Ni Wo Ta PDF

Developing Chinese Fluency

你我他
An Introductor y Course
Wo Ta
你我他
Wo Ta
张霓 Phyllis Zhang

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Wo Ta TRADITIONAL CHINESE EDITION
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张霓
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你我他 Wo Ta
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你我他 Wo Ta
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Pre-Unit 1
Pre-Unit 2
Pre-Unit 3
Pre-Unit 4
• Partnered voice-recording activities

Unit 1 Me and My Family
Unit 2 Meeting New Friends
Unit 3 My Things
Unit 4 Money and Shopping
Unit 5 Hobbies and Activities
• Interactive practice and homework activities

Unit 6 Time and Activity Schedule
Unit 7 Making Travel Plans
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你我他
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Wo Ta
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VOLume
TRADITIONAL CHINESE EDITION
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with Learn About Culture by
Li Wei and Robert Moore
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

© Cengage Learning Asia Pte Ltd
Ni Wo Ta / Developing Chinese Fluency: © 2015 Cengage Learning
An Introductory Course
Traditional Chinese, Volume 1 ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be
Phyllis Zhang reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or
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1 2 3 4 5 6 7 17 16 15 14 13
To the Student
Welcome to Ni Wo Ta!
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Ni Wo Ta is an innovative introductory program that uses a functional approach, an engaging video
program, and robust multimedia integration to help you explore the richness of Chinese language and
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culture.
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Filmed on location in Beijing, China, the video program features realistic conversations between native
speakers using all the words and structures you will learn in the course, while immersing you in the cultural
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context and experiences of the everyday person. Ni Wo Ta will help you acquire a thorough grounding in
vocabulary and grammar that as a beginning student you need in order to express yourself well at this level
and to prepare you for the next level of Chinese learning. You will get plenty of practice in the skills of
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listening, speaking, reading, and writing. The activities have been carefully designed so that you first
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develop confidence with the new vocabulary and grammar before you are required to produce it. You
will also have the opportunity to get to know your classmates and your instructor better while you
engage in the language practice activities in every unit.
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The Ni Wo Ta text is paired with iLrn™: Heinle Learning Center, an all-in-one online course management
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system that offers a dynamic audio- and video-enhanced language learning environment. With iLrn™,
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you will have access to an interactive online version of this textbook. All media, tutorials, and activities are
embedded in the eBook at point of use. You will receive instant feedback when you complete an exercise
and will have access to a wealth of data about your performance, allowing you to learn more effectively.
Ni Wo Ta: The Video Program

Set in Beijing, China, the video tells the story of a Chinese family, as their son, Xiaodong, begins his
first year of college. Xiaodong and other characters in the video will show you how Chinese is used in
real-life situations. You will see, hear, and practice interesting conversations.
Student Textbook
The Student Textbook contains the information and activities that you need for in-class use and self-
study. The textbook contains four preliminary units, fourteen core units, and a concluding unit. The
textbook, intended for a year-long course at the college level, is split into two volumes.
© Cengage Learning Asia Pte Ltd III

The preliminary units prepare you for the core units with an introduction to the Chinese language
and an overview of the Chinese writing and phonetic systems. Each core unit contains two lessons –
Part A and Part B. Each lesson has vocabulary and grammar sections with presentations and explanations,
two pages related to the video story to help you understand and work with the video segment, and
activities for grammar, listening, and speaking practice. Each core unit ends with a reading on Chinese
culture and a Review and Integration section that summarizes key vocabulary and grammar points
while further reinforcing your interpersonal, interpretive, and presentational skills.
At the end of the textbook, you will find a comprehensive reference section with Chinese-English and
English-Chinese glossaries, a grammar quick study reference chart, and the complete transcript of the
video program.
Literacy Workbook
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The purpose of the Literacy Workbook is to give you a step-by-step guide to producing the Chinese
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script, both by hand and by using a computer keyboard. It also includes extra reading and writing
practice to reinforce what has been learned in class.
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Each lesson includes tracing exercises to help you produce core vocabulary words in the correct stroke
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order. Besides handwriting, the program also develops your keyboard skills, since the computer has
become the main medium for written communication. The typing exercises will help you to type Chinese
using the pinyin system.
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A reading program, consisting of 10 episodes of a narrative story enhanced with exercises, is provided
in Volume 2 for students to review and consolidate their vocabulary and grammar during their summer
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vacation. For advanced beginners, this narrative series can also serve as enrichment exercises during the
semester for accelerated literacy development.
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iLrn™
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Everything you need to master the skills and concepts of the course is built into this online system,
including an audio- and video-enhanced eBook, integrated textbook activities with immediate feedback,
companion videos, voice-recorded activities, a VoiceBoard, ShareIt! to allow you to collaborate on
documents, and a diagnostic study tool to help you prepare for exams.
Ni Wo Ta Chinese Character Trainer App

The Ni Wo Ta Chinese Character Trainer app is a wonderful study aid you can use to practice characters
on the go! It includes all the key characters presented in the course. You can review word definitions,
watch an animation of each character’s stroke order, and trace or write characters using your finger. The
app checks every stroke you draw, helping you recognize and correct mistakes as you go along.
IV © Cengage Learning Asia Pte Ltd

Acknowledgements
Ni Wo Ta is the outcome of many years of research and piloting, and endless hours of writing, rewriting,
and fine tuning. This project would not have seen the light of day if not for the dedicated efforts of many
individuals, and I want to acknowledge and thank them properly.
For the past few years, I have had the greatest pleasure of working with and learning from many tal-
ented individuals who have inspired me enormously throughout the course of this project. I am deeply
thankful to Jianhua Bai, Chuanren Ke, and Ted Tao-chung Yao, who provided valuable feedback and
guidance on the initial design of this program. I benefited greatly from talks by Honggang Jin on task-
based language instruction and research, and Tim Tianwei Xie and Debao Xu on virtual learning. I also
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want to give special thanks to the people who have expressed appreciation for my previous work, which
gave me immense encouragement while working on this project, including George Chao, Jianfei Ma,
Madeline Spring, Chengzhi Chu, and Zhengsheng Zhang, among others.
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I also want to thank the executive team at Cengage Learning for believing in my vision and for support-
ing this project. In particular, I want to thank P.J. Boardman, Beth Kramer, Tat-Chu Tan, Seok-Hoon
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Lee, and Roy Lee for their sustained support in seeing this project through. Special thanks to senior
product manager Martine Edwards and former acquisition editor Nicole Morinon for their guidance and
direction, and product manager Mei-Yun Loh for bringing together the best people for this project. I
am deeply indebted to the editorial manager, Lan Zhao, whom I worked with on a day-to-day basis for
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these past few years, for her confidence in and enthusiasm for this project, her insightful comments, her
meticulous editing and her amazing attention to the smallest details in all stages of the development.
Her outstanding work has made a significant difference to the final product.
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I’d like to thank other members of the team, especially Titus Teo for his dedicated editorial work; de-
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signers Ruby Lim and Puey Yan Goh and illustrators Andrew Ng and Zheng Yan for making the pages
look stunning; Aileen Mason, Lauren MacLachlan, and Betsy Donaghey for their production and manu-
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facturing work; and Morgen Gallo, Patrick Brand, and Mei-Yun Loh for realizing the technological
vision of this program.
I also want to thank Peter Schott for his guidance on the production of the video program, Yan Cui,
the director and producer, for taking our story to another level, and co-producer Ge Bin for bringing
together a beautiful cast who has made the characters in the story come to life.
Contributors and Reviewers

I’d like to express my deep appreciation to Li Wei and Robert Moore (Rollins College) for writing ex-
cellent notes for the culture sections, and Yong Ho (United Nations) for providing an overview of the
Chinese language for this book. Their contributions have greatly enriched the contents of this book. I
also want to thank my former colleague and friend Yuanyuan Meng (Columbia University) for contrib-
uting a series of reading stories and exercises to enhance the Ni Wo Ta Workbook (Volume II), in addi-
tion to her valuable suggestions for the improvement of the final version of the Textbook.
© Cengage Learning Asia Pte Ltd V

Special thanks also go to the following individuals for creating communicative tasks for the Review and
Integration section of this program:
Jin Zhang (MIT) for activities in 6.19 (#2, 3, and 5), 8.19 (#4 and 5), and 9.19 (#3 and 4)
Nan Meng (Ph.D from Ohio State University) for activities in 2.19 (#1-4)
Qin Xu (Thomas Jefferson High School for Science and Technology) for activities in 7.19 (#4 and 5)
I’d like to thank Yajuan Liu (student at Nanjing University) and Ting Gong (student at George Washington
University) for providing detailed information on Chinese college students in China and assisting in
the language check of my scripts. I want to express my thanks to Xuefei Hao and Nan Meng (formerly
Ph.D candidates at Ohio State University) for their detailed comments on my initial scripts. My thanks
also go to my Chinese colleagues of George Washington University for providing resources or feedback
whenever I sought their help.
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During the development stages of this book, numerous Chinese language professors have served as
reviewers and provided thoughtful commentary on the manuscript. Their effort and critiques have
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greatly contributed to the quality of this book. I’d like to thank them all:
Advisory Board Members O

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Haiyong Liu Wayne State University, MI
Xianmin Liu Vanderbilt University, TN
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Weihsun Mao Ohlone College, CA

Liuxi Meng Kennesaw State University, GA
Lo Sun “Lotus” Perry University of Puget Sound, WA
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Jasmine Tang State University of New York at Geneseo

Xiaojun Wang Western Michigan University
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Xiaohong Wen University of Houston, TX

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Reviewers
Mark Alves Montgomery College at Rockville, MD
Alan Berkowitz Swarthmore College, PA
Gloria Bien Colgate University, NY
Wesley Borton Elizabeth City State University, NC
Shelley Chan Wittenberg University, OH
John Chang University of Southern California, CA
Liana Chen (formerly) Pennsylvania State University, PA
Shu-chen Chen University of Virginia, VA
Sophia Chen California Polytechnic State University, San Luis Obispo, CA
Xi Chen George Mason University, VA
Chyi Chung Northwestern University, IL
Ruby Costea Montgomery College at Rockville, MD
VI © Cengage Learning Asia Pte Ltd

Wen-Hua Du Pennsylvania State University, PA
Hongchu Fu Washington and Lee University, VA
Yan Gao North Georgia College and State University, GA
Lin Gu The University of Iowa Graduate College, IA
Li Han Rhodes College, TN
Donghui He Whitman College, WA
Tianshu He Duke University, NC
Yong Ho United Nations
Ching-hui Hsiao Texas State University, TX
Guiling Hu University of Maryland, College Park, MD
Hong Jiang Northwestern University, IL
Rosalind Kan University of Alaska Fairbanks, AK
David Keenan University of California, Santa Cruz, CA
Julia Kessel New Trier High School, IL
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Wei Lai Queensborough Community College, NY
Chang Soo Lee New Mexico State University Carlsbad, NM
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Jungjung Lee-Heitz University of Maryland, College Park, MD
Jinhua Li University of North Carolina at Asheville, NC
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Tonglu Li Iowa State University, IA
Wei Li Lone Star College–North Harris, TX
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Xue Guang Lian City College of San Francisco, CA
Annie Liu North Central College, IL
Haiyong Liu Wayne State University, MI
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Shijuan Liu Indiana University of Pennsylvania, PA

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Xianmin Liu Vanderbilt University, TN

Yu Liu Brigham Young University, UT
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Chan Lu Loyola Marymount University, CA

Jing Luo Bloomsburg University of Pennsylvania, PA
Weihsun Mao Ohlone College, CA
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Miao Marone Mercer University, GA

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Duosi Meng University of Illinois at Chicago, IL

Liuxi Meng Kennesaw State University, GA
Yuanyuan Meng Columbia University
Tao Ming Concordia College, MN
Ling Mu Yale University, CT
Lo Sun “Lotus” Perry University of Puget Sound, WA
Yanrong Qi University of Oklahoma, OK
Xizhen Qin University of South Florida, FL
Cynthia Shen University of Florida, FL
Curtis Smith Grand Valley State University, MI
Madeline Spring Arizona State University, AZ
Shuhui Su Grove City College, PA
© Cengage Learning Asia Pte Ltd VII

你我他 Wo Ta
VOLume 1
Contents
1 To the Student 4 Scope & Sequence
2 Acknowledgements 5 Main Cast of Characters
3 Table of Contents
Overview The Chinese Language P-1
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Pre-Unit 1 Pre-Unit 3
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Pronunciation and the Phonetic Pronunciation: Polysyllables,
A System: Basic Concepts P-5 A Unique Sounds, and Pinyin Rules P-29
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Character Writing: Character
B Character Writing: Basic Strokes P-13 B Components and Composition P-38
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Pre-Unit 2 Pre-Unit 4
Pronunciation: Unique Sounds Pronunciation: The Suffix -er, Tone
A A
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P-17 P-43
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and Their Pinyin Rules Sandhi, and Similar Pronunciations

Character Writing: Distinguishing
B Character Writing: Radicals P-25 B Characters P-55
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Video
Unit 1 Me and My Family 我和家人
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第
一
A
第一课我叫林小东 A1: 我姓林

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My name is LIN Xiaodong 4 A2: 请问你叫什麼名字？

元 B 第二课我的家人 B1: 我家有四口人
My family 16 B2: 我是高二的学生
Unit 2 Meeting New Friends 认识新朋友

第
二
A
第一课这是我的宿舍 A1: 这是我们大学

单
This is my dorm room 38 A2: 我的宿舍

元 B 第二课你是哪裡人？ B1: 我是你的室友
Where are you from? 50 B2: 你是哪裡人？
B3: 我们是外语学院的
B4: 她是哪国人？
VIII © Cengage Learning Asia Pte Ltd

Video
Unit 3 My Things 我的东西 A1: 我高了
第
三
A
第一课我的书包太小了 A2: 这个书包怎麼样？

单
My backpack is too small 72

元 B 第二课买一个新的 B1: 我要一个新书包
B2: 这个书包很漂亮
Let’s buy a new one 84
B3: 我还想要新运动服
Unit 4 Money and Shopping 买东西

A1: 在商店买东西
第 A
第一课这个多少钱？ A2: 去那边看看
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How much is this? 106
B1: 给我看一下中号的
B 第二课
元你要什麼号的？ B2: 请问有其他颜色吗？
What size do you want? 118 B3: 可以打折吗？
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Unit 5 Hobbies and Activities 我的爱好
A1: 我有三个室友
A
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第
第一课你喜欢做什麼？ A2: 我喜欢什麼？
五
What do you like to do? 142
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元 B 第二课明天有晚会 B1: 我正在……
There is a party tomorrow 154 B2: 我什麼球都不想打
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B3: 跟我学跳舞
Unit 6 Time and Activity Schedule 时间和活动

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第
六
A 第一课这个星期做些什麼？ A1: 今天我有文学课
A2: 我还有课外活动

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My activities for this week 178
B 第二课你周末有空吗？ B1: 我去参加社团活动
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Are you free this weekend? 190 B2: 明天晚上有空吗？
B3: 我周末也没空
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Unit 7 Making Travel Plans 旅行计划 A1: 打算做什麼(1)

第
七
A
第一课寒假快到了 A2: 打算做什麼(2)

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Winter break is almost here 214

元 B 第二课我们打算出去旅遊
B1: 我还不知道能不能……
B2: 你打算怎麼去？
We plan to travel 226 B3: 想不想跟我一起去？
Appendix 1 Pinyin Table 250

Appendix 2 Grammatical Terms 253
Appendix 3 Understanding Grammar and Structures 255
Appendix 4 Grammar Index 263
Appendix 5 Vocabulary Index 1 (Chinese to English) 269
Appendix 6 Vocabulary Index 2 (English to Chinese) 277
285
Appendix 7 Video Script
© Cengage Learning Asia Pte Ltd IX
你我他 Wo Ta
VOLume 2
Contents
1 To the Student 4 Scope & Sequence
2 Acknowledgements 5 Main Cast of Characters
3 Table of Contents
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Video
Unit 8 About a Past Event 上个周末做什麼了？
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第 A 第一课今天我出去了 A1: 我告诉你一件事
八 I went out today 4 A2: 刚才我出去了
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元 B 第二课你是跟谁去的？ B1: 是在电影院看的
Who did you go with? 16
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B2: 你们玩得开心吗？
B3: 你说我该怎麼办？
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Unit 9 Background and Experiences 谈谈经历

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A1: 这个学期我在中国留学
A 第一课我以前没来过中国
A2: 我学过两年多中文
I have never been to China before 40
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B 第二课请介绍一下你的情況 B1: 我昨天给你们打过电话

Tell me about yourself 52 B2: 语伴是什麼意思？
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B3: 什麼时间对你方便？
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Unit 10 Food and Dining 这家餐馆比别家好

第 A 第一课每个人的口味不一样
A1: 我最喜欢吃什麼？
A2: 比别的餐馆好？

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十 Everyone’s taste is different 76
B 第二课
元点什麼菜？ B1: 来几个荤的
What dishes should we order? 88 B2: 有什麼不同？
B3: 我们点的不是这个
Unit 11 Around the Neighborhood 谈谈社区

第 A 第一课那个小区怎麼样？ A1: 我们家住在西城区
十 How is that neighborhood? 112 A2: 这是綠园小区
一
B
单第二课怎麼走？ B1: 那边的小区特别好

元 How do I get there? 122 B2: 离地铁站有多远？
X © Cengage Learning Asia Pte Ltd

Video
Unit 12 My Schoolwork 听得懂听不懂？
第
十
A
第一课作业没做完 A1: 我还没做作业

二
My homework is not finished 144 A2: 记住了一半
单 B 第二课我找不到 B1: 你已经几次没交作业了

元 I can’t find it 156 B2: 是没做还是没做完？
Unit 13 Movements and Directions 来来去去

第
十
A
第一课他进那栋楼去了 A1: 在楼的前面走来走去

三
He went into that building 180 A2: 门锁好了
单 B 第二课在不在桌子上？ B1: 帮我看一下

元 Is it on the table? 190 B2: 有人在家吗？
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B3: 太谢谢您了
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Unit 14 Tasks to Be Done 要做的事
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第
十
A
第一课把这些事情做完 A1: 在家裡收拾东西
Get these things done 216
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四
A2: 这麼多事情……
单 B 第二课事情做得怎麼样了？ B1: 怎麼还掛著？

元 How are things going? 228 B2: 你们把它扔了？
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B3: 我把那封信……
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Concluding Unit Summer Plans 暑假做什麼？ 1. 刘英的计划

2. 阿龙的计划

收尾单元 250 3. 杰克的计划
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4. 晓雪的计划
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5. 小南的计划
6. Katie 的计划
7. 小东的计划
Appendix 1 Pinyin Table 258

Appendix 2 Grammatical Terms 260
Appendix 3 Understanding Grammar and Structures 261
Appendix 4 Grammar Index 269
Appendix 5 Vocabulary Index 1 (Chinese to English) 279
Appendix 6 Vocabulary Index 2 (English to Chinese) 295
Appendix 7 Video Script 311
© Cengage Learning Asia Pte Ltd XI

Scope & Sequence
Pronunciation Character Writing
Pre-Unit 1 基础训练 1
 Monosyllabic words: n@, w6, t`  Basic strokes
 Disyllabic words with the neutral tone: n@men, b3ba, w6 de 一丨丿丶

 Change of tones: w6 b3ba, n@ ji0jie
 Initials, finals, and tones
 Monosyllabic words: y~, g-, zh`ng, x~n  Fifteen common radicals
 Disyllabic words with the neutral tone: h1izi, 9rzi, zhu4zi
十土人大小又刀力口囗
 The dummy final “i” with zh, ch, sh, z, c, s, r
 The dummy “y” for the i-group sounds
月日目白田
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 Monosyllabic words: r9n, w9n, y^, t~ng, shu4, d%, xi0  Fifteen common components
 Disyllabic words: Zh4nggu5, R#b0n, Zh4ngw9n, R#y^
辶阝宀言子手水木火父
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 The dummy initial “w” for u
 The + and +-group of sounds and their spelling rules
心女马糸金
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 Monosyllabic words: du4, sh2o, h2o, n2n…  Similar looking characters and components
 9r, y~ and b& 八/入，儿/几，己/已，厂/广，

 How to indicate tones 又/文，土/士，日/曰，亻/彳，
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冫/氵，辶/廴，扌/犭，弋/戈，
艹/ ，木/禾，衤/礻
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Functions & Global Tasks Core Vocabulary Grammar Culture

Unit 1 Me and My Family 我和家人
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 Introducing yourself  Pronouns: 我，你，他，她…  Equative verbs:  Chinese names

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 Asking for someone’s  Family: 爸爸，妈妈，哥哥，

姓，叫，是
personal information 姐姐…  Question words/forms:
 Telling about your 吗，谁，什麼
 Surnames: 林，王，于，李…
family
 Adjectives: 大，小，好…
 School: 学校，学生，高中，大学…
Unit 2 Meeting New Friends 认识新朋友

 Introducing yourself  Cities and countries:  Pronouns/Specifiers:  Forms of address
 Exchanging personal 北京，上海，中国，美国… 这，那
information  Dorm furniture: 床，桌子，椅子…  Place Words: 这裡，那裡
 Describing your  Nationalities: 中国人，美国人，英  Verb 在: 住在
language ability 国人…  Yes/No and alternative
 Telling where you live
 Languages: 汉语，英语，普通话， questions: 会不会;
北京话… A 还是 B
 Names and social titles:  Auxiliary Verb 会
XII 陈，刘，阿姨，叔叔，先生…  Adverb

© Cengage Learning Asia Pte Ltd 都
Functions & Global Tasks Core Vocabulary Grammar
VOLume 1
Culture
Unit 3 My Things 我的东西
 Describing and  School supplies: 笔，纸，书…  Subject + Adj phrases: 东西很多  Expenses in
commenting on things college
 Clothing items: 衣服，裤子，  Particle 了 for changed status:
 Stating a change 运动服… 我高了
of situation
 Measure words: 本，支，件，  Adjectives as modifiers: 新书，
元，块… 便宜的书包…
 Adjectives to describe  Adj-的 as noun phrases: 大的，
objects: 漂亮，老，贵… 新的…
 要 as auxiliary verb and verb
Unit 4 Money and Shopping 买东西

 Making purchases  Basic clothing items: 帽子，  Numerical expressions with 多:  The Chinese
 Expressing preferences 鞋子，毛衣… 三块多，二十多块… currency
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 Negotiating prices  Color words: 红色，蓝色，  Prepositions with action verbs:
綠色… 跟室友说话
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 Money measure units: 毛，  来/去 with action verb phrases:
角，分去商店买东西
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 Shopping: 试，穿，讲价，  Verb duplication: 看看
打折，付钱…  The topic-comment structure
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Unit 5 Hobbies and Activities 我的爱好
 Saying what you like to do  Hobbies and pastimes:  VO-phrases: 看书，打球，唱歌…  Extracurricular
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运动，音乐，篮球，电影… activities
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 Describing how well  Prepositional phrases with 跟:

someone does  Adverbs of frequency: 跟他一起学，跟他学…
something 经常，有时候，不常…
 V-得 phrases: 看得很多，唱得不好…
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 Making suggestions  Action verbs: 看，听，写，

and requests  Progressive verb forms: 在看书，在打
唱…
球…
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 Telling about when

and where an event  都/也-V phrases
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is taking place
 Negative imperative: 别说话，
别去那儿…
Unit 6 Time and Activity Schedule 时间和活动

 Telling time  Time expressions: 今年，一月，  Sequence of time: Year-month-day  School
 Describing a daily 星期二，小时，分钟… schedules
 Time-when phrases: 昨天，上个星期…
schedule  Daily routine: 起床，上课，  Time duration: 半个小时的考试
 Talking about 吃饭，做作业…
activities at school  Conjunctions 除了……还 and
 School facilities: 教室，除了……都
图书馆…
 Adverbs: 就，才
Unit 7 Making Travel Plans 旅行计划

 Talking about things to do  Means of transport: 汽车，  Future activities  New Year’s
 Making plans for a 公交车，火车，地铁，飞机… Gala
 The 要 V 了structure
vacation  Vacations: 寒假，春假，  Event sequence
 Discussing travel 暑假，新年…  Embedded questions
itineraries
 Activities: 旅遊，过年，滑雪…
© Cengage Learning Asia Pte Ltd XIII
Scope & Sequence
Functions & Global Tasks Core Vocabulary Grammar Culture
Unit 8 About a Past Event 上个周末做什麼了？
 Talking about recent  Food: 中餐，西餐，麵包，  Sentence-final 了:  Campus
activities 牛奶… 我去买东西了。 activities
 Recounting a past  Measure words: 场，家，顿，  Verb 了+ detail:
event 碗… 买了很多书…
 Describing a series of
 Phone-related phrases: 发短信，  The 是…V 的 construction
activities
接电话，回电话…  Past progressive:
 Making a phone call
…的时候，我正在…
 Paired conjunctions:
一边…，一边…
 Reported speech:
她问晓雪去哪儿了。
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Unit 9 Background and Experiences 谈谈经历
 Asking for personal  School terms: 主修，辅修，  Aspect marker 过  On- and off-
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information 数学，物理…  Paired conjunctions
campus jobs
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 Giving background  Contact information: 地址，虽然……可是……
information 电子信箱，号码…  [Time elapsed] + 没 V 了:
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 Setting up a meeting 一个月没去了…
schedule
 Order of elements in a
postal address
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Unit 10 Food and Dining 这家餐馆比别家好

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 Making comparisons  Eating and food: 中餐，菜，  Comparatives:  Chinese food

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 Ordering food 牛肉，海鲜，色拉… A 跟 B (不) 一样 (好) and dining

 Taste and flavor: 甜，鹹，酸，
A 比 B 好
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 Describing food
辣… A 没有 B (那麼)好
 Talking about dining A 比 B 更好
choices  Popular dishes: 宫保雞丁， A 和 B 有什麼不同
麻婆豆腐，酸菜鱼…
 Superlatives: 最好，
最喜欢
Unit 11 Around the Neighborhood 谈谈社区

 Identifying locations  Places around town: 小区，  Existential sentences:  Housing in
 Describing a 公园，银行，超市，购物中心… 那裡有一个… China
neighborhood  Locative words and phrases:  Localizers: 旁边，附近，
 Giving directions 附近，这边，旁边，左边… 前面…
 Prepositional phrase +
verb: 往前走，往右拐…
XIV © Cengage Learning Asia Pte Ltd

Functions & Global Tasks Core Vocabulary Grammar
VOLume 2
Culture
Unit 12 My Schoolwork 听得懂听不懂？
 Talking about tasks  Terms for learning: 作业，  Resultative verb forms: 没听懂,  Education in
 Stating the 生词，课文，听写… 听不懂… China
requirements for a task  Resultative verb endings:  Forms for making requests:
 Stating the results or 完，会，见，对… 请/叫Sb V
status of an action  Resultative verbs: 做完，
学会，听见，说对
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Unit 13 Movements and Directions 来来去去
 Describing movement  Household items: 窗户，  Locomotion-Direction:  Chinese
N
 Describing the 书架，门，楼上… 走上去，跑出来，跳下来… families
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position of objects  Localizers: 上，裡，上面…  Localizers for positions:
 Expressing  Locomotion-direction verbs:
桌子上，屋子裡，门后面…
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appreciation and 上来，下去，过…  V 在 + Position:
hospitality 坐在椅子上，掛在牆上…
 Resultative verbs: 打开，
关上…
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 Polite expressions:
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谢谢你帮忙！不用谢！
Unit 14 Tasks to Be Done 要做的事

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 Giving instructions and  In the house: 客厅，廚房，  把-sentences  One-child

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assigning tasks 衣柜，沙发… policy

 V 给 + recipient: 卖给她，
 Describing the status of  Action verbs: 送，寄，借，借给朋友…
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task completion 还…  V 到 + location/position:

 Verb phrases: 拿走，送到我家来…
搬出去，扔了，搞丢了…  Durative state “V 著”: 门开著，
她坐著…
Concluding Unit Summer Plans 暑假做什麼？
© Cengage Learning Asia Pte Ltd XV

Main Cast of Characters
林小东 LIN Xiaodong: Raised in northeastern China, Xiaodong now lives in Beijing with
his family. You’ll learn more about him and his family in the beginning of the story.
白晓雪 BAI Xiaoxue: A first-year student in the same school as LIU Ying. What is the
name of the school they are attending? Can you guess which male character takes an interest
in Xiaoxue?
陈一龙 CHEN Yilong: Xiaodong’s roommate and better known as “Ah Long”(阿龙). His
father is a successful southern businessman and his mother is a native of Beijing. Find out
what Ah Long loves to do most.
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N
刘英 LIU Ying: A college student who seems to have a busy schedule every day. What are
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her usual activities?
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林小南 LIN Xiaonan: Xiaodong’s younger sister. Is she a high school or college student?
What are her aspirations for her future? Why is her family allowed to have two children
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under China’s one-child policy? You’ll learn more about this in the section on Chinese
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culture.
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Katie: An American high school student who previously lived in China as a child and now
revisits China as a participant of a Mandarin immersion program for one semester. She is
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living with the Lin family.

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Jack: An American college student who has come to China for the first time. What does he
hope to accomplish on this trip?
林子新 LIN Zixin: Xiaodong’s father.
于华 YU Hua: Xiaodong’s mother, a returned overseas Chinese.
XVI © Cengage Learning Asia Pte Ltd

Overview:
The Chinese Language
O f all the major ancient civilizations in the world, the

Chinese civilization is the only one whose existence
has never been interrupted. Many causative factors have
often not mutually intelligible. The most widely used form
of Chinese is Mandarin, spoken by 900 million people,
that is, three-quarters of the population. A large number of
been attributed to this continuity, but the unbroken use these Mandarin speakers live in northern China.
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of a common language, particularly a learned written
language, has generally been recognized as a major Standard Mandarin, called Guoyu (国语) or Putonghua
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contributing factor to this enduring culture. With a little (普通话), is based on, but not identical to, the Beijing
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education, people in China today can read classical dialect. The term Guoyu, which means “national language,”
literature written 3,000 years ago, while few English is used in Taiwan, and in some overseas Chinese
EW
speakers can read the works of Chaucer, written in the communities. The term Putonghua, which means “common
fourteenth century, much less Beowulf, written between speech,” is used in mainland China. This standard form
the eighth and eleventh centuries. of Chinese has become the administrative and official
I
medium of communication. It is used on television, in

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Chinese is spoken by over one billion people in mainland radio broadcasts, and in movies. More importantly, it
China, a vast land of 3.7 million square miles. It is also has been made the language of instruction in primary
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spoken in Singapore and in Chinese overseas communities and secondary schools. As such, Guoyu/Putonghua is
all over the world. Chinese ranks as the most spoken the “prestige” form of speech that most people in China
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language on the planet. With the political and economic learn. With a multitude of mutually unintelligible dialects,
rise of China in the international arena, an increasing a lingua franca that speakers of all languages and dialects
FO
number of people are learning Chinese in various parts can use to communicate is essential, and Mandarin has
of the world. As of 2013, the total number of the students been the natural choice for the role. In addition to China,
learning Chinese at the present time worldwide is Mandarin is spoken by more than one million people in
estimated at 40 million. You are to be congratulated on such Asian countries as Singapore, Malaysia, Indonesia,
your wise decision to learn Chinese and be one of these Brunei, Mongolia, Thailand, and the Philippines.
40 million forward-thinking individuals. Knowledge of
Chinese will stand you in good stead, as it will certainly Hanyu, Zhongwen, and Huayu
open many doors for you in your career, your travels, and Like the word “Mandarin,” the term “Chinese” has
your understanding of the soul of a great civilization. two equivalents in the Chinese language. These two
equivalents are Hanyu (汉语) and Zhongwen (中文).
Mandarin Chinese Unlike Putonghua and Guoyu, Hanyu and Zhongwen
Chinese comprises a variety of dialects (regional languages) carry different connotations. The term Hanyu, which is
distributed over the whole of China. Dialects of Chinese widely used in China to refer to the Chinese language
can be so drastically different from each other that they are and is adopted as the title for most Chinese language

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textbooks, literally means “the language of the Han.” If you together”) system is the predominant phonetic system
have some familiarity with Chinese history, you will know in mainland China. It was developed in 1958 using the
that Han was the second imperial dynasty of China (206 Roman alphabet, and has been in use worldwide since the
b.c.e.–220 c.e.). Due to its importance in history, the name late 1970s.
Han came to be used to refer to the ethnic Chinese. It is
not difficult to see that Hanyu is not a politically correct The pinyin system is characterized by its syllabic structure.
term to use, because Chinese is also spoken by most of A syllable always consists of a final (F), or an initial +
the minority groups in China as the second language and a final (IF), with the latter being the most common
by some of them as their first language. For this reason, sound combination. There are 6 simple finals (vowels)
Zhongwen is considered a better term. It simply means the and 21 initials in Mandarin Chinese. With F and IF as the
language of the Chinese people. In Singapore and parts of predominant syllabic patterns, there is naturally a poverty
the Southeast Asia, the term Huayu (华语) is sometimes of possible sound combinations in Chinese (only a few
used to refer to the Chinese language, as Hua is another hundred). The result of this poverty is the proliferation of
word for China. homophones: words that are pronounced the same but
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have different meanings. This is not convenient or effective
Chinese is a member of the Sino-Tibetan language family for communication. To alleviate this problem, Chinese
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and as such differs markedly from the Indo-European resorts to a variety of means, chief among them is the
languages in terms of its system of sounds, its grammar, use of four tones. By introducing four tones in Mandarin,
O
and its writing system. the total number of possible sound combinations is
quickly boosted to around 1600. This is still not enough
EW
The Pinyin System for effective communication, but it is a step in the right
Chinese is not a phonetic language and its characters do direction.
not bear any resemblance to their actual pronunciation.
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A system of transcribing Chinese phonetically was thus Although the severely restricted number of possible
needed to assist people in learning to read words in sound combinations poses a hindrance to effective
Chinese. The pinyin (which literally means “putting sounds communication, there is at least a bright side for students
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Preface to the Orchid Pavillion Poems, by Wang Xizhi (303-361), Jin Dynasty
P-2 © Cengage Learning Asia Pte Ltd

of Chinese in that they are not obliged to learn too many system is neither alphabetic nor phonetic, because its
sound combinations, and they know from the outset of characters do not indicate the sound of the word. The
their studies exactly how many sound combinations they Chinese writing system uses a logographic script in the
will have to learn. When they have learned all the possible form of characters (visual symbols representing words).
sound combinations together with the four tones, there is It was mentioned earlier that many of the dialects in
not a single additional sound combination that they will China are not mutually intelligible, but all dialects use
ever need to learn. the same written form. People in China who cannot
communicate through speech can communicate through
Chinese Grammar the written language. This linkage can even facilitate to
Chinese grammar is actually very simple. Words are some extent communication between people in China
invariable; they do not change no matter how they are and the Japanese, and Korean people, as they all use
used. In Chinese, the equivalent of “I” does not become Chinese characters. This unified writing system has
“me,” “is” does not become “was,” and “ox” does not helped keep China from disintegration during the last
become “oxen.” In English, distinctions such as person (I, two millennia. The writing system has definitely been a
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you, we, they), number (man, men), tense (they go, they link for the Chinese to connect to their literary tradition
went), etc., are all very important. In Chinese, none of and cultural past. The characters serve another important
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these distinctions are made. Syntactic and lexical meanings function. Mention was made earlier to the limited number
are not indicated through the manipulation of word forms,
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of possible sound combinations and the abundance of
but through word order, specific particles, and vocabulary homophones in Chinese. Although the use of tones can
items. This lack of inflectional changes is a boon for
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help alleviate this problem to some degree, characters
students of Chinese, as they do not have to memorize a are the ultimate solution and the only way to distinguish
myriad of conjugational forms. words. Ten words may be pronounced exactly the same,
but they are all written differently.
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Writing in Chinese
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Of all the major writing systems in the world, Chinese is Chinese Characters
the only one that has no phonetic alphabet. Its writing Chinese characters are often thought of as pictures
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representing objects and concepts. This may be true of

the earliest Chinese writing traceable to the fourteenth
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century b.c.e., when it was largely pictographic in nature

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(using line drawings to represent concrete and familiar

objects). But almost from the very beginning, pictograms
were found inadequate to represent everything, especially
abstract ideas. This is when ideograms came in. Ideograms
are graphic representations of abstract and symbolic ideas.
For those pictographic characters, centuries of refining and
stylizing resulted in the almost total loss of images and
graphic quality.
Students of Chinese often wonder how many characters

they need to learn in order to have a reading knowledge
of Chinese materials other than classical literature. Various
© Chinajiuyutang
estimates have been given, ranging from 3,000 to 5,000.

Statistics show that the average high school graduate

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in China knows between 3,500 and 4,500 characters. prepared for a long haul in order to reach proficiency in
Knowledge of 2,000 to 2,500 characters is probably Chinese. There are no shortcuts or magic wands you can
adequate to read non-academic and non-technical material. use to achieve quick results, but the following tips have
This would probably be equivalent to the vocabulary of proven useful and effective, particularly for beginning
the average student beginning middle school in China. students of Chinese:
Note that the majority of words used in contemporary
Chinese are disyllabic or polysyllabic, consisting of two • Avail yourself of mobile technology and download
or more syllables or characters. The actual words you popular apps onto your smart phone (if you have one)
learn from these 2,000 to 2,500 characters are enormous, to practice pronunciation, vocabulary, and character
because juxtaposing two or more characters results in new writing. Many English-Chinese and Chinese-English
words with different meanings. online dictionaries are also useful.
A cursory look at any older Chinese dictionary will • Watch Chinese soap operas, particularly those that are
reveal that many of the characters are very complex in set in contemporary Chinese scenes. They can greatly
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structure, consisting of up to 20 or more strokes. They enhance your listening comprehension. Although you
are complicated to write and difficult to remember. may find it difficult to understand them at the beginning,
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This also explains why illiteracy had been widespread the story and subtitles are useful aids.
in China up to the mid-twentieth century. In response
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to the pressing need to simplify the writing system, the • Try to read to a native speaker as often as you can to
Chinese government has introduced a total of 2,515 make your pronunciation accurate.
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simplified characters since 1956. The most common forms
of simplification are the reduction of strokes in certain • Subscribe to a Chinese podcast to receive daily or
characters and assignment of a component to stand for regular delivery of short audio lessons.
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the whole. As for what form to learn, make your decision

based on your purpose. Study simplified characters if you • Ultimately, there is no better way to learn Chinese than
need to read literature from mainland China, traditional spending a year or a semester studying in China. The
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characters if you plan to read materials from Taiwan. constant exposure, the total immersion, and the close
There are teachers of Chinese who suggest that students proximity to speakers of the language will make it
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should learn to read both forms, but write in the simplified very difficult for you not to pick up the language in a
relative short period of time with relative ease and lots
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form only. Many software programs and all Chinese

word processing programs can be great aids in moving of confidence and fun. So, if your school has a study
between traditional and simplified characters. With a abroad program or exchange program with China, take
click of a button, most of these programs will convert all advantage of it!
the simplified characters that you input into traditional
characters or the other way round. (By Yong Ho)
Tips for Learning Chinese
Due to its drastic differences from English in pronunciation,

grammar, and writing, Chinese is not an easy language
for Americans to learn. In fact, it is considered to be a
Category IV language by the United States Foreign Service
Institute (FSI). Languages in this group are deemed by the
FSI as the most difficult languages for English speakers
to master. The implication for you is that you need to be

1
Pre-Unit
基 Pronunciation and the phonetic system:
础
训
A Basic Concepts
练
PRONUNCIATION BASICS
Experience the Sound
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Word groups: Personal pronouns, family members, relationships
Monosyllabic words: 你(n@), 我(w6), 他(t`)
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Disyllabic words with 你们(n@men), 爸爸(b3ba), 我的(w6 de),
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the neutral tone: 你们的(n@men de)
Change of tones: 我爸爸(w6 b3ba), 你姐姐(n@ ji0jie)
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Learn About the Phonetic System
Initials, finals, and tones
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The four tones, the neutral tone, and tone marks

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Change of tone (tone sandhi):

Focus on Fluency and Accuracy
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Exercises on pronunciation, listening, and pinyin

Initials: b, p, m, f, w, d, t, n, l, g, k, h
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Finals: a, o, e, i, u, ai, ei, ao, ou, uo, an, en, ang, eng, ong
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Feel the Speech: Flow of Tones and Syllables

Family and relationships
OBJECTIVES
Pronunciation: • Understanding the basic concepts of Mandarin sounds and tones;
• Pronouncing the words taught in this lesson using appropriate tones;
• Pronouncing short phrases with the third tones adjusted.
Pinyin: • Identifying initials and finals in the words covered in this lesson;
• Pronouncing 12 initials and 15 finals.

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PRONUNCIATION BASICS
The following activities are enhanced by an online multimedia program.
Main Features: In this lesson, we will focus on groups of words and phrases that include personal
pronouns and words for family members occurring as single syllables or short phrases. While
learning basic words, you'll experience simple forms of Chinese sounds, particularly in the form
of reduplicated syllables. In addition, you'll be exposed to all the tones in Chinese and see how
the neutral tone and the third tone work. Keep in mind, the main goal of these exercises is for you
to gain some initial experience and to master basic concepts rather than to memorize words.
To achieve optimal results, it is important that the instructions and each step in the exercises are
followed closely.
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A 1.1 Experience the sound
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Intuitive experience is key to acquiring natural and accurate pronunciation of a foreign language. However,
while listening and repeating certain words, do not be content with finding a word in your native language
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that is similar to the Chinese word you are hearing. If you do, it is likely that your pronunciation will be
inaccurate and heavily accented. Instead, allow yourself a little more time to feel and absorb the new
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system through adequate listening without repeating.
Step 1 View and Listen While looking at the pictures or videos, listen to the sounds and words in each
group you hear and concentrate on comprehension. Do not repeat yet!
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Step 2 Listen and Listen Close your eyes and “feel” the sounds and tones. Try to hear the differences as
well as the similarities between Chinese and your native language. Just listen!
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Step 3 Listen and Repeat

With your eyes still closed and your mind relaxed, listen to each sound three
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times, and then imitate it 2–3 times.

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Step 4 Repeat and Write After repeating the sound, look at the screen to see the pinyin spelling of the
sound or word, then write it down in the blank space under each word or on a
piece of paper as you say the word 2–3 times.

1) Group 1a: Personal Pronouns — Singular The lowest and the highest tones (Steps 1-4)
Experience the different tones used with these pronouns. You may want to regard them as level, rising, or
falling. Where is each word pitched, low or high? How low or high? Which is level (stays at one point)?
你我他她 The highest one is called the 1st tone (T1).
The lowest one is called the 3rd tone (T3).

you I, me he, him she, her
2) Group 1b: Personal Pronouns — Plural The neutral tone (Steps 1-4)
The plural form of the personal pronouns has a suffix (-men) attached to the singular form, which is
pronounced with the neutral tone (e). Try to decide how the neutral tone works; is it said at a fixed pitch
point or is it adjustable? Also, is T3 in a disyllabic word (nimen, women) the same in tone and length as
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T3 in a monosyllable (ni, wo)?
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你们我们他们她们
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The neutral tone may swing up and down.
you we, us they, them they, them
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3) Group 1c: Personal Pronouns — Possessive Neutral tone: single and double (Steps 2-4)
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The personal pronouns can be changed into the possessive case by attaching de, a particle with a
neutral tone. Note the plural form of a possessive pronoun has two neutral tones.
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你的我的他的她的你们的我们的他们的

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your,yours my, mine his her, hers your, yours our, ours their, theirs
4) Group 2a: Family Members The reduplicated form; the fourth tone (Steps 1-4)
Most titles of family members are in the reduplicated form (i.e., AA, BB) with the second syllabus carrying
a neutral tone. Note how the neutral tone is adjusted according to the tone before it. Also note a new
tone in this group (the first and the last two items), which is called the fourth tone. Is it high, low, or
midpoint? Is it level, rising, or falling?
爸爸妈妈哥哥姐姐弟弟妹妹

dad mom big brother big sister little brother little sister

P-7
5) Group 2b: The extended Family The second tone (Steps 1-4)
This group allows you to practice the second tone (items 1, 3, 4, and 7) in addition to all the other tones.
To get the feel for the second tone, you need to give yourself a little more time to experience the swings
and the ups and downs of all tones.
爷爷奶奶婆婆伯伯叔叔姑姑姨姨

grandpa grandma grandma uncle uncle aunt aunt
6) Group 3: Relationships Changes of the third tone (tone sandhi) (Steps 1-4)
Unlike other major tones, the third tone changes its length and pitch point if it is followed by another
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syllable. In this exercise a pronoun (w6) is in front of a title. How is the third tone affected by the tone
following it? That is, does it become shorter in length, and also higher or lower in pitch?
N
O
我妈妈我爷爷我姐姐我弟弟

EW
my mom my grandpa my older sister my younger brother
3 - 1 - 0 3 - 2 - 0 3 - 3 - 0 3 - 4 - 0
I
EV
A 1.2 Learn About the Phonetic System

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Initials, finals, and tones

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See Appendix 1 for the complete chart of pinyin initials and finals.
1. A Chinese sound normally consists of an initial, a final, and a tone. Some sounds may have no
initial or have a neutral tone.
2. An initial is usually a consonant: m, n, t. For example, in n@ and t`, n and t are initials. There are 23
initials (including w and y) in pinyin.
3. Initials can be unaspirated, i.e., pronounced without a burst of air, such as b, d, g, or aspirated, such
as p, t, k.
4. A final can be a simple final, a compound final, or a final with a nasal ending. A simple final
contains a single vowel (a, i, o), a compound final contains two or three vowels (ai, ei, ou), and a
final with a nasal ending contains one or two vowels with -n or -ng (an, ang, ong, iong). There are
37 finals in pinyin (including er and ê).

The four tones, the neutral tone, and tone marks
1. There are four regular tones (1, 2, 3, 4), and a neutral tone (0).
2. The tone mark is placed above the vowel: a, o, e, i, u, +
The first tone: High flat (“ceiling”) t`, m`ma, g8ge, sh$shu
The second tone: Rising y9ye, b5bo, y!yi
The third tone: Low (“floor”) or low rising w6, n@, ji0jie, n2inai
The fourth tone: Falling b3ba, d#di, m-imei
The neutral tone: Tone sandhi n@men, m`ma
Change of tone (tone sandhi)

T he neutral tone (Tone 0) is normally light and unaccented. However, its pitch varies according
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to the tone immediately before it. Basically, it takes a lower pitch point when it follows a high-
point tone (Tones 1, 2, and 4), and a higher point when it follows a low-point tone (Tone 3).
N
Tones 1/2/4 + Tone 0 ➞ Tone 0 drops low m`ma, y9ye, b3ba
O
Tone 3 (low) + Tone 0 ➞ Tone 0 slightly rises ji0jie, n@ de
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The third tone sandhi
Tone 3 has three forms: full, half, and tone sandhi. The half third tone is the most common.
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When Form used Example

Stressed final syllable full third tone w/rising h2o, n@
Tone 3 + any other tone half third tone w/o rising w6 m`ma, n@ b3ba, n@men
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Tone 3 + Tone 3 Tone 2 + Tone 3 w5 ji0jie, n! n2inai

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FO

P-9
A 1.3 Focus on Fluency and Accuracy
1) Review the sounds and words in this lesson.
Listen to each group of words and write them down in pinyin, then check your answers.
1) (Pronouns) 他，我，你，我们，
你们，他们
2) (Possessive pronouns) 你的，我们的
3) (Family) 哥哥，爸爸，弟弟，
妈妈，姐姐，妹妹
4) (Extended family) 爷爷，姨姨，奶奶，
姑姑，叔叔，伯伯
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N
2) Practice: More initials b p m f w; d t n l; g k h
O
Here are more initials to practice.
Listen to each group, focusing on the initials. In the second round, repeat after each word.
EW
1) 爸 b3 怕 p3
法 f2 马 m2
搭他 t`
d`

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2) 姑 g$ 哭 k$
怒 n&
路 l&
读图 t%
d%
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3) 哥 g8 科 k8
喝 h8
乐德
l- 特 t-
d9

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4) 弟 d# 替 t# 裡
你 n@ 笔
l@ 米 m@
b@
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FO
3) Identify initials b p m f w; d t n l; g k h
Listen to each group of sounds and write down the appropriate initials.The first group is done for you.
1) 窝 w
摸 m
锅 g

2) 把爬
大

3) 发提卡

4) 隔可
河

5) 錄努
度


4) Practice: Compound finals ai ei ao ou uo/o
Here are more finals to practice. Listen to each group focusing on the finals. In the second round,
repeat after each word.
“ou” is pronounced like “o” in English.

“uo” is written as “o” for this group: b, p, m, f, w (i.e., bo instead of buo ...)
1) 来 l1i 雷 l9i 劳 l1o

2) 买 m2i 美 m0i 卯 m2o
3) 号 h3o 后 h7u 或 hu7
4) 刀 dò 都 d4u 多 du4 do 
波 b4
5)
坡 p4 摸 m4 buo, puo, muo 
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5) Practice with nasal finals: an en ang eng ong
N
甘 g`n 跟 g8n 刚 g`ng 耕 g8ng 工 g4ng
O
函 h1n 痕 h9n 行 h1ng 恆 h9ng 红 h5ng
EW
6) Identify finals ai ei ao ou uo/o an en ang eng ong
Choose the sound you hear.

I

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1) a. wuo b. wo c. wa
a. guo b. gou c. gu
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2)
3) a. ke b. ken c. ko
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4) a. bo b. ba c. bao
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5) a. po b. pa c. pu
6) a. dou b. duo c. du
7) a. mai b. mei c. man
8) a. mou b. mo c. muo
9) a. man b. mai c. mi
10) a. gen b. geng c. gan
11) a. gen b. gan c. gang
12) a. nen b. nan c. neng
13) a. fen b. fan c. fang
14) a. fen b. fan c. fang
15) a. lan b. leng c. long
16) a. pen b. peng c. pang

P-11
A 1.4 Feel the Speech: Flow of Tones and Syllables
Family and relationships

With your eyes closed and your mind relaxed, listen to the phrases without repeating them. Try to enjoy
the sounds as music without thinking of the tone marks! In the second round, you may "sing along."
1) Family and relatives
Note when indicating family relationships, possessive adjectives (w6 de, n@ de, t` de) can be
shortened to w6, n@, t`, followed by the title of a relative. This rule, however, does not apply to
other nouns (e.g., my dog, his book).
a) 我妈妈你爸爸你哥哥我姐姐他妹妹你弟弟

w6 m`ma n@ b3ba n@ g8ge w6 ji0jie t` m-imei n! d#di
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my mom your dad your big brother my big sister his little sister your little brother
b) 妈妈的妈妈爸爸的爸爸妈妈的爸爸爸爸的妈妈
N
m`ma de m`ma b3ba de b3ba m`ma de b3ba b3ba de m`ma
O
mom’s mom dad’s dad mom’s dad dad’s mom
EW
c) 妈妈的哥哥妈妈的弟弟爸爸的姐姐爸爸的妹妹
m`ma de g8ge m`ma de d#di b3ba de ji0jie b3ba de m-imei
mom’s older brother mom’s younger brother dad’s older sister dad’s younger sister
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EV
2) Tongue twister: Phoenixes an en eng ong ua uang
Listen to this tongue twister multiple times before trying it yourself. (ua and uang are finals that will
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be covered later.)
R
红凤凰黄凤凰粉红凤凰花凤凰

FO
h5ng f-nghu1ng hu1ng f-nghu1ng f0nh5ng f-nghu1ng hu` f-nghu1ng

red phoenix yellow phoenix pink phoenix (and) multicolored phoenix

1
Pre-Unit
基 Character writing:
础
训
B Basic Strokes
练
INTRODUCTION
Getting started with writing Chinese (I): Understanding the strokes
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N
Chinese Writing Basics
O
Experience the Writing
一丨丿丶
EW
Basic strokes and simple characters
Practice steps
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Focus on Fluency and Accuracy
Exercises on the basic strokes and simple characters

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FO
OBJECTIVES
• Understanding the concept of strokes in the Chinese writing system;
• Knowing the names of most common strokes;
• Writing the basic strokes with accuracy;
• Distinguishing similar strokes;
• Writing numbers with Chinese characters.

P-13
INTRODUCTION
Getting Started with Writing Chinese (I): Understanding the Strokes
Basic strokes: The basic building blocks of Chinese characters are strokes, which function pretty
much like letters in the English alphabet except that there is no predictable regularity with the way
they are combined to form a character. There are 8 basic strokes in Chinese, which are illustrated
below:
Name in English Name in Pinyin Examples
Dot di2n
Horizontal stroke h9ng
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Vertical stroke sh&
Left-falling stroke pi0
N
Right-falling stroke n3
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Turning or cornering stroke h9ng zh9
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Tick t!
Hook g4u
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Stroke count: Certain strokes can be combined to form variations. As long as they are written
continuously with the tip of the pen staying on the paper, they are considered as one stroke. The
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count of the strokes in a character is very important, as characters are indexed in a Chinese
dictionary according to the number of their strokes.
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FO
Stroke order: In writing a character, it is not only important to get the end product right, but also
important to follow the proper stroke order. The general rules are as follows:
Top first, then bottom ，，

Left first, then right ，，
Horizontal first, then vertical ，，
Left-falling first, then right-falling ，，
Outside first, then inside ，，
Center vertical first, then sides ，，
Bottom stroke last ，，
Frame closed with last stroke ，，
(Introduction by Yong Ho)

Chinese Writing Basics
The following exercises are provided in full in the Workbook: Literacy Development.
B 1.1 EXPERIENCE THE WRITING

Before starting the following hands-on exercises, make sure you understand the basic concepts of
strokes, stroke count, stroke orientation, and stroke order introduced in the previous section. In this
part of the lesson we’ll practice common strokes. Follow the steps closely.
1 Know the stroke Take a good look at the stroke and learn the stroke name.
2 View the animation Watch where the pen/brush starts and moves and in what direction.
3 Finger writing Write in the air with your finger, following the animation.
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4 Trace on paper Reflect on the writing guide and then trace the stroke/character on
paper.
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Note: For each stroke, finish it with one stroke without breaking it down to pieces. Never repair a stroke by
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patching it up or fixing an imperfect shape. Rewrite it!
EW
Trace and write: 一丨丿丶
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EV
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B 1.2 Focus on fluency and accuracy

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1) What strokes do you recognize in these items? What are their names in Chinese?
FO
a. 八 b. 宀 c. 十 d. 儿
e. 扌 f. 小 g. 口 h. 又
2) Trace and write:
一二三四五六七八九
十冫宀冂凵匚勹匕儿

P-15
Meeting New Friends
U N I T 第
2
二
单
元
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识
N
新 O
EW
朋
I
EV
友
R
R
FO
© Cengage Learning 2015

The Story
Who is Xiaodong going to meet on his first
day at school? While Xiaodong is arriving
at his college, Katie is arriving in China and

meeting her host family . . .
Functions & Core Vocabulary grammar Culture

Global Tasks
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• Introducing yourself • Cities and • Pronouns/Specifiers • Forms of address
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• Exchanging personal countries • Place Words
information • Dorm furniture • Verb 在
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• Describing your • Nationalities • Yes/No and
language ability • Languages alternative questions
EW
• Telling where you live • Names and social • Auxiliary Verb 会
titles • Adverb 都
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EV
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FO
Learning 2015
Learning 2015
2015
Learning
gage
gage
gage
Cen
Cen
Cen
©
©
©
Communication
Interpretive Interpersonal Presentational
Understand listening and Talk about your nationality, Describe yourself by
reading passages related to language skills, and your providing basic information.
where one is originally from, school.
where one's home is, and
where one currently lives.

A
Unit 2
第
一这是我的宿舍

课 This is my dorm room
A 2.1 词语预习 c!y^ y&x! PREVIEW THE VOCABULARY

Use the online audio flashcards to familiarize yourself with the new vocabulary in this section.
Pronouns (Pron)/Specifiers (Sp) Measure Words (M)
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这 zh-/zh-i this 栋 d7ng (used for buildings)
N
(used for tables, paper,
张 zh`ng
O
那 n3/n-i that beds, etc.)
(used for chairs,

把
EW
Place Words (PW) b2
umbrellas, etc.)
Generic Nouns (N) M

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这裡/这儿 zh-l@/zh-r here

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朋友 p9ngyou friend 个
那裡/那儿 n3l@/n3r there
室友 sh#y6u roommate 个
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本地 b0nd# local, this locality

number (for rooms,
号 h3o
phones, etc.)
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a place other than

外地 w3id#
where one is
FO
宿舍 s&sh- dormitory
Proper Names
楼 l5u storied building 栋
北京 B0ij~ng Beijing
床 chu1ng bed 张
台北 T1ib0i Taipei
桌子 zhu4zi table 张
廣州 Gu2ngzh4u Guangzhou 椅子 y@zi chair 把
廣东 Gu2ngd4ng Guangdong (Canton) 书架 sh$ji3 bookcase 个
上海 Sh3ngh2i Shanghai Verbs (V)
南京 N1nj~ng Nanjing 在 z3i be (at a place)
加州 Ji`zh4u California 住(在) zh& (z3i) reside, live (at)
38 unit 2: Meeting New Friends © Cengage Learning Asia Pte Ltd

Question Words (QW) Expressions (Exp)
哪 n2, n0i which 你是哪裡人/哪儿人？ Where are you from?

N@ sh# n2l@ r9n / n2r r9n?
哪裡/哪儿 n2l@/n2r where, which place
你是哪裡/哪儿来的？ Where do you come from?
Conjunction (Conj) N@ sh# n2l@ / n2r l1i de?
还是 h1ishi or
Adverbs (Adv) Structures

• 是哪裡(哪儿)人 • 住在……
都 d4u all, both
• 是哪裡(哪儿)来的 • 都是……
还 h1i also, still
• 这是…… • 是……还是……
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• 家在……
N
O
A 2.2 词句听说 c!j& t~ngshu4 FOCUS ON Grammar
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Aural-Oral Exercises: Do the online exercises to further familiarize yourself with the new vocabulary
and grammar when it is used in sentences.
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EV
Main Features: As you have seen in the vocabulary section, a new category called Place
Words (PW) is introduced in this unit. In this lesson we will focus on expressions and forms
of telling about a place: where one is originally from, where one's home is, and where
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one currently lives. Along with the listening-speaking exercises, you'll continue to learn
corresponding question words and forms as well as new adverbs. To begin, we'll first
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practice the words essential for our questions and statements, i. e., 这,那 and 哪.
FO
zh- n3
这 / 那+ 是……
1 Introducing/Identifying people and things
This/That is . . .
The pronoun in this form, 这/ 那, normally appears at the front of the sentence as a stand-alone element (the
subject).
1) 这是我哥哥，这是我的宿舍，那是我的床，那是我(的)室友的桌子
Zh- sh# w6 g8ge, zh- sh# w6 de s&sh-, n3 sh# w6 de chu1ng,n3 sh# w6 (de) sh#y6u de zhu4zi
2) 这是谁？是你哥哥吗？不是，那是我哥哥。
Zh- sh# sh9i? Sh# n@ g8ge ma? B% sh#, n3 sh# w6 g8ge.
3) 这是谁的宿舍？这是王小名的宿舍。
Zh- sh# sh9i de s&sh-? Zh- sh# W1ng Xi2om!ng de s&sh-.
© Cengage Learning Asia Pte Ltd A: This is my dorm room

39
zh-i n-i
这 / 那 + Nu-M-N
Specifying people and things
2 this/these, or that/those + noun
When 这/那/哪 is followed by a noun / quantified noun phrase (Number-Measure-Noun), it acts as a specifier
and is often pronunced zh-i / n-i / n0i in everyday speech. When the noun is singular, the number “一” is usually
omitted, e.g., 那(一)个人, unless “一” is emphasized.
A) 这/那 + Nu-M-N
1) 这(一)个朋友，这两个朋友，那(一)栋楼，那几栋楼 (几 as a vague number "a few")

zh-i (y!) g- p9ngyou, zh-i li2ng g- p9ngyou, n-i (y!) d7ng l5u, n-i j@ d7ng l5u
B) 哪 + Nu-M-N
哪 is a question word meaning "which".
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1) 哪个朋友？那个朋友；哪两栋楼？那两栋楼 (The tones change the meaning.)
N
n0i g- p9ngyou? n-i g- p9ngyou; n0i li2ng d7ng l5u? n-i li2ng d7ng l5u
C) 这/那 + (Nu)-M-N
O
EW
Note the measure word can stand for the understood noun to avoid repetition.
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EV
1) 那两栋楼是学生宿舍吗？这栋是宿舍，那栋不是。(楼 is omitted.)

N-i li2ng d7ng l5u sh# xu9sh8ng s&sh- ma? zh-i d7ng sh# s&sh-, n-i d7ng b% sh#.
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2) 那两个人，哪个是你的室友？那个是(我的室友)。 (人 is omitted.)

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N-i li2ng g- r9n, n0i ge sh# n@ de sh#y6u? n-i g- sh# (w6 de sh#y6u).
FO
3 Talking about a place 这裡 /儿，那裡 /儿，哪裡 /儿

These words are generic place words (PW) indicating a location, position, or space. 这裡 means here or this
place, and 那裡 there or that place. The corresponding question word is 哪裡 n2l@ (where).
1) 这裡/这儿是我的家。 (This place over here is my home.)

Zh-l@/zh-r sh# w6 de ji`.
2) 那裡/那儿是一栋学生宿舍楼。 (That place over there is a student dorm.)

N3l@/n3r sh# y! d7ng xu9sh8ng s&sh- l5u.

4 Expressing a location 在 + PW; 住在 + PW
A) 在 + PW
在 as the main verb means "to be in [place]". The negative form is 不在.
1) 在哪裡/哪儿？在这裡，在我家，在北京，在上海
z3i n2l@ / n2r? z3i zh-l@, z3i w6 ji`, z3i B0ij~ng, z3i Sh3ngh2i
2) 你们(的)家在哪裡？我家在北京，她家不在北京，在台北。
N@m9n de ji` z3i n2l@? W6 ji` z3i B0ij~ng, t` ji` b% z3i B0ij~ng, z3i T1ib0i.
3) 你的学校在这儿吗？不在这儿，在那儿。
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N@ de xu9xi3o z3i zh-r ma? B% z3i zh-r, z3i n3r.
N
O
I EW
4 — A) — 2)
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B) 住在 + PW
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住在 is always followed by a PW, meaning “live in/at [place]”. To negate, use 不住在 [place].
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在 is optional in the spoken form (informal).

FO
1) 住在哪裡/哪儿？住在那儿，住在学校，住在3号楼，住在3号宿舍楼
Zh& z3i n2l@ / n2r? zh& z3i n3r, zh& z3i xu9xi3o, zh& z3i s`n h3o l5u, zh& z3i s`n h3o s&sh- l5u
2) 你们住在这裡吗？我们不住在这裡，我们住在5号学生宿舍楼。
N@men zh& z3i zh-l@ ma? W6men b% zh& z3i zh-l@, w6men zh& z3i w^ h3o xu9sh8ng s&sh- l5u.
4 — B) — 1)
Illustrations © Cengage Learning 2015 © Cengage Learning Asia Pte Ltd A: This is my dorm room
41
5 Telling where you are from 是 [Place] 人; 是 [Place] 来的
A) 是 [Place]人
This form is normally used to identify the city or region of a country that a person is from.
1) 是哪裡人/哪儿人？是北京人，廣东人，台北人，加州人
sh# n2l@ r9n/n2r r9n? sh# B0ij~ngr9n, Gu2ngd4ngr9n, T1ib0ir9n, Ji`zh4ur9n
2) 你的两个室友是哪裡人？一个是加州人，一个是台北人。
N@ de li2ng g- sh#y6u sh# n2l@ r9n? Y! g- sh# Ji`zh4ur9n, y! g- sh# T1ib0ir9n.
3) 于老师是北京人，李老师也他不是北京人，是廣东人。
LY
T` b% sh# B0ij~ngr9n, sh# Gu2ngd4ngr9n.
是北京人吗？
Y% l2osh~ sh# B0ij~ngr9n, L@ l2osh~ y0 sh#
N
B0ij~ngr9n ma?
B) 是 [Place] 来的
O
EW
come from [place]
This form is used to specify the place someone comes from, which may or may not be the original place where
he/she was raised.
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EV
1) 你的老师是上海人吗？他是上海来的，可是不是上海人。
R
N@ de l2osh~ sh# Sh3ngh2ir9n ma? T` sh# Sh3ngh2i l1i de, k0sh# b% sh# Sh3ngh2ir9n.
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2) 李先生是哪儿人？他是廣东人，是廣州来的。
FO
L@ xi`nsheng sh# n2r r9n? T` sh# Gu2ngd4ngr9n, sh# Gu2ngzh4u l1i de.
5 — B) — 2)
42 unit 2: Meeting New Friends © Cengage Learning Asia Pte Ltd Illustration © Cengage Learning 2015
也 + Verb Phrase; 也不 + Verb Phrase
6 Review: Similar situation also / both
Remember 也 is an unmovable adverb and always appears before the main verb (or the main adjective) phrase.
It never takes an initial or final position in the sentence as its equivalent (also) does in English.
1) 她是加州来的，她的室友也是加州来的。
T` sh# Ji`zh4u l1i de, t` de sh#y6u y0 sh# Ji`zh4u l1i de.
2) 他不住在北京，他的朋友也不住在北京。
T` b% zh& z3i B0ij~ng, t` de p9ngyou y0 b% zh& z3i B0ij~ng.
[plural item] 都 + Verb Phrase

7 Emphasizing
the same situation both/all . . .
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都 is an unmovable adverb, so it can only appear before the main verb phrase (or the main adjective phrase) and
never appears in the initial or final position of a sentence. 都 refers to the item(s) in front, which must be plural.
N
1) 我和他都是学生。/我和他都不是学生。 (都我和他……。 )
O
W6 h9 t` d4u sh# xu9sheng. /W6 h9 t` d4u b% sh# xu9sheng.
EW
2) 他们都是北京人。/他们都不是北京人。
T`men d4u sh# B0ij~ngr9n. /T`men d4u b% sh# B0ij~ngr9n.
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3) 我家和她家都在北京。/我家和她家都不在北京。
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W6 ji` h9 t` ji` d4u z3i B0ij~ng. /W6 ji` h9 t` ji` d4u b% z3i B0ij~ng.
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For partial negation, 不都 is used.

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4) 你们都是大学生吗？不都是(大学生)，我是大学生，他是高中生。
FO
N@men d4u sh# d3xu9sh8ng ma? B& d4u sh# (d3xu9sh8ng), w6 sh# d3xu9sh8ng, t` sh# gòzh4ngsh8ng.
5) 他们都是台北来的吗？不都是，一个是，一个不是。
T`men d4u sh# T1ib0i l1i de ma? B& d4u sh#, y! g- sh#, y! g- b% sh#.
[Verb] A 还是 B？
8
Asking an alternative question . . . or . . .
1) 李先生是本地人还是外地人？他是外地人。
L@ xi`nsheng sh# b0nd#r9n h1ishi w3id#r9n? T` sh# w3id#r9n.
2) 他住在3号楼还是5号楼？他住在5号楼。
T` zh& z3i s`n h3o l5u h1ishi w^ h3o l5u? T` zh& z3i w^ h3o l5u.

43
A 2.3 短片视听 du2npi3n sh#t~ng See the language in action
Before viewing . . .
1) Name some Chinese cities you know. Which city do you think Xiaodong lives in?
2) In your culture, how are college dorms arranged for the incoming first-year students?
While viewing . . .
1) During your first viewing, focus on meaning.
2) During your second viewing, pay special attention to speech forms and tones.
3) Finally, practice saying the sentences by answering the questions below.
U2-A1
LY
小东是哪儿人？
Xi2od4ng sh# n2r r9n?
N
“我是人。”
O
W6 sh#........ r9n
EW
他的家在哪儿？大学在哪儿？
T` de ji` z3i n2r? D3xu9 z3i n2r?

I
“我家在 ,
EV
W6 ji` z3i......
我们大学。”
R
w6men d3xu9......
R
FO
小东住在哪裡？
Xi2od4ng zh& z3i n2l@?
“我住在。”
W6 zh&z3i......

U2-A2
这是谁的宿舍？小东有什麼？
Zh- sh# sh9i de s&sh-? Xi2od4ng y6u sh9nme?
“这是。
Zh- sh#......

我有、、
W6 y6u......
和。”
h9
LY
N
O
小东有几个室友？他们是几年级的学生？
EW
Xi2od4ng y6u j@ g- sh#y6u? T`men sh# j@ ni1nj! de xu9sheng?
“我还有，
I
W6 h1iy6u.....
EV
我们。”
W6men......
R
R
FO
这几个室友是哪裡来的？
Zh- j@ g- sh#y6u sh# n2l@ l1i de?
“他们是？
T`men sh#......
是还是？”
sh#...... h1ishi......

45
A 2.4 重点讲练 zh7ngdi2n ji2ngli3n REVIEW THE MAIN CONCEPTS
Forms and structures
1
See 2.2 for more notes and examples.
1) 我是北京人。 (This statement tells the original place

W6 sh# B0ij~ngr9n. where someone was raised.)
2) 我家在北京，我们大学也在北京。 (在 functions as the main verb meaning “to

W6 ji` z3i B0ij~ng, w6men d3xu9 y0 z3i B0ij~ng. be in/at”.)
3) 这是我们大学。 (我们+ N refers to a community one

Zh- sh# w6men d3xu9. belongs to.)
LY
4) 我住在这栋楼。 (住在 + Place: to live in/at [a place])
N
W6 zh& z3i zh-i d7ng l5u.
O
5) 这是我的宿舍。 (这 appears at the front of the sentence
as the subject.)
EW
Zh- sh# w6 de s&sh-.
6) 我有一张床、一张桌子、一把椅子…… (When listing items, the pausing mark “、”

I
W6 y6u y# zh`ng chu1ng, y# zh`ng zhu4zi, y# b2 y@zi...... is used.)

EV
7) (还 is an adverb that only appears before

我还有三个室友。
R
the verb. It introduces additional details to

W6 h1i y6u s`n g- sh#y6u. what has been said.)
R
8) 我们都是新生。
FO
(都 only appears before the verb.)

W6men d4u sh# x~nsh8ng.
9) (他们)是本地人还是外地人？ (还是 is used to ask a question about

(T`men) sh# b0nd#r9n h1ishi w3id#r9n? alternatives.)

2 Interrogative and negative forms 哪个，哪儿，哪裡，几，谁的，还是
Practice these sentences to familiarize yourself with word order in questions and negations. Answer
the questions accordingly.
1) 小东是哪儿人？是上海人吗？小东不是上海人，是……人。
2) 他的大学在哪裡？在廣州吗？
(城市名)
3) 他住在哪儿？住在家裡吗？
(学校)
4) 他住在哪栋楼？住在这栋吗？
(那栋)
LY
5) 这是谁的宿舍？是小南的吗？
(小东)
N
6) 他有几张桌子、几把椅子？
O
(1，1)
EW
7) 这几个室友是本地人还是外地人？
(外地)
I
EV
3 Review the negative forms of 有

R
1) Negate all:
R
没有 + N
Simply use 没有 + N when the number is 0 (none).
FO
小东有(一个)哥哥吗？他没有哥哥。(没有一个哥哥  )
2) Negate the incorrect number: 不 / 不是

Use 不 or 不是 in front.
小东有两个室友吗？不(是)，他有三个。(不是 here means “No” or “Incorrect”.)
3) Negate the incorrect number if it's larger than the fact: 没有 + Nu-M-N
It means “not have that many.”
小东有四个室友吗？他没有四个室友，他有三个。
He doesn't have four roommates; he only has three.

47
A 2.5 会话演练 hu#hu3 y2nli3n Let’s Practice
1 Pair work
Ask and answer questions based on the following pictures. English may be used for names (person,
city, building, etc.)
Questions about Images 1—4: Questions about Images 5—6:
Jack是哪裡人？是哪裡来的？ Mary也是一年级新生吗？
... sh# n2l@ r9n? Sh# n2l@ l1i de? ... y0 sh# y# ni1nj! x~nsh8ng ma?
Jack在哪裡？ Mary也住在……吗？
... z3i n2l@? ... y0 zh& z3i..... ma?
Jack住在哪裡？ Mary也有一个室友吗？
LY
... zh& z3i n2l@? ... y0 y6u y! g- sh#y6u ma?
N
Jack有室友吗？有几个？ Mary有几张桌子和几把椅子？
... y6u sh#y6u ma? Y6u j@ g-? ... y6u j@ zh`ng zhu4zi h9 j@ b2 y@zi?
Jack
O Mary
EW
(M2l#)
(Ji9k-)
I
EV
R
R
FO
2 Interview and report
1) Interview: Move around the classroom and speak to at least two classmates. Greet the
classmates and ask and answer questions about where they are from, where they live, how
many roommates they have, etc.
2) Report: The teacher will ask students to report what they learned about the classmates they
interviewed. The teacher may also invite students to ask him/her questions.
3) Quiz: The teacher may quiz students on the information shared in the reports, e.g.,
谁是…人？谁的家在X？X是哪儿人？他住在X楼，对吗？
Students should answer questions and correct any wrong information, such as 他家不在 X，
他不住在X。
48 unit 2: Meeting New Friends © Cengage Learning Asia Pte Ltd Illustrations © Cengage Learning 2015
A 2.6 语法巩固 y^f2 g6ngg& Reinforce the Grammar
These exercises are also available online with automatic feedback.
Verbs, PWs, and Adverbs
1 Choose the best word to complete the sentence
1) 你的宿舍哪儿？ a. 住在 b. 是 c. 在
2) 是她的家吗？ a. 这裡/儿 b. 哪裡 c. 在这儿
3) 我们 3号楼。 a. 都是 b. 那裡 c. 住在
4) 北京哪裡？ a. 是 b. 在 c. 住
5) 她哪裡人？ a. 是 b. 在 c. 住
LY
2 Rewrite the sentence
N
Insert the adverb in the appropriate place.
O
1) 我的家在这儿。
(不)
EW
2) 她不是高中生，我不是高中生。
(也)
3) 我们不是高中生。
I
EV
(都)
4) 我们不是高中生。（三个是，一个不是）
R
(都)
5) 我有两个室友。
R
(还)
FO
3 Give the Chinese equivalent for each question

Pay attention to the Chinese structures. Avoid word-for-word translation. Pinyin may be used.
1) Where is he from?
2) Where is his school?
3) Where does he live?
4) How many roommates does he have?
5) Is his roommate a native of Shanghai or of Taipei?

A 2.7 听答对话 t~ngd1 du#hu3 Let’s Chat

In this listening-speaking activity you’ll be asked to answer questions about the video segment as
well as about yourself. You may be asked to record and submit your answers to the teacher.

49
Unit 2
B
第
二你是哪裡人？

课 Where are you from?
B 2.8 词语预习 c!y^ y&x! PREVIEW THE VOCABULARY

Use the online audio flashcards to familiarize yourself with the new vocabulary in this section.
Nouns (N) 外语/文 w3iy^/w9n foreign language
LY
Chinese (referring to
Countries 汉语 H3ny^ spoken Chinese, used in
mainland China)
N
国家 gu5ji` country Chinese language,
O
中文 Zh4ngw9n
Chinese
外国 w3igu5 foreign country
英语/文 English language
EW
Y~ngy^/w9n
中国 Zh4nggu5 China Spoken languages/Dialects
话
I
美国 M0igu5 United States speech, spoken words

EV
hu3
英国 Y~nggu5 United Kingdom 普通话 common speech

P^t4nghu3 (a term used in mainland China)
R
People from a country

国语 national language/standard Chinese
(a term used in Taiwan)
R
gu5y^
外国人 w3igu5r9n foreigner
FO
北京话 Beijing dialect

中国人 Zh4nggu5r9n Chinese B0ij~nghu3
美国人 M0igu5r9n American 上海话 Shanghainese, Shanghai dialect

Sh3ngh2ihu3
英国人 Y~nggu5r9n British
廣东话 Cantonese, Guangdong dialect
Gu2ngd4nghu3
Languages
Names
语言 y^y1n language
陈 a Chinese surname
文字 w9nz# written language; script Ch9n
刘 a Chinese surname
母语 m^y^ mother tongue Li%
白 a Chinese surname (also means white)

双语 shu`ngy^ bilingual B1i

龙 dragon (used as a given name, usu. for School Terms
l5ng males)
college or school in a
英 flower, talent (used as a given name) 学院 xu9yu3n
university
y~ng
雪 snow (used as a given name)

文学院 W9nxu9yu3n School of Liberal Arts
xu0
School of Foreign
Social Titles 外语学院 W3iy^xu9yu3n
Languages
阿姨 aunt; a term of address for a woman of 商学院 Sh`ngxu9yu3n School of Business

`y! one's mother's generation
Expressions (Exp)
叔叔 uncle; a term of address for a man of
one's father's generation Let's get acquainted. (Let's
sh$shu 来，认识一下。
LY
L1i, r-nshi y!xi3. introduce ourselves.)
先生 a polite form used for male adults in

很高兴认识你！
N
xi`nsheng general; husband It is a pleasure to meet you!
H0n gòx#ng r-nshi n@|
O
谢谢！—不谢！ Thank you! -- You are
太太 a polite form of address for a married welcome!
EW
woman; wife Xi-xie| B%xi-|
t3itai
再见！ Goodbye! (See you again.)

Z3iji3n|
Verbs (V) /Auxiliary Verbs (AV)
I
EV
会说一点儿…… Can speak a little . . .

know, meet (new
认识 r-nshi
people)
Hu# shu4 y#di2nr......
R
会 hu# know how to, can
说 speak
R
shu4
FO
学 xu9 learn
Conjunctions (Conj) Structures
因為 y~nw-i because • 你呢？

• 会不会……？
所以 su6y@ so, therefore
• 因為…，所以…
Particle (P)
呢 (a marker for abbreviated questions or a

ne tone softener)
© Cengage Learning Asia Pte Ltd B: Where are you from?

51
B 2.9 词句听说 c!j& t~ngshu4 FOCUS ON GRAMMAR
Aural-Oral Exercises: Do the online exercises to further familiarize yourself with the new vocabulary
and grammar when it is used in sentences.
Main Features: This lesson continues to teach the vocabulary you will need for basic self-
descriptions. You will learn the names of countries and languages. These terms can be
tricky as they do not share the same form as they do in English. For instance, in English, the
terms “Chinese people” and “Chinese language” can be expressed using the same word
“Chinese”; in Chinese, these two terms are expressed by 中国人 and 中文 respectively. In
terms of sentence structures, we'll introduce two new question forms: abbreviated questions
with 呢 and the choice-type (or V不V) questions. Finally, you will learn expressions to use
when meeting people.
LY
1 Identifying someone's nationality or native country 是 + country name + 人
N
Note the term X国人 is often used broadly and may not accurately reflect a person's citizenship.
1) 哪国人？
O
中国人，美国人，英国人，日本人
EW

N2 gu5 r9n? Zh4nggu5r9n, M0igu5r9n, Y~nggu5r9n, R#b0nr9n,
2) 他是中国人吗？不是，他不是中国人，他是日本人。
I

EV
T` sh# Zh4nggu5r9n ma? B% sh#, t` b% sh# Zh4nggu5r9n, t` sh# R#b0nr9n.
3) 他的老师是美国人吗？不是，他的老师不是美国人，是英国人。
R
T` de l2osh~ sh# M0igu5r9n ma? B% sh#, t` de l2osh~ b% sh# M0igu5r9n, sh# Y~nggu5r9n.
R
FO
说 /会说 + language
2 Describing
someone's language ability speak/ can speak [language]
Both –文 and –语 are used for the language spoken within a culture. Generally speaking, 语 is considered less
formal and sometimes is limited to the spoken form only. For the Chinese language, the term “中文” is more
commonly used outside of China than “汉语”, although the latter is mostly used within China.
1) 说英语/文，学中文/汉语，会说外语，会说三种语言
shu4 Y~ngy^/w9n, xu9 Zh4ngw9n/H3ny^, hu# shu4 w3iy^, hu# shu4 s`n zh6ng y^y1n
2) 王小名会说什麼外语？他会说一点儿英语，他也学日语(Japanese)。
W1ng Xi2om!ng hu# shu4 sh9nme w3iy^? T` hu# shu4 y#di2nr Y~ngy^, t` y0 xu9 R#y^.
3) 李先生的母语是中文还是英语？他是双语，中文、英文，他都会说。

L@ xi`nsheng de m^y^ sh# Zh4ngw9n h1ish Y~ngy^?
T` sh# shu`ngy^, Zh4ngw9n, Y~ngw9n, t` d4u hu# shu4.

说/会说 + region + 话
3 Describing someone's ability to speak a regional language speaks/ can speak [regional language]

1) 北京人说北京话，廣东人说廣东话，上海人说上海话。
B0ij~ngr9n shu4 B0ij~nghu3, Gu2ngd4ngr9n shu4 Gu2ngd4nghu3, Sh3ngh2ir9n shu4 Sh3ngh2ihu3.
2) 李小姐是上海人，她说上海话
上海话、普通话，她都说。
L@ xi2oji0 sh# Sh3ngh2ir9n, t` shu4 Sh3ngh2ihu3 Sh3ngh2ihu3, P^t4nghu3, t` d4u shu4.
还是普通话？
h1ishi P^t4nghu3?
3) 王老师会说廣东话还是上海话？她不会说廣东话，也不会说上海话。
W1ng l2osh~ hu# shu4 Gu2ngd4nghu3 h1ishi T` b% hu# shu4 Gu2ngd4nghu3, y0 b% hu# shu4
Sh3ngh2ihu3? Sh3ngh2ihu3.
LY
N
O
EW
3 — 1)
I
EV
4 Using a proper name as a modifier 中国老师 vs. 中文老师

中国老师 refers to a teacher either teaching in China or who has Chinese nationality. The teacher may or may
R
not teach Chinese. 中文老师 means “a teacher of Chinese”, regardless of his or her nationality.
R
1) 这个学校有中国老师吗？没有中国老师，可是有中国学生。
FO
Zh- g- xu9xi3o y6u Zh4nggu5 l2osh~ ma? M9i y6u Zh4nggu5 l2osh~, k0sh# y6u Zh4nggu5 xu9sheng.
2) 你们的中文老师是哪国人？一个是中国人，一个是美国人。
N@men de Zh4ngw9n l2osh~ sh# n2 gu5 r9n? Y! g- sh# Zh4nggu5r9n, y! g- sh# M0igu5r9n.
4 — 1)
Illustrations © Cengage Learning 2015

53
5 Question Forms
A) Choice - Type Yes/No Questions: V不V (是不是? 有没有? 会不会?)
This is perhaps the most widely-used form for yes/no questions in daily conversation. The form V不V indicates
in the sentence that a positive verb (e.g., 是, 有, 会) or no (不是, 没有, 不会) is expected in the answer.
1) 李先生是不是北京人？不是，他是上海人。 (No, he is from Shanghai.)

L@ xi`nsheng sh# b% sh# B0ij~ngr9n? B% sh#, t` sh# Sh3ngh2ir9n.
2) 李先生有没有孩子？有，他有一个女儿。 (Yes, he has a daughter.)

L@ xi`nsheng y6u m9iy6u h1izi? Y6u, t` y6u y! g- n)’9r.
3) 李先生会不会说英文？会说。/他会说英文。(Yes. / He can speak English.)
LY
L@ xi`nsheng hu# b% hu# shu4 Y~ngw9n? Hu# shu4. / T` hu# shu4 Y~ngw9n.
N
O
5 — A) — 1)
EW
If an adverb is present, either switch to the 吗-form or use 是不是+Verb Phrase：
I
 
EV
4) 李先生是不是也说普通话? 李先生也说不说普通话？
L@ xi`nsheng sh# b% sh# y0 shu4 P^t4nghu3?
(Is it the case that Mr. Li also speaks standard Chinese?)
R
5) 李先生和太太是不是都是上海人？
 李先生和太太都是不是 
R
L@ xi`nsheng h9 t3itai sh# b% sh# d4u sh# Sh3ngh2ir9n?

上海人？
(Is it correct that Mr. and Mrs. Li are both from Shanghai?)
FO
B) Abbreviated Questions: Person/Topic + 呢？

How/What about [person/topic]? 5 — A) — 5)
This form is commonly used in conversation when someone asks a follow-up question on the preceding statement.
1) 我是中国人，你呢？ (I'm Chinese. How about you?)

W6 sh# Zh4nggu5r9n, n@ ne?
2) 她会说英文。中文呢？ (She can speak English. What about Chinese?)

T` hu# shu4 Y~ngw9n. Zh4ngw9n ne?
54 unit 2: Meeting New Friends © Cengage Learning Asia Pte Ltd Illustrations © Cengage Learning 2015
因為……，所以……
6 Connecting cause and effect in a sentence Because . . . , (so) . . .
Normally in a cause and effect sentence, the cause (因為) is stated first and then the effect (所以). 因為can
sometimes be omitted. However, once 因為initiates a statement, 所以 must be used in the second part. Note
that a comma is normally used to separate the two clauses.
為他妈妈是中国人，所以他会说中文。
1) 因 (所以 and a comma before it are
both required.)
Y~nw-i t` m`ma sh# Zh4nggu5r9n, su6y@ t` hu# shu4 Zh4ngw9n.
2) (因為)小东是大学生，所以他住在学校。
(Y~nw-i) Xi2od4ng sh# d3xu9sh8ng, su6y@ t` zh& z3i xu9xi3o.
LY
N
O
EW
6 — 2)
I
EV
7 Meeting people: Common expressions

R
1) 来，认识一下。我姓李，叫李新。你好，李新，很高兴认识你！
R
L1i, r-nshi y!xi3. W6 x#ng L@, ji3o L@ X~n. N@ h2o, L@ X~n, h0n gòx#ng r-nshi n@|
FO
2) 我也很高兴认识你！/认识你，我也很高兴！
W6 y0 h0n gòx#ng r-nshi n@| /R-nshi n@, w6 y0 h0n gòx#ng|
3) 谢谢！不谢！
Xi-xie| B%xi-|
4) 再见！再见！
Z3iji3n| Z3iji3n|
7 — 1)
Illustrations © Cengage Learning 2015

55
B 2.10 短片视听 du2npi3n sh#t~ng See the language in action
Before viewing . . .
1) In your culture, what would you say when you meet a roommate for the first time?
2) W
ould you prefer sharing a room with a person who was from the same part of the
country as you are?
3) If you participated in a study abroad program, what would you choose: to stay with a
local family or to have a Chinese roommate? Why?
While viewing . . .
1) During your first viewing, focus on meaning.
2) During your second viewing, pay special attention to speech forms and tones.
3) Finally, practice saying the sentences by answering the questions below.
LY
U2-B1
N
这个室友说：
Zh-ge sh#y6u shu4:
“来，认识一下。…… 我姓
O ，
EW
L1i, r-nshi y!xi3. W6 x#ng......
。”

I
EV
小东说：
Xi2od4ng shu4:
R
“你好你好！…… 很高兴！”
N@ h2o n@ h2o| H0n gòx#ng......
R
FO
U2-B2
阿龙说他是哪裡人？
A L5ng shu4 t` sh# n2l@ r9n?
“我是人，是来的。”

W6 sh#...... r9n, sh#...... l1i de.
小东说：
Xi2od4ng shu4:
“因為，所以！”
Y~nw-i...... su6y@......

U2-B3
阿龙说什麼？小东呢？
A L5ng shu4 sh9nme? Xi2od4ng ne?
“认识一下吧，我叫陈一龙，
R-nshi y!xi3 ba, w6 ji3o Ch9n Y~l5ng,
是的。”
sh#...... de.

“我叫林小东，是的。
W6 ji3o L!n Xi2od4ng, sh#...... de.
我们，
W6men......
很高兴！”
h0n gòx#ng......
LY
N
这两个女生说什麼？
O
Zh- li2ng g- n)sh8ng shu4 sh9nme?
“我们也！
EW
W6men y0......
我叫刘英，是的学生。”
I
W6 ji3o Li% Y~ng, sh#......

de xu9sheng.
EV
“我叫白晓雪，也是的，
R
W6 ji3o B1i Xi2oxu0, y0 sh#...... de,
我是...... 。”
R
w6 sh#
FO
U2-B4
小南说那个外国女孩是谁？
Xi2on1n shu4 n-ige w3igu5 n)h1i sh# sh9i?
“她叫，是，
T` ji3o...... sh#......
来的。”
......l1i de.
“她是，她住在。”
T` sh#...... t` zh& z3i......
“她会说。”
T` hu# shuo......

57
B 2.11 重点讲练 zh7ngdi2n ji2ngli3n REVIEW THE MAIN CONCEPTS
Forms and structures
1
See 2.9 for more notes and examples.
1) 来，认识一下。我是…… (an expression to initiate a self-introduction)

L1i, r-nshi y!xi3. W6 sh#......
2) 朋友们都叫我阿龙。 (阿 is a term of endearment that is used as a

name prefix in some areas such as
P9ngyou d4u ji3o w6 A L5ng.
Guangdong and Shanghai.)
3) 你好你好！ (Short, polite forms can be repeated to

N@ h2o n@ h2o| show hospitality.)
LY
4) (我)很高兴认识你！ (我 is usually omitted at the beginning of a
(W6) h0n gòx#ng r-nshi n@| sentence.)
N
5) (我/我们 cannot be omitted when 也 is
O
我也很高兴认识你！ used. Another way to say this is: 认识你，
W6 y0 h0n gòx#ng r-nshi n@|
我也很高兴！)
EW
6) 因為你是廣东人，所以叫阿龙！ (If 因為is used in the first clause, 所以
must be used in the second clause. The two
Y~nw-i n@ sh# Gu2ngd4ngr9n, su6y@ ji3o A L5ng!
clauses should be separated by a comma.)
I
EV
7) 我是商学院的。 (The 的 at the end stands for 的学生 or

W6 sh# Sh`ngxu9yu3n de. 的人.)
R
8) 我是外语学院(的)大二的学生。
R
(The first 的 is omitted.)

W6 sh# W3iy^xu9yu3n (de) d3 -r de xu9sheng.
FO
Question Forms (QF)
1) 我是本地人。你呢？ (你呢 is an abbreviated question meaning

W6 sh# b0nd#r9n, N@ ne? “How about you”?)
2) 她是哪国人？ (Which country is she from?)

T` sh# n2 gu5 r9n?
(V不V-Question: to be used with the main

3) 她会不会说中国话(中文)？ verb.)
T` hu# b% hu# shu4 Zh4nggu5hu3 (Zh4ngw9n)?
(她会说不说中文？ ) 

2 Interrogative and negative forms
Practice these sentences. Remember, the word order in a question remains the same as in a statement.
A) 呢-Questions: 你呢？他呢？你的室友呢？
Give negative answers.
1) 我不是中国人。你呢？
2) 他不说日语。你呢？
3) 他没有中国朋友。他的室友呢？
B) V不V-Questions: 是不是，说不说，会不会说，有没有
LY
Answer each question with "No," then supply the correct information based on the hints provided.
N
1) 那个人是不是美国学生？ (中国)
2) 他会不会说日语？ (英语)
O
EW
3) 他有没有一个美国朋友？ (英国)
I
EV
3 他们是谁？
Story narration
R
Pay special attention to the verb forms and the use of punctuation marks.
R
那个男生是小东的室友，姓陈，叫陈一龙，他的朋友都叫他
FO
N3ge n1nsh8ng sh# Xi2od4ng de sh#y6u, x#ng Ch9n, ji3o Ch9n Y~l5ng, t` de p9ngyou d4u ji3o t`
阿龙。他不是本地人，是廣东人，是廣州来的。他是商学院的学生。
A L5ng. T` b% sh# b0nd#r9n, sh# Gu2ngd4ngr9n, sh# Gu2ngzh4u l1i de. T` sh# sh`ng xu9yu3n de xu9sheng.
那两个女生一个叫刘英，一个叫白晓雪，她们都是外语学院的。刘英
N3 li2ng g- n)sh8ng y! g- ji3o Li% Y~ng, y! g- ji3o B2i Xi2oxu0, t`men d4u sh# w3iy^ xu9yu3n de. Li% Y~ng
是大二的学生，白晓雪是一年级新生。她们很高兴认识阿龙和小东。
sh# d3 -r de xu9sheng, B2i Xi3oxu0 sh# y~ ni1nj! x~nsh8ng. T`men h0n gòx#ng r-nshi A L5ng h9 Xi2od4ng.
那个外国女孩叫 Katie，她是一个美国高中生，是华盛顿来的。她
N3ge w3igu5 n)h1i ji3o ... , t` sh# y! g- M0igu4 gòzh4ngsh8ng, sh# Hu1sh-ngd&n l1i de. T`
住在小南家。她会说中文。
zh&z3i Xi2on1n ji`. T` hu# shu4 Zh4ngw9n.

59
B 2.12 会话演练 hu#hu3 y2nli3n Let’s Practice
1 Pair Work
Preparation: Fill in the middle column of the Chinese info sheet with real or imaginary data (in pinyin
or English). Ask the teacher for unknown vocabulary if necessary.
Ask and Answer questions: Students work in pairs to ask and answer questions and use the info
sheet to take notes in the right column. Finish with one person and then reverse the role to ask about
another.
Chinese Information Sheet
1) 姓名 (Name)：
x#ngm!ng
2) 学院 (School)：
LY
xu9yu3n
3) 宿舍 (Dorm)：
N
s&sh-
O
4) X 国人 (Nationality)：
... gu5 r9n
EW
5) X 来的 (City/State)：
... l1i de
I
6) 会说 X 语：
EV
hu# shu4 ... y^

(Language spoken)
R
7) 学 X 语：
xu9 ... y^
(Language studied currently)
R

FO
Ask Questions:
1) 他/她姓什麼？叫什麼名字？ 5) 他/她是哪裡来的？本地人还是外地人？
T`/t` x#ng sh9nme? Ji3o sh9nme m!ngzi? T`/t` sh# n2l@ l1i de? B0nd#r9n h1ishi w3id#r9n?
(What's X's name?) (Which area is X from? Local or non-local?)
2) 他/她是哪个学院的？ 6) 他/她会不会说外语？
T`/t` sh# n2 g- xu9yu3n de? T`/t` hu# b% hu# shu4 w3iy^?
(Which school is X enrolled in?) (Does X speak a foreign language?)
3) 他/她住在哪栋楼？ 7) 他/她学什麼外语？A还是B？
T`/t` zh& z3i n2 d7ng l5u? T`/t` xu9 sh9nme w3iy^? A h1ishi B?
(Which building does X live in?) (What language(s) does X study? A or B?)
4) 他/她是哪国人？
T`/t` sh# n2 gu5 r9n?
(Which country is X from?)

2 Interview and report
1) Interview: Interview a classmate to learn about his or her personal information, such as,
nationality, region, language skills, school, and dorm.
2) Report: The teacher will ask some students to report their interview results.
3) Quiz: After each report, the teacher or the presenter may quiz students on the information
shared in the report. Students are expected to confirm or correct the information to practice
positive and negative sentences.
B 2.13 语法巩固 y^f2 g6ngg& Reinforce the Grammar

These exercises are also available online with automatic feedback.
LY
1 Change the statements into questions
1) 那个人不是老师。 (哪个)
N
2) 他是外国学生。 ( V不 V)
O
3) 他是文学院的。 (哪个)
EW
4) 他住在5号楼。 (哪栋)
5) 他是日本人。 (哪国)
I
6) 他是东京来的。 (哪裡)
EV
7) 他会说英语。 ( V不 V)
8) 他也学中文和英语。 (什麼)
R
R
2 Correct the sentences

Identify the error in each sentence and then rewrite it correctly.
FO
1) 你是不是外国学生吗？ 
2) 你是哪学院的？ 
3) 你会说不说外语？
4) 你学中文也英文吗？
5) 你有不有中国朋友？
6) 因為他是美国人，他说英语。 
B 2.14 听答对话 t~ngd1 du#hu3 Let’s Chat

In this listening-speaking activity you’ll be asked to answer questions about the video segment as
well as about yourself. You may be asked to record and submit your answers to the teacher.

61
2.15 了解文化 li2oji0 w9nhu3 learn about the culture
Forms of Address
F orms of address can be complex and idiosyncratic in
the greater China region, but there are some commonly
followed rules of etiquette observed on the mainland, on
Unlike in the English-speaking world, kinship terms are
distinguished along the lines of lineage with a specific term
for each type of relationship. Here is a list of some of the
Taiwan, in Hong Kong, and in Macau. For instance, on most commonly used kinship-related terms:
a formal occasion, such as a business meeting or during
introductory greetings, a full name (the family name y9ye (爷爷, paternal grandfather), n2inai (奶奶, paternal
followed by a given name) is expected to be used. In grandmother), w3ig4ng (外公, maternal grandfather),
LY
addition, xi`nsheng (先生, Mr.), which follows either the w3ip5 (外婆, maternal grandmother).
family name or the full name) would be used to address
N
adult males; n)sh# (女士, Madam) is used for adult sh$shu (叔叔, paternal uncle), g$gu (姑姑, paternal aunt),
females. For a married woman, t3itai (太太, Mrs.) is added ji&jiu (舅舅, maternal uncle), `y! (阿姨, maternal aunt);
O
to her husband's surname (e.g., 王太太).
g8ge (哥哥,older brother), ji0jie (姐姐, older sister), d#di
EW
(弟弟, younger bother), m-imei (妹妹, younger sister).
Paternal Line
I
EV
爷爷 y9ye Maternal Line

paternal grandfather
外公 w3ig4ng
R
maternal grandfather
奶奶 n2inai 哥哥 g8ge
paternal grandmother
older brother
R
外婆 w3ip5
maternal grandmother
FO
伯伯 b5bo
uncle, father’s older 姐姐 ji0jie
brother older sister
爸爸 b3ba
father 妈妈 m`ma
mother
我 w6
me
叔叔 sh$shu 舅舅 ji&jiu
uncle, father’s younger 弟弟 d#di uncle, mother’s brother
brother younger brother
© Thinkstock / Getty Images
姑姑 g$gu 阿姨 `y!
aunt, father’s sister 妹妹 m-imei aunt, mother’s sister
younger sister

Some of these kinship terms can also be used for instance, l2osh~ (老师) is commonly used to address
nonrelatives. Close friends often address each other using someone who is a teacher or professor. L2osh~, literally
g8 (older brother) or ji0 (older sister) to show intimacy and "old teacher," does not necessarily mean the teacher is
congeniality. By extension, their children may use "uncle," "old" in years; this is merely a cultural symbol of respect.
"aunt," and other kinship terms to address their parents' Thus, a senior journal editor might well be addressed as
friends. l2osh~ by a junior member. In the workplace, especially on
the mainland, a form of l2o + family name (e.g., 老张) is
Among professionals, people address each other by a common form referring to an old or older colleague or
their title, adding the title (e.g., j~ngl@ 经理, Manager; friend. In Hong Kong, a polite form would be "given name
g4ngch9ngsh~ 工程师, Engineer) after the family name. + older brother" for an adult male. For instance, a friend
Thus, one might say W1ng J~ngl@ (王经理, Manager of Mr. Wong Chi-Wah (王志华, in Cantonese spelling)
Wang) or L@ G4ngch9ngsh~ (李工程师, Engineer Li). might call him Chi-Wah Go (志华哥). For casual address
However, there are a few exceptions where professional of young people on the mainland, a common form is xi2o
LY
nomenclature goes beyond conventional usage. For ("little" or "young") + family name (e.g., 小张).
N
O
EW
Blend Images/Thinkstock
XiXinXing/Thinkstock
iStock/Thinkstock
iStock/Thinkstock
I
EV
王经理李工程师林老师老张小张

R
W1ng j~ngl@ L@ g4ngch9ngsh~ L!n l2osh~ L2o Zh`ng Xi2o Zh`ng

(lit.) Manager Wang (lit.) Engineer Li (lit.) Teacher Lin (lit.) Old Zhang (lit.) Young Zhang
R
FO
Quiz Discussion Questions

1. W
hat is the correct order of address for a man 1. U
se of kinship terms for nonrelatives is not
in Chinese? uniquely Chinese. For instance, the terms for
a. Mr., family name, given name "brother" and "sister" are also used for people
outside the family in many cultures. Discuss the
b. Mr., given name, family name
context in which these terms are used in your
c. Family name, given name, Mr. culture. If possible, compare and contrast their
d. Given name, family name, Mr. use with that of their Chinese counterparts.
2. W
hat is the correct term of address for a 2. T he word lao (老) in laoshi means "old" in
paternal grandfather? maternal grandmother? Chinese. But a teacher is not necessarily "old"
paternal uncle? maternal aunt? in years. What does this tell you about Chinese
sensibility regarding age? Is this the point of
view of other traditional societies?
© Cengage Learning Asia Pte Ltd Learn About the Culture

63
单元复习

Review and Integration
2.16 主课复习 zh^k- f&x! REview the story

Read the following passages as fast as you can. Follow these steps:
1) Do not stop to check the meaning of words you don't recognize. Mark them and keep reading.
2) Read the passage again and guess the meaning of the marked words on a separate piece of
LY
paper.
3) Finally, look up the words in a dictionary or the vocabulary index and verify their meanings.
N
O
我是北京人，我的家在北京，我们大学也在北京。我
EW
住在这栋楼。这是我的宿舍。我有一张床、一张桌子
和一把椅子。我还有三个室友，我们都是新生。
I
EV
我是新生，我姓陈 (Ch9n )，叫陈一龙 (Ch9n Y~l5ng )，朋

R
友都叫我阿龙。我不是本地人，我是廣东人，是廣州
来的。我住在 3号楼，是林小东的室友，他是文学院
R
的，我是商学院的。
FO
这两个女生一个叫刘英 ( Li% Y~ng ) ，一个叫白晓雪 ( B1i

Xi2oxu0)，她们都是外语学院的。刘英是大二的学生，
白晓雪是一年级新生。她们很高兴认识阿龙和小东。
这个外国女孩叫Katie，是一个美国高中生，是华盛顿
(Hu1sh-ngd&n) 来的。她住在小南家。她会说中文。

2.17 中文怎么说？zh4ngw9n z0nme shu4 How to say it in chinese
Quickly provide the Chinese equivalents for the following phrases and sentences. Do not translate
them word for word.
1 Forms of Address: How to address people appropriately
In China, if you want to address . . . Which form is more appropriate?
1) Li Nan (李南 ), a young woman who works

in the office a. 李小姐L@ xi2oji0 b. 李南 L@ N1n
2) Alice Wang, a teacher in her twenties a. Alice b. 王老师 W1ng l2osh~
3) Mr. Liu (刘 ), the father in your host family a. 刘先生Li% xi`nsheng b. 刘叔叔 Li% sh$shu
4) Jane Wang (王 ), Mr. Liu's wife a. 刘太太Li% t3itai b. 王阿姨 W1ng `y!
LY
5) YU Xin (于新 ), a school administrator a. 于老师Y% l2osh~ b. 于先生 Y% xi`nsheng
6) WanG Wen (王文 ), your Chinese roommate a. 王文W1ng b. 文 W9n
N
W9n
O
2 Meeting people: Beginning and ending a conversation
EW
What is the Chinese equivalent of . . . You say . . .
1) "Hi, my name is . . ."

I
2) "How do you do? "

EV
3) "Nice to meet you!"

4) "Nice to meet you, too!"
R
5) "Thank you!"  "You're welcome."

6) "Goodbye!"  "See you again."
R
FO
3 Question Forms: How to ask for personal information
You want to ask . . . In Chinese you say . . .
1) a person's nationality
2) what part of the country a person is from
3) where a person's home is (permanent)
4) where a person currently lives (temporary)
5) whether or not a person has a roommate
6) whether or not a person can speak a foreign
language
7) whether a person studies Chinese or Japanese
8) whether a person's older sister also studies Chinese
9) whether a person's roommates are all freshmen
© Cengage Learning Asia Pte Ltd Review and Integration

65
4 Question Words (QWs): How to ask questions using appropriate QWs
Form questions asking about the underlined information.
1) 小东(Xi2od4ng)是北京人。
2) 小东住在3号楼。
3) 那个女生叫刘英(Li% Y~ng)。
4) 刘英是大二的学生。
5) 这三个学生都是外地人。
6) 小东不会说廣东话。
7) 阿龙(A L5ng)是小东的室友。
8) 于阿姨(`y!)是林叔叔(sh$shu)的太太。
LY
9) Katie会说一点儿中文。
10) 这 3栋( d7ng)楼都是学生宿舍。
N
2.18 语法小测验 y^f2 xi2o c-y3n
O
Check for accuracy
EW
1 Correct the sentences
I
Identify the error(s) in each sentence and then rewrite the sentence correctly.
EV
1) 你家是哪裡？
R
2) 几个室友你有？
R
他们住在中国裡。
FO
3)
4) 都我们会说中文。
5) 他有一个室友也。
6) 因為他是美国人，他说英语。 
7) 他们都是不是中国人？ 
8) 哪楼是你的宿舍？ 
9) 你有不有一个室友？
10) 我有三中文朋友。

2.19 交际任务 ji2oj# r-nw& Communicative Tasks
The following activities allow you to further practice your interpretive, interpersonal, and presentational
communication skills in a meaningful, communicative context.
Interpretive
1 Listening
(U2.19_1_1：你是北京人吗？ )
Take notes as you listen to each audio clip. Then tell whether each statement is true (T) or false (F).
True or False?
LY
1) The man is from Beijing but lives in Shanghai.
2) He is currently going to Beijing University and living on campus.
N
O
3) The woman assumes that the man knows Wang laoshi.
EW
4) Li Wen, Wang laoshi's child, is also studying at Beijing University.
5) The man is not acquainted with Li Wen, who doesn't live on campus.
I
EV
U2-C
R
(U2.19_1_2：你是不是纽约大学的学生？ )
R
FO
True or False?
1) The girl is a student in New York University.
2) She lived on campus because her home is not in New York.
3) She has a roommate who is from Guangdong, China.
4) Her roommate speaks Cantonese and English.
5) Since the girl doesn't understand Cantonese, she and her roommate
communicate in English.

67
2 Reading
Read the passage and indicate if the following statements are true (T) or false (F).
我叫刘云(Li% Y%n )，我家在上海。
我是廣东人，所以我会说廣东话，也
会说上海话和普通话。我先生是北京
人，他不会说廣东话，也不会说上海

话，所以我和他都说普通话。我们有
一个女儿，叫芳芳(F`ngfang)，上小学三
LY
年级。她有一个英文老师，是美国人，他也会说一点中文。芳芳有一
N
个同学，爸爸是中国人，妈妈是日本人，所以他日语和中文都会说。
O
I EW
EV
True or False?
1) The person lives in both Guangdong and Shanghai.

R
2) Her husband is from Beijing and speaks neither Cantonese nor Shanghainese.
R
FO
3) Her daughter is currently a college junior.
4) Her daughter is studying English with a teacher from America.
5) Her daughter's English teacher is proficient in Chinese.
6) Her daughter has a classmate, who speaks both Japanese and Chinese.

Interpersonal
3 Speaking
1) Role play:
Role A: You are traveling to Beijing, and you have just gotten off the plane at the airport. You
hand over your passport to a passport officer and answer the officer's questions.
Role B: You are a passport officer. You need to ask the person for the following information:
• Nationality
• Language skills
• Permanent residency (permanent address)
• Occupation: college student?
• What school he/she attends
LY
• Where his/her school is located (city, state)
2) Interview: Ask a Chinese international student on campus for the following information:
N
• Chinese name and English name
O
• Where he/she is from
• Size of family; whether he/she has siblings?
• Status: undergraduate or graduate student (研究生 y1nji$sh8ng); what year of college
EW

• Where he/she lives: on or off-campus, with roommates, etc.
• Language skills: which languages he/she speaks
I
(Please use an online translator to learn more country names and foreign language names in
EV
Chinese. Also find out how to say the names of common educational institutions in Chinese.)
R
Presentational
R
FO
4 Speaking
Describe to the class what you have learned about the Chinese student you interviewed.
5 Writing (Choose one of the topics)
1) Imagine you will study abroad and will stay with a Chinese family. Write a description of yourself
accompanied by a photo, which will serve as a self-introduction to the host family.
2) Write an email message to the Chinese student who will be staying with your family, providing
basic information about yourself (or your family).

69
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Advisory Board Members O

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Overview The Chinese Language P-1

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Unit 4 Money and Shopping 买东西

Unit 6 Time and Activity Schedule 时间和活动

Unit 7 Making Travel Plans 旅行计划 A1: 打算做什麼(1)

Appendix 1 Pinyin Table 250

Unit 9 Background and Experiences 谈谈经历

B 第二课 请介绍一下你的情況 B1: 我昨天给你们打过电话

Unit 10 Food and Dining 这家餐馆比别家好

Unit 11 Around the Neighborhood 谈谈社区

X © Cengage Learning Asia Pte Ltd

Unit 13 Movements and Directions 来来去去

Concluding Unit Summer Plans 暑假做什麼？ 1. 刘英的计划

Appendix 1 Pinyin Table 258

© Cengage Learning Asia Pte Ltd XI

 Disyllabic words with the neutral tone: n@men, b3ba, w6 de 一 丨 丿 丶

 9r, y~ and b& 八/入，儿/几，己/已，厂/广，

Functions & Global Tasks Core Vocabulary Grammar Culture

 Introducing yourself  Pronouns: 我，你，他，她…  Equative verbs:  Chinese names

 Asking for someone’s  Family: 爸爸，妈妈，哥哥，

Unit 2 Meeting New Friends 认识新朋友

XII 陈，刘，阿姨，叔叔，先生…  Adverb

Unit 4 Money and Shopping 买东西

 Describing how well  Prepositional phrases with 跟:

Unit 2 Meeting New Friends

Unit 4 Money and Shopping

Unit 5 Hobbies and Activities

Unit 7 Making Travel Plans

B 第二课请介绍一下你的情況 B1: 我昨天给你们打过电话

 Disyllabic words with the neutral tone: n@men, b3ba, w6 de 一丨丿丶

Step 3 Listen and Repeat

你我他她 The highest one is called the 1st tone (T1).

你的我的他的她的你们的我们的他们的

a) 我妈妈你爸爸你哥哥我姐姐他妹妹你弟弟

b) 妈妈的妈妈爸爸的爸爸妈妈的爸爸爸爸的妈妈

红凤凰黄凤凰粉红凤凰花凤凰