsè n purple 9
zì n character 7
Ҥ zìdiיn n dictionary 7
Simp-1-1-IC3-281Backmatter.indd 295 3/29/2010 2:08:37 PM
296 Vocabulary Index (Chinese-English)
Characters Pinyin Part of
Speech
English Lesson
⎊న zìjכ pr oneself 10
⬕ zםu v to go by way of; to walk 10
⬕⭰ zםu lù vo to walk 10
ሱ zuìhòu fi nal; last 10
ሱⲖ zuìjìn t recently 8
ᆫट zuótiąn t yesterday 4
ϝ zuò v to do 2
ࠈ zuò v to sit 5
ࠈ zuò v to travel by 10
ࠈ ⏀zuò chuán vo to travel by ship; to take a boat 10
ࠈ䚕惆 zuò diànchĒ vo to take a cable car, trolley bus,
or tram
10
ࠈᢜ惆 zuò huםchĒ vo to travel by train 10
ࠈ崁Ễ惆 zuò jìchéngchĒ vo to take a taxi (in Taiwan) 10
Simp-1-1-IC3-281Backmatter.indd 296 3/29/2010 2:08:39 PM
Vocabulary Index (English-Chinese) 297
Vocabulary Index (English-Chinese)
Proper nouns from the dialogues and readings are shown in green. Supplementary vocabulary
from the “How About You?” section is shown in blue.
English Characters Pinyin Part of
Speech
Lesson
A
a little, a bit; some 䈙(ѽ) diיn(r) m 5
a long time ॑ʝ hיo jiן 4
after ˫ yכhòu t 6
afternoon ʁ֘ xiàwן t 6
again Ҫ zài adv 9
airplane 樾ቘ fĒijĨ n 10
airport (樾)ቘ⢚ (fĒi)jĨchיng n 10
all right; O.K. ⠗ xíng v 6
allow or cause (somebody to do
something)
崉 ràng v 10
already 倯 yכjĨng adv 8
also; too; as well 愸 hái adv 3
although 埝ᤋ suĨrán conj 9
altogether ɺҠ yígòng adv 9
America ⇾⡝ MĚiguó pn 1
and ُ hé conj 2
Asian studies Ὼᙐᶇἄ Yàzhņu yánjiŞ n 8
ask (a question) 李 wèn v 1
at; in; on ߱ zài prep 5
B
Bai Ying’ai ᱺ䇃䎑 Bái YĨng’ài (a
personal name)
pn 2
ballpoint pen ⡦䱴 yuánzhŞbכ n 7
be ᆯ shì v 1
be acquainted with; recognize 崄崦 rènshi v 3
be called; call פ jiào v 1
be present; be at (a place) ߱ zài v 6
because ߌᾚ yĨnwèi conj 3
Simp-1-1-IC3-281Backmatter.indd 297 3/29/2010 2:08:40 PM
298 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
before ˫Ԋ yכqián t 8
begin, start; beginning だআ kąishכ v/n 7
Beijing ռˊ BĚijĨng pn 1
big; old ञ dà adj 3
birthday ᮝᅺ shĒngrì n 3
black 㓺 hĒi adj 9
blue 嘽 lán adj 10
book ῆ shŞ n 4
both; all ⵣ dņu adv 2
breakfast ᅽ櫍 zיofàn n 8
Britain; England 䇃⡝ YĨngguó pn 3
brown; coffee colored ٖ۔ ⏨kąfĒisè n 9
bus ҝҠᗋ惆 gņnggòng qìchĒ n 10
business management డۄᾷ gņngshąng
כnlיgu
n 8
busy ൢ máng adj 3
but ̟ᆯ dànshì conj 6
but רᆯ kĚshì conj 3
buy ῐ mיi v 9
C
California Խజ Jiązhņu pn 1
can; able to ⋱ néng mv 8
can; know how to ⁺ huì mv 8
can; may ר ˫kĚyכ mv 5
Canada Խཱྀञ Jią’nádà pn 1
cell phone ༆ቘ shםujĨ n 10
character zì n 7
chat ⊅ट(ѽ) liáo tiąn(r) vo 5
cheap; inexpensive ͵ piányi adj 9
chemistry ջⳆ huàxué n 8
child ઙઈ háizi n 2
China ʑ⡝ Zhņngguó pn 1
Chinese characters 㶩 Hànzì n 7
Simp-1-1-IC3-281Backmatter.indd 298 3/29/2010 2:08:42 PM
Vocabulary Index (English-Chinese) 299
English Characters Pinyin Part of
Speech
Lesson
Chinese (language) ʑᄽ Zhņngwén pn 6
city ࡆఱ chéngshì n 10
class; course; lesson 嵞 kè n 6
classmate Ⳇ tóngxué n 3
classroom ᄞા jiàoshì n 8
clothes ⠥ሺ yĨfu n 9
Coca-Cola רםרᾰ KĚkםukĚlè pn 5
coffee ٖ۔ kąfĒi n 5
[Coke or Pepsi] cola רᾰ kĚlè n 5
college student ञⳆᮝ dàxuéshĒng n 2
color 槼⏨ yánsè n 9
come 㣅 lái v 5
come back ߊ㣅 huí lai vc 6
come in 愻㣅 jìn lai vc 5
computer 䚕剱 diànnיo n 8
concert ㅠᾰ⁺ yĨnyuèhuì n 8
convenient ᅞ͵ fąngbiàn adj 6
cool ⷆ kù adj 7
credit card Βᮢ֦ xìnyòngkי n 9
D
dance ⎮ tiào wן vo 4
daughter ॉѽ nץ‘ér n 2
day ट tiąn n 3
diary ᅺ崐 rìjì n 8
dictionary Ҥ zìdiיn n 7
diffi cult 栞 nán adj 7
dining room, cafeteria ㇯ⓥ cąntĨng n 8
dinner; supper ᇄ櫍 wיnfàn n 3
dishes, cuisine ⤬ cài n 3
do ϝ zuò v 2
doctor; physician ⒛ᮝ yĨshĒng n 2
don’t ⎋ bié adv 6
dormitory ્⎤ sùshè n 8
Simp-1-1-IC3-281Backmatter.indd 299 3/29/2010 2:08:44 PM
300 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
draw; paint 䚛䚛ѽ huà huàr vo 4
drink ۺ hĒ v 5
drive a car だ惆 kąi chĒ vo 10
(dynamic particle) ʴ le p 5
E
early ᅽ zיo adj 7
easy ૌᆞ róngyì adj 7
eat ײ chĨ v 3
economics 倯㺮 jĨngjì n 8
eighteen ֓Ҝ shíbą nu 3
eldest brother ञڅ dàgĒ n 2
eldest sister ञঋ dàjiĚ n 2
email 䚕ઈ戎˴ diànzכ yóujiàn n 10
engineer డỄ㬇 gņngchéngshĨ n 2
England; Britain 䇃⡝ YĨngguó pn 3
English (language) 䇃ᄽ YĨngwén pn 2
enter 愻 jìn v 5
especially ᧚⎋ tèbié adv 10
evening; night ᇄʀ wיnshang t/n 3
every; each ᕓ mĚi pr 10
everybody ञ dàjią pr 7
exchange; change 㓂 huàn v 9
exercise book 倣῀ liànxíbĚn n 7
F
family; home jią n 2
farmer; peasant ⋼ᖁ nóngmín n 2
father, dad bàba n 2
Father’s Day ‒叢 FùqĨnjié pn 3
feel; think 嬩വ juéde v 4
feel embarrassed ʃ॑าඎ bù hיoyìsi 10
female ॉ nץ adj 2
fi nal; last ሱ zuìhòu 10
Simp-1-1-IC3-281Backmatter.indd 300 3/29/2010 2:08:45 PM
Vocabulary Index (English-Chinese) 301
English Characters Pinyin Part of
Speech
Lesson
fi ne; good; nice; O.K.; it’s settled ॑ hיo adj 1
fi rst ҅ xiąn adv 10
foreign country क⡝ wàiguó n 4
forget it; never mind ᾰʴ suàn le 4
fountain pen 昂䱴 gąngbכ n 7
France ᘍ⡝ Fיguó pn 1
free time ἇ(ѽ) kòng(r) n 6
French language ᘍᄽ Fיwén n 6
friend ሹה péngyou n 3
fruit juice ኞᖢ guםzhĨ n 5
G
Gao Wenzhong ㋧ᄽʑ Gąo Wénzhņng pn 2
Gao Xiaoyin ㋧ଅㅠ Gąo XiיoyĨn pn 5
Germany ോ⡝ Déguó pn 1
German language ോᄽ Déwén pn 6
get off (a bus, train, etc.) ʁ惆 xià chĒ vo 10
get up 㑌ಉ qכ chuáng vo 8
give 倹 gĚi v 5
give change ༪ņ昑Ň zhיo (qián) v(o) 9
give or take a test; test ≙崵 kיo shì vo/n 6
go qù v 4
go by way of; walk ⬕ zםu v 10
go home ߊ huí jią vo 5
go online; surf the internet ʀ⇑ shàng wיng vo 8
go to; arrive ӷ dào v 6
go to a class; start a class; be in
class
ʀ嵞 shàng kè vo 7
goodbye; see you again Ҫ嬡 zàijiàn v 3
grade in school ౺倇 niánjí n 6
grammar 嵍ᘍ yןfי n 7
gray ᢝ⏨ huĨsè n 9
Greek language శ⌖ᄽ XĨlàwén pn 6
green 偟 lק adj 10
Simp-1-1-IC3-281Backmatter.indd 301 3/29/2010 2:08:47 PM
302 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
H
half; half an hour ֚ bàn nu 3
handsome 㯈 shuài adj 7
happy ൬ᾰ kuàilè adj 10
happy, pleased ㋧⋔ gąoxìng adj 5
hat; cap ઈ màozi n 9
have; exist ሷ yםu v 2
have a meeting だ⁺ kąi huì vo 6
have fun; play ᪨(ѽ) wán(r) v 5
Hawaii ऑध XiàwĒiyí pn 1
he; him ˟ tą pr 2
Hello!; Hey! (on telephone) ۥ wéi/wèi interj 6
help ⾎ bąng v 6
here 愹ѽ zhèr pr 9
highway ㋧Ⳍҝ⭰ gąosù gņnglù n 10
history ⓦ lìshכ n 8
homework; schoolwork Լ嵞 gņngkè n 7
honorable; expensive 底 guì adj 1
hope; hope శឃ xĨwàng v/n 8
how; how come 㗕 zĚnme qpr 7
How is that? How does that
sound? Is it O.K.?
㗕㦗 zĚnmeyàng qpr 3
how many; some; a few Ӓ jכ nu 2
how many/much; to what extent घ duņ adv 3
how much/many घଇ duņshao qpr 9
however; but ʃ愧 búguò conj 9
hundred ᱻ bיi nu 9
I
I; me ໟ wם pr 1
if ⣬ᆯ yàoshi conj 6
if ॖኞƥ᱿崽 rúguם ...de huà conj 9
in addition to; besides ぜʴƥ˫क chúle...yכwài conj 8
Simp-1-1-IC3-281Backmatter.indd 302 3/29/2010 2:08:49 PM
Vocabulary Index (English-Chinese) 303
English Characters Pinyin Part of
Speech
Lesson
in that case; then nà conj 4
in the middle of (doing something) ᔌ߱ zhèngzài adv 8
India ֬ಙ Yìndù pn 1
interesting ሷาඎ yםu yìsi adj 4
(interjectory particle used to soften
a question)
ؠ ya p 5
introduce ˛倭 jièshào v 5
invite someone (to dinner, coffee,
etc.); play the host
嵗઼ qכng kè vo 4
Is it O.K.? How is that? How does
that sound?
㗕㦗 zĚnmeyàng qpr 3
it tą pr 9
Italian language าञӴᄽ Yìdàlìwén pn 6
J
jacket ⪙҇ jiákè n 9
Japan ᅺ RìbĚn pn 1
Japanese language ᅺᄽ Rìwén pn 6
job; work డ̳ gņngzuò n/v 2
K
know ᵧⳬ zhĨdao v 8
Korea (South) 楉⡝ Hánguó pn 1
Korean language 楉ᄽ Hánwén pn 6
L
late ᇄ wיn adj 7
later 㣅 hòulái t 8
Latin language ཚɻᄽ LądĨngwén pn 6
laugh at; laugh; smile xiào v 8
lawyer യ㬇 lקshĨ n 2
length 曟ᵬ chángduיn n 9
letter (correspondence) Β xìn n 8
Li You ቦה Lכ Yםu pn 1
library ⡞ῆ櫦 túshŞguיn n 5
Simp-1-1-IC3-281Backmatter.indd 303 3/29/2010 2:08:51 PM
304 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
like ۹㲂 xכhuan v 3
line 借 xiàn n 10
linguistics 嵍⤵Ⳇ yןyánxué n 8
listen ؑ tĨng v 4
look for ༪ zhיo v 4
lunch, midday meal ֘櫍 wןfàn n 8
M
major (in college); specialty έὺ zhuąnyè n 8
make a phone call ༌䚕崽 dי diànhuà vo 6
male ᮮ nán adj 2
manager 倯 jĨnglכ n 2
many; much घ duņ adj 7
mathematics 㛐Ⳇ shùxué n 8
matter; affair; event ʶņѽŇ shì(r) n 3
meal; (cooked) rice 櫍 fàn n 3
(measure word for a pair) ┬ shuąng m 9
(measure word for bottles); bottle ᮁ píng m/n 5
(measure word for class periods) 叢 jié m 6
(measure word for cup and glass) ቸ bĒi m 5
(measure word for essays, articles,
etc.)
ῇ piąn m 8
(measure word for fl at objects,
paper, pictures, etc.)
む zhąng m 7
(measure word for kinds, sorts,
types)
ạ zhםng m 9
(measure word for letters) ૺ fĒng m 8
(measure word for long, thin,
infl exible objects, pens, rifl es, etc.)
ኟ zhĨ m 7
(measure word for many common
everyday objects)
ᾊ gè/ge m 2
(measure word for number in a
series; day of the month)
╗ hào m 3
(measure word for number of
family members)
ם kםu m 2
(measure word for 1/100 of a kuai,
cent)
Ӡ fĒn m 9
Simp-1-1-IC3-281Backmatter.indd 304 3/29/2010 2:08:53 PM
Vocabulary Index (English-Chinese) 305
English Characters Pinyin Part of
Speech
Lesson
(measure word for 1/10 of a kuai,
dime (for US money))
ᕜ máo m 9
(measure word for pants and long,
thin objects)
㣁 tiáo m 9
(measure word for people (polite)) ̤ wèi m 6
(measure word for quarter (of an
hour))
Ԁ kè m 3
(measure word for shirts, dresses,
jackets, coats, etc.)
˴ jiàn m 9
(measure word for stops of a bus,
train, etc.)
Ἷ zhàn m 10
(measure word for the basic
Chinese monetary unit)
⢷ kuài m 9
medium; middle ʑ zhņng adj 9
meet up; meet with 嬡ㄇ jiàn miàn vo 6
merchant; businessperson ۄː shąngrén n 2
Mexico ࣘ⣫څ MòxĨgĒ pn 1
mineral water 䥟ᘃᖛ kuàngquánshuכ n 5
Miss; young lady ଅঋ xiיojiĚ n 1
money 昑 qián n 9
month ሶ yuè n 3
morning ʀ֘ shàngwן t 6
morning ᅽʀ zיoshang t 7
mother, mom ⫨⫨ mąma n 2
Mother’s Day ᕒ‒叢 MןqĨnjié pn 3
movie 䚕ഛ diànyכng n 4
Mr.; husband; teacher ҅ᮝ xiąnsheng n 1
music ㅠᾰ yĨnyuè n 4
must; have to വ dĚi mv 6
N
name míngzi n 1
need not ʃᮢ búyòng 9
nervous, anxious 亇む jכnzhąng adj 10
new ᅘ xĨn adj 8
Simp-1-1-IC3-281Backmatter.indd 305 3/29/2010 2:08:54 PM
306 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
new words; vocabulary ᮝ崭 shĒngcí n 7
new year ᅘ౺ xĨnnián n 10
New York 倝倆 NiןyuĒ pn 1
next one ʁᾊ xià ge 6
noon ʑ֘ zhņngwן n 8
not 㸁 méi adv 2
not; no ʃ bù adv 1
not until, only then ༇ cái adv 5
notebook ઈ bĚnzi n 7
now 䔐߱ xiànzài t 3
nurse ⿅ं hùshi n 2
O
o’clock (lit. dot, point, thus “points
on the clock”)
䈙 diיn m 3
offi ce ⏾ҝા bàngņngshì n 6
often chángcháng adv 4
older brother څڅ gĒge n 2
older sister ঋঋ jiĚjie n 2
once; a bit ɺʁ yí xià n+m 5
oneself ⎊న zìjכ pr 10
only ף zhכ adv 4
or 愸ᆯ háishi conj 3
or ≛ huòzhĚ conj 10
orange (color) ᑢ倂⏨ júhóngsè n 9
other people; another person ⎋ː biérén n 4
outer garment; coat; jacket कह wàitào n 9
overcoat ञ⠥ dàyĨ n 9
P
pants 婄ઈ kùzi n 9
paper 倘 zhכ n 7
pay money ˡ昑 fù qián vo 9
pay with a credit card ӽ֦ shuą kי vo 9
Simp-1-1-IC3-281Backmatter.indd 306 3/29/2010 2:08:56 PM
Vocabulary Index (English-Chinese) 307
English Characters Pinyin Part of
Speech
Lesson
pen 䱴 bכ n 7
pencil 春䱴 qiąnbכ n 7
people; person ː rén n 1
Pepsi-Cola ᱻʶרᾰ BיishìkĚlè pn 5
physics wùlכ n 8
picture; photo ᤫᦸ zhàopiàn n 2
pink ⁆倂⏨ fĚnhóngsè n 9
play ball ༌ dי qiú vo 4
play chess ʁፖ xià qí vo 4
play videogames ᪨ᜀ㍯ቘ wán yóuxìjĨ vo 4
please (polite form of request); to
treat or to invite (somebody)
嵗 qכng v 1
polite ઼ᖃ kèqi adj 6
Portuguese language ┶⓹ᧃᄽ Pútáoyáwén pn 6
(possessive or descriptive particle) ᱿ de p 2
practice 倣῀ liànxí v 6
precisely; exactly ଔ jiù adv 6
(prefi x for ordinal numbers) Ὦ dì prefi x 7
prepare ӄ⩧ zhןnbèi v 6
pretty ឍˌ piàoliang adj 5
pretty good ʃ晹 búcuò adj 4
preview 槤῀ yùxí v 7
previous one ʀᾊ shàng ge 7
professor ᄞ࿙ jiàoshòu n 2
pronunciation ┱ㅠ fąyĨn n 8
purple ₯⏨ zכsè n 9
Q
quarter (of an hour) Ԁ kè m 4
question; problem 李槸 wèntí n 6
(question particle) ╷ ma qp 1
(question particle) خ ne qp 1
quickly, fast, quick ൬ kuài adv/adj 5
Simp-1-1-IC3-281Backmatter.indd 307 3/29/2010 2:08:57 PM
308 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
R
read aloud ൳ niàn v 7
really 䡿 zhĒn adv 7
receive; accept ᄇ shņu v 9
recently ሱⲖ zuìjìn t 8
red 倂 hóng adj 9
review ए῀ fùxí v 7
ride a bicycle 毱⎊⠗惆 qí zìxíngchĒ vo 10
ride a motorcycle 毱ၷ༎惆 qí mótuņchĒ vo 10
right; correct ⵙ duì adj 4
Russian language ͺᄽ Éwén pn 6
S
same; alike ɺ㦗 yíyàng adj 9
say; speak 嵔 shuņ v 6
school Ⳇዮ xuéxiào n 5
school term; semester/quarter Ⳇቅ xuéqĨ n 8
second oldest sister ʷঋ èrjiĚ n 2
see 嬡 jiàn v 3
see off or out; take (someone
somewhere)
Ⲷ sòng v 10
send a text message; (lit.) send a
short message
┱ᵬΒ fą duיnxìn vo 10
(sentence-fi nal particle) ۆ a p 6
(sentence-fi nal particle) ، ba p 5
September ʪሶ jiןyuè n 3
Shanghai ʀᙹ Shànghיi pn 1
she; her ॎ tą pr 2
shirt 姌⠪ chènshąn n 9
shoes ㄣ xié n 9
shop assistant; salesclerk ڰ庇▸ shòuhuòyuán n 9
skirt ⡲ઈ qúnzi n 9
simultaneously; at the same time ɺ愙 yìbiąn adv 8
sing (a song) ڳᓼņѽŇ chàng gĒ(r) vo 4
Simp-1-1-IC3-281Backmatter.indd 308 3/29/2010 2:08:59 PM
Vocabulary Index (English-Chinese) 309
English Characters Pinyin Part of
Speech
Lesson
sit ࠈ zuò v 5
size ञଅ dàxiיo n 9
size ╗ hào n 9
sleep ᴍ嬩 shuì jiào vo 4
slow màn adj 7
small; little ଅ xiיo adj 4
so ˫ suםyכ conj 4
so; such 愹㗕 zhème pr 7
socks 姼ઈ wàzi n 9
soda pop; soft drink ᗋᖛ (ѽ) qìshuכ)r) n 5
soldier; military officer ⋻ː jŞnrén n 2
some ሷ᱿ yםude pr 4
son ѽઈ érzi n 2
sorry ⵙʃ㑌 duìbuqכ v 5
sound recording; record サㅠ lùyĨn n/vo 7
Spanish language ⣫ᧃᄽ XĨbąnyáwén pn 6
spend ⿉ huą v 10
Sprite ズᷝ XuĚbì pn 5
store; shop ۄಐ shąngdiàn n 9
(structural particle) വ de p 7
student Ⳇᮝ xuésheng n 1
study; learn Ⳇ xué v 7
study; learn Ⳇ῀ xuéxí v 7
style 㦗ઈ yàngzi n 9
subway ߸昡 dìtiĚ n 10
suit (western-style) ⣫娥 xĨzhuąng n 9
suitable ⲷ héshì adj 9
(one’s ) surname is...; be surnamed;
surname
xìng v/n 1
sweater (woolen) ᕜ⠥ máoyĨ n 9
T
T-shirt T⠪ T-xùshąn n 9
take a bath/shower ᘺ xכ zיo vo 8
Simp-1-1-IC3-281Backmatter.indd 309 3/29/2010 2:09:00 PM
310 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
take a cable car, trolley bus, or
tram
ࠈ䚕惆 zuò diànchĒ vo 10
take a taxi ༌惆 dי chĒ vo 10
take a taxi (in Taiwan) ࠈ崁Ễ惆 zuò jìchéngchĒ vo 10
talk 嵔崽 shuņ huà vo 7
taxi ӛẬᗋ惆 chŞzŞ qìchĒ n 10
tea ⥉ chá n 5
teach ᄞ jiąo v 7
teacher ≘㬇 lיoshĨ n 1
Teacher Chang ≘㬇 Cháng lיoshĨ pn 6
television 䚕嬦 diànshì n 4
tell ب崩 gàosu v 8
textbook 嵞 kèbĚn n 7
text of a lesson 嵞ᄽ kèwén n 7
thank 嶂嶂 xièxie v 3
Thanksgiving ස叢 Gיn’Ēnjié pn 3
that nà pr 2
then ᤋ ránhòu adv 10
there ѽ nàr pr 8
things; objects ὼ⣫ dņngxi n 9
this 愹 zhè pr 2
this year ˚౺ jĨnnián t 3
Thursday ᆣቅ߈ xĨngqĨsì n 3
ticket Ṡ piào n 10
time 㝖杔 shíjiąn n 6
time (a point in); moment; time (a
duration of)
㝖α shíhou n 4
tired ₲ lèi adj 8
to; for 倹 gĚi prep 6
today ˚ट jĨntiąn t 3
together ɺ㑌 yìqכ adv 5
tomorrow ᆙट míngtiąn t 3
too; also ʬ yĚ adv 1
too; extremely ठ...ʴ tài…le 3
Simp-1-1-IC3-281Backmatter.indd 310 3/29/2010 2:09:02 PM
Vocabulary Index (English-Chinese) 311
English Characters Pinyin Part of
Speech
Lesson
travel by ࠈ zuò v 10
travel by train ࠈᢜ惆 zuò huםchĒ vo 10
travel by ship; take a boat ࠈ ⏀zuò chuán vo 10
troublesome 㕊䉆 máfan adj 10
try 崵 shì v 9
twelve ֓ʷ shí’èr nu 3
two; a couple of ᾄ liיng nu 2
U
understand Ⰿ dםng v 7
upper garment ʀ⠥ shàngyĨ n 9
use ᮢ yòng v 8
usually ౹ píngcháng adv 7
V
Valentine’s Day ː叢 Qíngrénjié pn 3
very ബ hĚn adv 3
very; rather ྡ tכng adv 9
Vietnam ⬤֡ Yuènán pn 1
W
wait; wait for ᾀ dĚng v 6
walk ⬕⭰ zםu lù vo 10
Wang Peng ᪗ሹ Wáng Péng pn 1
want ⣬ yào v 5
want to; would like to; think บ xiיng mv 4
watch; look; read ᳖ kàn v 4
water ᖛ shuכ n 5
we ໟ⁌ wםmen pr 3
wear; put on Ἂ chuąn v 9
week ᆣቅ xĨngqĨ n 3
weekend ش zhņumò n 4
what ˑ㗕 shénme qpr 1
where ڊ ⸅nיli pr 7
Simp-1-1-IC3-281Backmatter.indd 311 3/29/2010 2:09:04 PM
312 Vocabulary Index (English-Chinese)
English Characters Pinyin Part of
Speech
Lesson
where ڊѽ nיr qpr 5
which ڊ nי/nĚi qpr 6
who 嵡 shéi qpr 2
why ᾚˑ㗕 wèishénme qpr 3
will; be going to; want to, have a
desire to
⣬ yào mv 6
windowshop Ⳉ⠞ guàng jiĒ vo 4
winter vacation ϐ hánjià n 10
wish (well) ṗ zhù v 8
with ⭢ gĒn prep 6
worker డː gņngrén n 2
write 㾕 xiĚ v 7
writing brush ᕜ䱴 máobכ n 7
Y
year (of age) ⷡ suì n 3
yellow 瀤 huáng adj 9
yesterday ᆫट zuótiąn t 4
you ̷ nכ pr 1
you (honorifi c for ̷) ෨ nín pr 6
younger brother ೭೭ dìdi n 2
younger sister ॸॸ mèimei n 2
Simp-1-1-IC3-281Backmatter.indd 312 3/29/2010 2:09:06 PM
Simp-1-1-IC3-281Backmatter.indd 313 3/29/2010 2:09:08 PM
314 Vocabulary by Grammar Category and by Lesson
Vocabulary by Grammar Category
and by Lesson
Lesson &
Section
noun measure word pronoun numeral verb modal verb
L1-1 ଅঋ
҅ᮝ
̷
ໟ
ˑʟ
嵗
李
פ
L1-2 ≘㬇
Ⳇᮝ
ː
ᆯ
L2-1 ᤫᦸ
⫨⫨
ઙઈ
ঋঋ
೭೭
څञ
ѽઈ
ॉѽ
ᾊ
愹
嵡
ॎ
˟
ሷ
L2-2
څڅ
ॸॸ
ञঋ
ʷঋ
డ̳
യ㬇
䇃ᄽ
ञⳆᮝ
⒛ᮝ
Ӓ ם
ᾄ
ϝ
L3-1 ʪሶ
ሶ
ᆣቅ
߈ᆣቅ
ट
ᮝᅺ
ⷡ
櫍
⤬
╗
䈙
ʟ㦗
ໟ⁌
֓ʷ
֓Ҝ
֚
ײ
嶂嶂
۹㲂
嬡
Ҫ嬡
L3-2 ʶ(ѽ)
ᇄ櫍
Ⳇ
הሹ
Ԁ ᾚˑʟ 崄崦
Simp-1-1-IC3-281Backmatter.indd 314 3/29/2010 2:09:08 PM
Vocabulary by Grammar Category and by Lesson 315
adjective adverb preposition conjunction time word particle others proper
noun
॑
底
הቦ خ
᪗ሹ
ʃ
ʬ
╷ ʑ⡝
ռˊ
⇾⡝
倝倆
ॉ
ᮮ
㸁 ᱿ ㋧ᄽʑ
ⵣُ ᱺ䇃䎑
ञ घ 愸ᆯ
ᆯר
˚౺
ᇄʀ
ठƥʴ 䇃⡝
ൢ ബ
愸
ߌᾚ 䔐߱
˚ट
ᆙट
Simp-1-1-IC3-281Backmatter.indd 315 3/29/2010 2:09:11 PM
316 Vocabulary by Grammar Category and by Lesson
Lesson &
Section
noun measure word pronoun numeral verb modal verb
L4-1 ش
䚕嬦
ㅠᾰ
ῆ
㝖α
䚕ഛ
क⡝
ሷ᱿ ༌
᳖
ᓼڳ
⎮
ؑ
嵗઼
L4-2 ⎋ː 嬩വ
ᴍ嬩
༪
บ
L5-1 Ⳇዮ
⥉
۔ٖ
ᾰר
ᖛ
䈙(ѽ)
ᮁ
ቸ
ڊѽ 愻
愻㣅
㣅
˛倭
ࠈ
ۺ
⣬
ⵙʃ㑌
倹
˫ר
L5-2 ⡞ῆ櫦 ᪨(ѽ)
⊅ट(ѽ)
ߊ
L6-1 㝖杔
李槸
嵞
౺倇
ἇѽ
⏾ҝા
̤
叢
෨
ڊ
༌䚕崽
߱
だ⁺
≙崵
ӷ
⠗
ᾀ
⣬
L6-2 ʑᄽ ⾎
ӄ⩧
倣῀
嵔
嬡ㄇ
㣅ߊ
വ
L7-1
䱴
倘
嵍ᘍ
ᮝ崭
㶩
ኟ
む
ʟ
⸅ڊ
嵔崽
ए῀
㾕
ᄞ
Ⰿ
槤῀
Ⳇ
L7-2 Լ嵞
嵞ᄽ
サㅠ
愹ʟ
ञ
ʀ嵞
だআ
൳
Ⳇ῀
Simp-1-1-IC3-281Backmatter.indd 316 3/29/2010 2:09:13 PM
Vocabulary by Grammar Category and by Lesson 317
adjective adverb preposition conjunction time word particle others proper
noun
ⵙ
˫
ᆫट
ଅ
ʃ晹
ሷาඎ
ʝ ॑ף
ᾰʴ
㋧⋔
ឍˌ
ؠ ߱ ൬
،
ɺʁ ㋧ଅㅠ
ɺ㑌
༇
ʴ
ᅞ͵
઼ᖃ
ଔ
⎋
倹 ⣬ᆯ ʁ֘
ʀ֘
˫
㬇 ≘ۥ
⭢ ̟ᆯ ۆ ʁᾊ
ૌᆞ
घ
栞
䡿 വ ʀᾊ
Ὦ
ᅽ
ᇄ
㯈
ⷆ
౹ ᅽʀ
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318 Vocabulary by Grammar Category and by Lesson
Lesson &
Section
noun measure word pronoun numeral verb modal verb
L8-1 ᅺ崐
ᅽ櫍
ᄞા
┱ㅠ
䚕剱
㇯ⓥ
֘櫍
્⎤
ῇ ѽ 㑌ಉ
ᘺ
ʀ⇑
崩ب
ᵧⳬ
L8-2 Β
Ⳇቅ
έὺ
ㅠᾰ⁺
ૺ శឃ
ᮢ
ṗ
⁺
⋱
L9-1 ۄಐ
ὼ⣫
▸庇ڰ
⠥ሺ
姌⠪
槼⏨
婄ઈ
╗
曟ᵬ
昑
˴
㣁
⢷
ᕜ
Ӡ
घଇ ᱻ ῐ
Ἂ
崵
༪ņ昑Ň
L9-2 ㄣ
ञଅ
⏨۔ٖ
㦗ઈ
Βᮢ֦
┬
ạ
愹ѽ
㓂
ӽ֦
ᄇ
ˡ昑
L10-1 ϐ
樾ቘ
Ṡ
(樾)ቘ⢚
ҝҠᗋ惆
߸昡
借
ӛẬᗋ惆
ࠈ Ἷ
⬕
ʁ惆
༌惆
だ惆
Ⲷ
L10-2 䚕ઈ戎˴
ఱࡆ
㋧Ⳍҝ⭰
༆ቘ
ᅘ౺
ᕓ
⎊న
崉
⿉
┱ᵬΒ
Simp-1-1-IC3-281Backmatter.indd 318 3/29/2010 2:09:20 PM
Vocabulary by Grammar Category and by Lesson 319
adjective adverb preposition conjunction time word particle others proper
noun
₲
ᅘ
ɺ愙
ᔌ߱
倯
ʑ֘
˫Ԋ
ぜʴƥ
˫क
ሱⲖ
㣅
瀤
倂
ʑ
͵
ⲷ
ɺҠ ॖኞƥ
᱿崽
ʃᮢ
ɺ㦗
㓺
ྡ
Ҫ
埝ᤋ
ʃ愧
偟
嘽
㕊䉆
҅
ᤋ
ሱ≛
亇む
൬ᾰ
᧚⎋ ʃ॑าඎ
Simp-1-1-IC3-281Backmatter.indd 319 3/29/2010 2:09:23 PM
320 Alternate Characters (Texts in Simplifi ed Form)
Alternate Characters
(Texts in Traditional Form)
Lesson 1
Dialogue I: Exchanging Greetings
̷॑XĿ
̷॑Ŀ
⦼ۊYŊ̷Z⪽ŝ
ໟMቦȯ̷خNŝ
ໟ᪗ȯቦଅঋ[Ŋ̷פOˑ᳤ŝ
ໟפቦהȯ᪗҅ᮝŊ̷פˑ᳤ŝ
᪗ሹȯפໟ
Dialogue II: Asking about Someone’s Nationality
᪗҅ᮝŊ̷ᆯP≘ోܜQŝ
ໟʃRXᆯ≘ోŊໟᆯણᮝȯቦהŊ̷خŝ
ໟʬSᆯણᮝȯ̷ᆯʑߡːܜŝ
ᆯŊໟᆯռˊːȯ̷ᆯ⇾ߡːܜŝ
ᆯŊໟᆯₚ₎ːȯ
Simp-1-1-IC3-281Backmatter.indd 320 3/29/2010 2:09:26 PM
Alternate Characters (Texts in Simplifi ed Form) 321
Lesson 2
Dialogue I: Looking at a Family Photo
(Wang Peng is in Gao Wenzhong’s room and points to a picture on the wall.)
㋧ᄽʑŊᆯ̷᱿Mᤫᦸܜŝ
(They both walk toward the picture and then stand in front of it.)
ᆯȯⳆᆯໟŊⳆᆯໟਤਤȯ
ⳆXΤNॉઙઈᆯ⦨O?
ॎᆯໟঋঋȯ
ⳆΤᮮઙઈᆯ̷೭೭ܜŝ
ʃᆯŊ˟ᆯໟञڅ᱿ҊઈYȯ
̷ञڅሷPॉҊܜŝ
˟㸁ሷॉҊȯ
Dialogue II: Asking about Someone’s Family
ᱺŊ̷XሷQಂםYːŝ
ໟሷҞםːȯໟȮໟਤਤȮɺZΤ
څڅȮқRΤॸॸُ[ໟ\\ȯቦהŊ̷ሷಂ
ːŝם
ໟሷʽםːȯȮਤਤȮञঋȮʷঋُ
ໟȯ̷ਤਤϝˑ᳤డ̳ŝ
Simp-1-1-IC3-281Backmatter.indd 321 3/29/2010 2:09:28 PM
322 Alternate Characters (Texts in Simplifi ed Form)
ໟᆯയోŊਤਤᆯᄽ≘ోŊڅڅȮ
ॸॸⵣSᆯञણᮝȯ
ໟਤਤʬᆯ≘ోŊໟᆯⷪᮝȯ
Lesson 3
Dialogue I: Taking Someone Out to Eat on His/
Her Birthday
(Gao Wenzhong is talking to Bai Ying’ai.)
ᱺŊʪሶ֓ʷX⚦NᆯᆣቅಂNŝ
ᆯᆣቅ߈ȯ
टYᆯໟ᱿Oᮝᅺȯ
ᆯܜŝ̷˚౺घञZŝ
֓Ҝᔓ[ȯ
ໟᆣቅ߈̷⦼ײ㇝PŊ᳤ᑂŝ
ठ॑ʴȯ⨀⨀Ŋ⨀⨀\\ȯ
̷۹ᔊײʑߡⓖⴒᆯQ⇾ߡⓖŝ
ໟᆯߡːŊרᆯໟ۹ᔊײʑߡⓖȯ
॑ŊໟΩײʑߡⓖȯ
ᆣቅ߈ಂ㔄ŝ
ɼ㔄᳤֚ᑂŝ
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Alternate Characters (Texts in Simplifi ed Form) 323
॑Ŋᆣቅ߈ᇄʀ⣲ȯ
Ҫ⣲Ŀ
Dialogue II: Inviting Someone to Dinner
ᱺŊ߱ಂ㔄ŝ
ʽ㔄ɿԀȯ
ໟҞ㔄ɺԀሷʶҊȯ
̷˚टബൢXŊᆙटൢʃൢRŝ
ໟ˚टബൢŊרᆯᆙटʃൢȯሷʶҊܜŝ
ᆙटໟ⦼̷ײᇄ㇝Ŋ᳤ᑂŝ
̷ᩊˑ᳤⦼ໟײ㇝ŝ
ᩊᆙटᆯ㋧ᄽʑ᱿ᮝᅺȯߌ
ᆯܜŝ॑ȯⴒS⦼⦨ŝ
ⴒ⦼ໟ᱿ણቦהȯ
ठ॑ʴŊໟ⦓⨯ቦהŊॎʬᆯໟ᱿ሹהȯᆙ
टಂ㔄ŝ
ᆙटᇄʀɼ㔄֚ȯ
॑Ŋᆙटɼ㔄֚⣲ȯ
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324 Alternate Characters (Texts in Simplifi ed Form)
Lesson 4
Dialogue I: Talking about Hobbies
ᱺŊ̷ⳕ۹ᔊϝˑ᳤Mŝ
ໟ۹ᔊ༌Ȯ᳖ヅ⣶Xȯ̷خŝ
ໟ۹ᔊڳᓼȮ⎮Ŋⴒ۹ᔊ⊝ㅠᐪȯ̷ʬ۹
ᔊ᳖ሬŊଃʃଃŝ
ଃŊሷ᱿ᆹαʬ۹ᔊ᳖ሬȯ
̷۹ᔊʃ۹ᔊN᳖ヅഛŝ
۹ᔊȯໟⳕ᳖ヅഛȯ
OໟΩ˚टᇄʀ᳖PɺΤकߡヅഛŊ᳤
ᑂŝໟ⦼઼ȯ
ᩊˑ᳤̷⦼઼ŝ
ߌᩊᆫट̷⦼ໟײ㇝Ŋ˫˚टໟ⦼̷᳖
ヅഛȯ
̷ʬ⦼᪗ሹȮቦהŊ॑ܜQŝ
ƥ॑ȯ
Dialogue II: Would You Like to Play Ball?
(Wang Peng is talking to Gao Wenzhong.)
ଅ㋧XŊ॑ʝʃ⣲YŊ̷॑ܜZŝ
ໟബ॑ȯ̷᳤ᑂŝ
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Alternate Characters (Texts in Simplifi ed Form) 325
ໟʬʃ⼂ȯⳆΤⳕ̷บRϝˑ᳤ŝบʃบ
༌ŝ
༌ŝໟʃ۹ᔊ༌ȯ
ໟΩ᳖Ŋ᳤ᑂŝ
᳖ŝໟ⤌വ[᳖ʬ㸁ሷาඎȯ
̷ⳆΤⳕบϝˑ᳤ŝ
ໟףบײ㇝Ȯᴍ⤌\\Sȯ
ᾰʴŊໟ༪Ѿːȯ
Lesson 5
Dialogue: Visiting a Friend’s Home
(The doorbell rings.)
ŝؠ⦨
ᆯໟŊ᪗ሹŊⴒሷቦהȯ
⦼ⳖŊ⦼ⳖŊ൬Ⳗ͗Ŀ͗Ŋໟ˛₺ɺʁMŊ
ⳆᆯໟঋঋŊ㋧ଅㅠȯ
ଅㅠŊ̷॑ȯ⦓⨯̷ബ㋧⎟ȯ
⦓⨯̷Ωໟʬബ㋧⎟ȯ
̷ΩബञN Ŋʬബឍˌȯ
ᆯܜŝX⦼ࠈŊ⦼ࠈȯ
Simp-1-1-IC3-281Backmatter.indd 325 3/29/2010 2:09:34 PM
326 Alternate Characters (Texts in Simplifi ed Form)
ଅㅠŊ̷߱OڊҊYడ̳ŝ
ໟ߱ણዮడ̳ȯ̷Ωบۺ㔄ҊMˑ᳤ŝۺ⥉
ŝ۔ٖۺⴒᆯ
Pȯ⥉،ۺໟ
ŝܜ˫רᐪŊרᮁ⣬ɺໟ
ଃʃ㑌ŊໟΩ㸁ሷרᐪȯ
⃛ໟɺቸᖛ،ȯ
Narrative: At a Friend’s House
ᆫटᇄʀŊ᪗ሹُቦה㋧ᄽʑ᪨Ҋȯ߱
㋧ᄽʑŊ˟Ω⦓⨯ʴQ㋧ᄽʑ᱿ঋঋȯॎפ
㋧ଅㅠŊ߱ણዮ᱿ߧሬ㈀డ̳ȯॎ⦼᪗ሹ
ۺX⥉Ŋ᪗ሹۺʴқቸȯቦהʃۺ⥉Ŋۺףʴ
ɺቸᖛȯ˟Ωɺ㑌⊅टҊȮ᳖ヅ⣶ȯ᪗ሹُ
ቦהᇄʀ֓ʷ㔄༇Rߊȯ
Lesson 6
Dialogue I: Calling One’s Teacher
ņቦה⃛M≘ో༌ヅ⥾Ň
ŝۥ
ŝܜ߱ో≘Ŋۊ⦼Ŋۥ
ໟଔᆯȯ෨Xᆯڊ̤ŝ
Simp-1-1-IC3-281Backmatter.indd 326 3/29/2010 2:09:36 PM
Alternate Characters (Texts in Simplifi ed Form) 327
≘ోŊ෨॑ȯໟᆯቦהȯ
ቦהŊሷʶҊܜŝ
≘ోŊ˚टʁ֘෨ሷᆹ⿵YܜŝໟบۊZ෨ಂ
Τۊ㆛ȯ
ଃʃ㑌Ŋ˚टʁ֘ໟ⣬Nሳȯ
ᆙटخŝ
ᆙटʀ֘ໟሷқῃ[⦩Ŋʁ֘ɿ㔄⣬⃛ʷ౺₤
≙⥶ȯ
෨ˑ᳤ᆹα\\ሷἇҊŝ
ᆙट߈㔄˫ര]༇ሷἇҊȯ
⣬ᆯ^෨ᅞ͵Ŋ߈㔄֚ໟӷ෨᱿ⲄҝાŊ
⠗ܜŝ
߈㔄֚Ŋ㸁ۊ㆛_ȯໟ߱Ⲅҝાᾀ̷ȯ
⨀⨀෨ȯ
ѾO઼ᖎȯ
Dialogue II: Calling a Friend for Help
ŝܜ߱Ŋ᪗ሹۊ⦼Ŋۥ
ໟଔᆯȯ̷ᆯቦה،Xŝ
᪗ሹŊໟʁΤᆣቅP⣬≙ʑᄽŊ̷ໟЈ
ɺʁŊ⭢ໟ⅀∳尌ʑᄽŊ॑ܜŝ
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328 Alternate Characters (Texts in Simplifi ed Form)
॑ۆŊ̟ᆯ̷വQ⦼ໟۺٖ۔ȯ
ۺٖ۔Ŋ㸁ۊ㆛ȯໟˑ᳤ᆹα⭢̷⣲ㄇŝ
̷˚टᇄʀሷἇҊܜŝ
˚टᇄʀᱺ⦼ໟײ㇝ȯ
?㇝ײ̷⦼ᱺ? ܜᆯ
ଃȯໟߊ͗R˫ര̷⃛༌ヅ⥾ȯ
॑Ŋໟᾀ̷᱿ヅ⥾ȯ
Lesson 7
Dialogue I: How Did You Do on the Exam?
ņ᪗ሹ⭢ቦה尌⥾Ň
ቦהŊ̷ʀΤᆣቅ≙⥶≙വM᳤ᑂŝ
ߌᩊ̷ໟു∳Ŋ˫≙വʃ⼂ȯ̟ᆯໟ૯
ʑߡ૯വठNʴĿ
ᆯܜŝ˫രໟ⭢̷ɺ㑌⅀∳૯Ŋ॑ʃ॑Xŝ
ठ॑ʴĿໟΩ߱ଔO ૯Ŋ᳤ᑂ?
॑Ŋ⃛ໟɺኟώPȮɺ₣ȯ૯ˑ᳤?
̷ᄞໟ᳤૯ơສƢ،ȯ
॑،ȯ
̷૯૯വ䡿N॑Ŋ䡿൬ȯ
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Alternate Characters (Texts in Simplifi ed Form) 329
ڊ⡪Ŋڊ⡪Yȯ̷ᆙटሷʑᄽ⦩ܜŝໟ
̷ㅷ∳ȯ
ᆙटໟΩણὮɼQ⦩ȯὮɼ⦩᱿⦝ᘍബૌ
ᆞŊໟⵣສŊרᆯᮝ⥱ठघŊឤʬሷɺ
㔄ҊRザȯ
㸁ۊ㆛Ŋໟ̷ȯ
Dialogue II: Preparing for a Chinese Class
ņቦה⭢ᱺ尌⥾Ň
ᱺŊ̷౹͗വബᅽŊ˚ट᳤SⳆ
᳤ᇄŝ
ໟᆫटㅷ∳ʑᄽŊᅽʀX߈㔄༇Oᴍ⤌Ŋ
̷ʬᴍവബᇄܜŝ
ໟᆫट֓㔄ଔOᴍʴȯߌᩊ᪗ሹໟ⅀∳
ʑᄽŊ˫ໟԼ⦩ϝവബ൬ȯ
ሷΤʑߡሹה䡿॑ȯ
ņʀʑᄽ⦩Ň
ञᅽYŊ߱ໟΩআʀ⦩ȯὮɼ⦩̷
Ωⵣㅷ∳ʴܜŝ
ㅷ∳ʴȯ
ቦהŊ⦼̷൳⦩ᄽȯ...൳വബ॑ȯ̷ᆫ
टᇄʀ⊝⻞ㅠʴ،ŝ
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330 Alternate Characters (Texts in Simplifi ed Form)
ໟ㸁⊝ȯ
̟ᆯॎ᱿ሹהᆫटᇄʀॎણ∳ʴȯ
̷᱿ሹהᆯʑߡːܜŝ
ᆯȯ
˟ᆯɺΤᮮ᱿TŊബైZŊബⷆŊפ᪗ሹȯU
Lesson 8
A Diary: A Typical School Day
An Entry from Li You’s Diary
ቦה᱿ɺῇᅺ⥆
֓ɺሶɿᅺ ᆣቅʷ
˚टໟബൢŊബ₲ȯᅽʀɼ㔄֚㑌ಉMŊ
ᘺʴ˫രଔNײᅽ㇝ȯໟɺⴗײ㇝ŊɺⴗO
⊝⻞ㅠȯʪ㔄ӷᄞાʀ⦩Pȯ
Ὦɺῃ⦩ᆯʑᄽŊ≘ోᄞໟΩᱹㅠȮᮝ
⥱ُ⦝ᘍŊʬᄞໟΩ૯Ŋⴒ⃛ʴQໟΩɺῇ
ᅘ⦩ᄽRŊⳆῇ⦩ᄽബሷาඎȯὮʷῃᆯヅ〉X
⦩Ŋബザȯ
ʑ֘ໟُણΩɺ㑌ӷ㇯ೕײ㇝֘ȯ
ໟΩɺⴗײŊɺⴗ⅀∳尌ʑᄽȯʁ֘ໟӷߧ
ሬ㈀ʀℐȯ߈㔄᪗ሹ͗༪ໟ༌ȯʽ㔄ɿ
Ԁײᇄ㇝ȯɼ㔄֚ໟᱺ᱿્⎤⭢ॎ⊅
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Alternate Characters (Texts in Simplifi ed Form) 331
ट(Ҋ)ȯӷҊ᱿ᆹαŊॎᔌ߱SϝԼ⦩ȯໟ
Ҝ㔄֚ߊȯᴍ⤌˫ԊŊ㋧ᄽʑ⃛ໟ༌ʴɺ
Τヅ⥾Ŋب崩ໟᆙट⣬≙⥶Ŋໟ尌ໟᵧ
ⳬʴȯ
A Letter: Talking about Studying Chinese
A Letter
ɺૺΒ
(The teacher asked the students to write their friends a letter in Chinese as a homework assignment.
Here’s what Li You wrote to Gao Xiaoyin.)
ଅㅠŘ
̷॑Ŀ॑ʝʃ⣲ŊሱⲖ᳤ᑂŝ
ⳆΤણቅໟബൢŊぜʴ૾Ꮘ⦩˫कŊⴒT
വણʑᄽȯໟΩ᱿ʑᄽ⦩ബሷาඎȯߌᩊໟ
Ω᱿ʑᄽ≘ోףሳU尌ʑᄽŊʃሳ尌ᄽŊ
˫ʀ⦩᱿ᆹαໟΩף尌ʑᄽŊʃ尌ᄽȯ
আໟ⤌വബザŊര͗XŊ᪗ሹໟ⅀∳ʑ
ᄽŊଔV⤌വʃザʴYȯ
̷۹ᔊ⊝ㅠᐪܜŝʁΤᆣቅҞŊໟΩણ
ዮሷɺΤㅠᐪሳŊశឃ̷⋱U͗ȯໟᮢʑᄽ૯
Β૯വബʃ॑Ŋ⦼Ѿໟȯṗ
॑
ה᱿ሹ̷
הቦ
֓ɺሶ֓Ҝᅺ
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332 Alternate Characters (Texts in Simplifi ed Form)
Lesson 9
Dialogue I: Shopping for Clothes
ņቦה߱ɺΤۄಐ⫀ቺ⣫Ŋڰ⪳ۊڂॎ...Ň
ଅঋŊ෨⣬M⫀ˑ᳤⠥ሺŝ
ໟบ⫀ɺ˴N⣠⠪ȯ
෨۹ᔊˑ᳤㆞⏨᱿OŊ㿪᱿ⴒᆯ᱿ŝ
ໟ۹ᔊἊX᱿ȯໟⴒบ⫀ɺጻN⢴ઈYȯ
घPञ᱿ŝञ⚦᱿Ȯʑ⚦᱿Ȯⴒᆯଅ⚦᱿ŝ
ʑ⚦᱿ȯʃ⣬ठ⪽᱿Ŋʬʃ⣬ठ͵Z᱿ȯ
Ⳇጻ⢴ઈ᳤ᑂŝ
㆞⏨ബ॑ȯॖኞᵬ⳺᱿⥾Ŋໟଔ⫀ȯ
෨⥶ɺʁȯ
[Li You checks the size on the label and measures the pants against her legs.]
ʃᮢ⥶ȯר˫ȯ
Ⳇ˴⣠⠪خŝ
ʬʃ⼂ȯɺҠघଇŝ
⣠⠪ʷ֓ɺ࢘ʽŊ⢴ઈɿ֓ʷ࢘ʪᕜʪŊ
ɺҠᆯʽ֓߈࢘߈ᕜʪӠQȯ
॑ŊⳆᆯɺᱻ࢘ȯ
༪෨߈֓ʽ࢘ʽᕜɺȯ⨀⨀ȯ
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Dialogue II: Exchanging Shoes
ଃʃ㑌ŊⳆキㄣठଅʴȯ⋱ʃ⋱ဘɺキŝ
㸁ۊ㆛ȯ෨᳖ŊⳆキ᳤ᑂŝ
ʬʃ⠗ŊⳆキ⭢キɺᑂRञȯ
Ⳇキ㓺᱿خŝ
Ⳇキㄣオᤋञଅ⳺ŊרᆯS ㆞⏨ʃ॑ȯሷ
㸁ሷٖ۔⏨᱿ŝ
ଃʃ㑌ŊⳆỚㄣףሷ㓺᱿ȯ
Ⳇキㄣᑂઈྡ॑᱿XŊଔᆯ،Yȯ̷ΩⳆҊ
?ܜ֦ӽ˫ר
ଃʃ㑌ŊໟΩʃᄇΒᮢ֦ȯʃ⳧ŊⳆキ᱿
⭢キɺᑂŊ෨ʃᮢҪˡʴȯ
Lesson 10
Dialogue: Going Home for the Winter Vacation
ቦהŊϐ̷ߊܜŝ
ଃŊໟ⣬ߊȯ
㇓ᑨṠ̷⫀ʴܜMŝ
⫀ʴȯᆯʷ֓ɺ⚦᱿ȯ
㇓ᑨᆯಂ㔄᱿ŝ
ᇄʀҜ㔄᱿ȯ
Simp-1-1-IC3-281Backmatter.indd 333 3/29/2010 2:09:52 PM
334 Alternate Characters (Texts in Simplifi ed Form)
ŝࢍXᑨ᳤̷
ໟบࠈҝҠᗋⰇ≛Nࠈ隶߸ȯ̷ᵧⳬ᳤
⬕Xܜŝ
̷҅ࠈɺ⭰ᗋⰇŊࠈɿἿʁⰇŊᤋരဘ߸
⾪ȯ҅ࠈ⣞ŊҪOဘℂ⣞Ŋሱരဘ☾⣞ȯ
ʃ⠗Ŋʃ⠗Ŋठ㕊᫊ʴȯໟⴒᆯP༌ⰇY،ȯ
ӛẬᗋⰇठ⪽ŊໟⰇⲶ̷،ȯ
⨀⨀̷ȯ
ʃᮢ઼ᖎȯ
An Email: Thanking Someone for a Ride
ヅઈⵞ˴X
Date: 2008౺12ሶ20ᅺ
From: ቦה
To: ᪗ሹ
Subject: ⨀⨀!
᪗ሹŘ
⨀⨀̷टⰇⲶໟӷᑨࢍȯʃ⳧Ŋ⩕̷␕
᳤घᆹ⿵Ŋ䡿ʃ॑าඎȯໟⳆಂटᕓटⵣQ
Ⰷӛ≘᳖ሹהȯⳆΤࡆఱ᱿ːⰇവ
᧚Ѿ൬ȯໟ߱㋧Ⳍҝ⭰ʀⰇŊ䡿ሷ㔄Ҋℤ
ȯרᆯⳆҊ㸁ሷҝҠᗋⰇŊʬ㸁ሷ߸⾪Ŋ
Simp-1-1-IC3-281Backmatter.indd 334 3/29/2010 2:09:55 PM
Alternate Characters (Texts in Simplifi ed Form) 335
ף⎊⋰నⰇŊബʃᅞ͵ȯ
ሷἇҊ᱿⥾༌ໟ᱿༆ᑨ≛⃛ໟᱹᵬΒŊໟ
บ⭢̷⊅टҊȯ
ᅘ౺൬⣬ӷʴRŊṗ̷ᅘ౺൬ᐪĿ
הቦ
Simp-1-1-IC3-281Backmatter.indd 335 3/29/2010 2:09:58 PM
Simp-1-1-IC3-281Backmatter.indd 336 3/29/2010 2:09:58 PM