Huanying Volume1_sample_TXBK[1]

欢迎：中学汉语课本HUANYING An Invitation to Chinese THIS IS AN UNCORRECTED ADVANCE SAMPLE COPY, NOT TO BE REPRODUCED OR SOLD This sample includes: VOLUME 1 TEXTBOOK: Table of Contents, Preface, Unit 1 (Unit 1 consists of 5 lessons and a review lesson) Hardcover edition: ISBN 978-0-88727-662-0 Paperback edition: ISBN 978-0-88727-616-5 PUBLICATION DATE: June 1, 2008 To purchase a copy of this book, please visit www.cheng-tsui.com. To request an exam copy of this book, please write marketing@cheng-tsui.com. VOLUME 欢迎:中学汉语课本HUANYING 1 An Invitation to Chinese JIAYING HOWARD AND LANTING XU Cheng & Tsui Company BostonSAMPLE Copyright © 2009 by Jiaying Howard and Lanting Xu All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, scanning, or any information storage or retrieval system, without written permission from the publisher. 16 15 14 13 12 11 10 09 1 2 3 4 5 6 7 8 9 10 First edition 2009 Published by Cheng & Tsui Company, Inc. 25 West Street Boston, MA 02111-1213 USA Fax (617) 426-3669 www.cheng-tsui.com “Bringing Asia to the World”TM Hardcover edition: ISBN 978-0-88727-662-0 Paperback edition: ISBN 978-0-88727-616-5 Library of Congress Cataloging-in-Publication Data (((LOC DATA TK))) Illustrations by Landong Xu, Qiguang Xu and Augustine Liu Photos by Peizhi Bai, Junye Bai, Lanting Xu, Jiaying Howard and Bob Phelan Textbook design by Linda Robertson Chinese text editor: Jing Wu Because this page cannot accommodate all copyright notices, credits are listed aft er the index and constitute an extension of this copyright page. All logos and references mentioned in this textbook are used for identifi cation purposes only and are the property of their respective owners. Printed in CanadaSAMPLE iii PUBLISHER’S NOTE Demand for Chinese curricular materials at the secondary school level has never been greater, and Cheng & Tsui is pleased to off er Huanying—the fi rst comprehensive secondary-school series written by experienced Chinese teachers in North American schools and based on ACTFL National Content Standards for Foreign Language Learning. Designed specifi cally for the North American classroom, Huanying off ers a learner-centered communicative approach, a great variety of engaging activities, contemporary topics that appeal to secondary school students, a full-color textbook design, and additional resources that will reduce teacher preparation time and allow teachers to focus on teaching. Th e Cheng & Tsui Chinese Language Series is designed to publish and widely distribute quality language learning materials created by leading instructors from around the world. We welcome readers’ comments and suggestions concerning the publications in this series. Please contact the following members of our Editorial Board, in care of our Editorial Department (e-mail: editor@cheng-tsui.com). • Professor Shou-hsin Teng, Chief Editor Graduate Institute of Teaching Chinese as a Second Language National Taiwan Normal University • Professor Dana Scott Bourgerie Department of Asian and Near Eastern Languages Brigham Young University • Professor Samuel Cheung Department of Chinese Chinese University of Hong Kong • Professor Ying-che Li Department of East Asian Languages and Literatures University of Hawaii • Professor Timothy Light Department of Comparative Religion Western Michigan UniversitySAMPLE SAMPLE v CONTENTS Preface vii List of Abbreviations xiii UNIT 1 同学们和我 My Classmates and I 1.1 汉语拼音简介 A Brief Introduction of Chinese Pinyin 2 1.2 丁老师 Our Teacher 9 1.3 大卫 David 17 1.4 自我介绍 Introducing Myself 27 1.5 电话和电子邮件 Telephone and Email 39 1.6 第一单元复习 Review of Unit 1 47 UNIT 2 我的家 My Family 2.1 我家有五个人 There Are Five People in My Family 54 2.2 爸爸妈妈 Dad and Mom 65 2.3 兄弟姐妹 Siblings 73 2.4 家庭地址 Home Address 83 2.5 你是哪国人？ What Is Your Nationality? 91 2.6 第二单元复习 Review of Unit 2 101 UNIT 3 时间、日期 Time and Dates 3.1 我的生日 My Birthday 110 3.2 现在几点？ What Time Is It? 123 3.3 我的一天 My Daily Routine 131 3.4 我的课 My Classes 143 3.5 我的周末 My Weekend 151 3.6 第三单元复习 Review of Unit 3 159 SAMPLE vi CONTENTS UNIT 4 日常用品 Things We Use Every Day 4.1 这是谁的书包 Whose Backpack Is This? 168 4.2 我带书去学校 I Take Books to School 177 4.3 买文具 Buying School Supplies 185 4.4 网上词典 Online Dictionaries 193 4.5 我带滑板 I Will Take a Skateboard 203 4.6 第四单元复习 Review of Unit 4 211 UNIT 5 娱乐活动 Things We Do for Fun 5.1 看电影 Seeing a Movie 216 5.2 音乐 Music 225 5.3 电脑游戏 Computer Games 235 5.4 旅行 Travel 243 5.5 看电视 Watching TV 253 5.6 第五单元复习 Review of Unit 5 263 UNIT 6 我们生活的地方 The Places where We Live 6.1 中国的城市 Chinese Cities 268 6.2 我们的学校 Our School 281 6.3 我的房间 My Room 291 6.4 在哪儿买汉语书？ Where to Buy a Chinese Book? 301 6.5 请来参加我的晚会 Please Come to My Party 309 6.6 第六单元复习 Review of Unit 6 319 Appendix 1: Tone Changes and Pinyin Spelling Rules 325 Appendix 2: Strokes, Stroke Order, and Radicals 327 Appendix 3: Dialogues and Texts in Traditional Characters 341 Index 1: Vocabulary Index (Chinese-English) 369 Index 2: Proper Nouns Index (Chinese-English) 393 Index 3: Language Notes Index 398SAMPLE vii PREFACE Huanying: An Invitation to Chinese (欢迎：中学汉语课本) is a series of textbooks designed for secondary school students who are non-native speakers of Chinese with minimal or no background in Mandarin Chinese. Following the Standards for Foreign Language Learning developed by the American Council on the Teaching of Foreign Languages, Huanying will off er four volumes covering four years of study at the secondary school level and taking students to an intermediate-high level of language profi ciency, or the equivalent of two years of college Chinese. Each volume includes a textbook, a student workbook (in two parts, one for each semester), a teacher’s book (also in two parts, one for each semester), and audio CDs. Huanying is organized around thematic units that are essential to everyday communication. All material in each unit – vocabulary, grammar, idiomatic expressions, culture – is carefully developed with learners’ interests and real-life uses in mind, starting from selfintroductions and the student’s immediate surroundings, such as family, school, and daily life, and eventually extending to the bigger world. Students learn the vocabulary related to the theme, the grammar and idiomatic expressions they need to communicate about the theme, and the cultural information that helps to contextualize the language use. Language practice focuses on authentic communicative tasks that integrate several modalities of language skills and are intellectually engaging. Individual, pair and group activities are rooted in meaningful contexts that appeal to the interests of students and allow students to present, interpret and negotiate meanings through active communication. Each volume of Huanying is designed for an entire school year, with the assumption that there are 180 instructional hours, or one hour of language class, per day. Th ere are six units in each volume. Each unit includes fi ve lessons and one unit review lesson. Teachers may plan to use a week to study one lesson. Aft er the unit review lesson, a unit test can be given to students to assess their learning. Th e pre-prepared unit tests are in the Huanying Teacher’s Book.SAMPLE viii HUANYING Volume 1 What Is the Pedagogical Philosophy Behind Huanying? Our Goal: Communication Huanying is developed based on the belief that the purpose of learning Chinese is to communicate in Chinese accurately and appropriately. Huanying is designed to help students achieve this goal through monitored language input via sequenced and organized instruction; vigorous language practice via performance-based communicative tasks and constant reinforcement of language skills; and systematic evaluation via quizzes, unit tests, and student self-assessment. All of the above serve the purpose of helping students communicate in Chinese from the very fi rst day of class. Our Content: Incorporating the “5 C’s” Huanying refl ects the philosophy outlined by the Standards for Foreign Language Learning developed by the American Council on the Teaching of Foreign Languages (ACTFL). It strives to provide students with the necessary knowledge and skills that will enable them to be “linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad.” Huanying’s primary focus is on meaningfulness, which is the core of communication. By imbedding language input and output in communicative tasks set in a broader socio-cultural context, Huanying requires students to draw from other academic disciplines and the knowledge of their own cultures to facilitate their understanding of Chinese language and culture. Huanying also provides students with opportunities to extend their knowledge in Chinese by exploring the Chinese-speaking communities around them. Th e ultimate goal of Huanying is for students to become more aware of themselves, as well as their own language and culture, through the study of Chinese. Our Approach: Teaching for Understanding Diff erent from traditional Chinese language instructional approaches, Huanying adopts an integrated approach that promotes teaching for understanding. Instead of teaching discrete bits and pieces of language (vocabulary, sentence structures and idiomatic expressions) through repetitive drills without any meaningful context, Huanying takes a real-life communication task as its starting point. Th is holistic approach allows Huanying to teach vocabulary, grammar and cultural information not in isolation, but in context. In order to enhance accuracy in language use, language points are practiced in context. Practice of form, meaning, and function are always interwoven in the communication tasks. Th rough varied forms of SAMPLE PREFACE ix learning tasks, students learn to comprehend, use, and analyze the Chinese language. In brief, Huanying’s approach aff ords students with the opportunity to construct their own understanding of new concepts and therefore become more eff ective learners. Based on our belief in teaching for understanding, Huanying pays particular attention to topics and situations that are authentic and that appeal to students. Authenticity and relevance are motivational tools for students to become life-long learners. Our Strategy for Success: Negotiate Meaning in Context Successful language learners know how to negotiate meaning by relying on their previous knowledge, and by analyzing and discovering cues from the communicative context. Th e activities in Huanying are designed to stimulate students’ schemata, or schemes of how one perceives the world, to aid students in com prehension – getting both the main ideas and specifi c information – and to guide students step by step through some challenging tasks. Huanying also tries to convey the idea that language profi ciency cannot be achieved from word-by-word translation. Eff ective learners approach language learning by looking at the context and structure, not by putting together dictionary defi nitions. Huanying involves students in every step of the learning process. Students not only actively participate in learning activities, but also make decisions about using appropriate strategies to accomplish tasks. To help students build a tolerance for some ambiguity and risk as they explore a new language, we have purposefully made some pedagogical decisions while writing this book: 1) we do not provide English translations for the dialogues and texts in the textbook and workbook, 2) we include in the texts and activities some new words which do not interfere with students’ overall comprehension of the text/task and which are not glossed, 3) we gradually decrease the use of pinyin as learning progresses, and 4) we ask students to assess, periodically, their own learning. How Is Huanying Structured? Th e structure of Huanying can be best described by using the “3 P’s” (Presentation, Practice, Production) language instruction model as an analogy. Th e textbook focuses on presentation, and the student workbook on practice and production. As many teachers still rely on textbooks as the starting point for class organization and planning, we want to assist teachers to achieve success in their teaching. Th e textbook and workbook are derived from a carefully planned communicative curriculum, with SAMPLE x HUANYING Volume 1 corresponding goals and tasks. Th e teacher’s book is intended to make lesson preparation more effi cient for busy teachers; it contains workbook activities, answer keys, suggestions on how to facilitate a learner-centered classroom, and quizzes and unit tests. Textbooks Volume 1 of Huanying includes six units. Each unit focuses on one theme. Th ere are fi ve lessons and a review lesson in each unit, so that three units are typically covered per semester. Learning goals are clearly stated at the beginning of each unit, and students can check their progress by taking a self-assessment questionnaire at the end of the unit. A typical lesson consists of two dialogues or texts, a new word list (with simplifi ed and traditional characters, pinyin, parts of speech, and English explanations), language notes, pronunciation practice, information about Chinese culture and some knowledge-related language activities (“Extend Your Knowledge”). Units 1–3 focus on helping students master the pinyin pronunciation system and learn the basics of Chinese character writing. Each lesson in Units 1–3 contains a special pronunciation practice section, which is phased out in Units 4–6 and replaced with “A Glimpse into Chinese Culture,” containing Chinese poems, idioms, proverbs, stories, and other cultural material, both classical and contemporary. Although the material in this section continues to serve the purpose on pronunciation practice, it is also intended to expose students to Chinese culture. We have intentionally narrowed the depth and breadth of exposure at this stage of learning due to students’ limited language skills. Th e scope of cultural exposure will expand as students advance in their language profi ciency. At the end of the textbook, three indexes are provided: vocabulary, proper nouns, and language notes. Th ree helpful appendixes are included for students’ easy reference: an appendix of strokes, stroke order, and radicals; an appendix of pinyin tone changes and spelling rules; and an appendix of dialogues and texts in traditional characters, designed for students who would like to learn traditional Chinese characters alongside simplifi ed ones. Workbooks Th e workbook contains a wealth of communicative, ready-to use language activities, and is divided into two parts: Volume 1 Part 1 for the fi rst semester, and Volume 1 Part 2 for the second semester. For each lesson, the workbook has two types of language practice: listening practice and integrated language practice. Th e Huanying Volume 1 Workbook for fi rst-year students contains an additional third section, Chinese character practice, designed to help students master the writing of Chinese characters. SAMPLE PREFACE xi Listening Practice involves two or more skills – usually listening/reading, listening/writing, listening/speaking, etc. It is separated from Integrated Language Practice because students will need the accompanying CD to complete these activities. Language practice comes in a variety of communicative activities, such as interviews, bingo, board games, role-play, and more. Students will benefi t from this hands-on format that lets them use diff erent language skills simultaneously (for example, interviewing a classmate while taking notes and fi lling out a chart in the workbook). Teachers will benefi t because all of the activities are presented in a convenient, ready-to-use format—students do all activities directly in their workbooks and no photocopying of other materials is needed. Teacher’s Books Th e teachers’ book includes copies of all the student workbook activities with answer keys, together with “Notes to the Teacher” in both simplifi ed Chinese and English that help teachers eff ectively conduct the activities and facilitate a communicative classroom environment. Additional information at the front of the book includes general tips on lesson planning and classroom management, and an overview chart of content covered in the course. Th e appendix contains quizzes and unit tests (with keys). Two quizzes are provided for every lesson: one is a vocabulary quiz that can be given at the beginning of the lesson and the other is a general quiz that can be given at the end of the lesson. Preparing for quizzes and tests is made simple for teachers – just photocopy them. We hope that Huanying will introduce secondary school students to Chinese language and culture. Learning a foreign language opens up a new world for exploration, and the new world welcomes (huanying) young adventurers. Acknowledgments First of all, we would like to thank Ron and Ken for their support and understanding when we spend more time with Huanying than with them. Without them, Huanying would be impossible. We wish to thank our illustrators Qiguang Xu, Landong Xu and Augustine Liu for creating wonderful line art to suit our special instructional needs. Many thanks also go to Peizhi Bai and Bob Phelan for giving us the permission to use their photographs. We would also like to thank the foreign language teachers at Bellarmine College Preparatory for sharing their best practices over the years. Th eir professional support and SAMPLE xii HUANYING Volume 1 encouragement are invaluable to the compilation of this textbook series. Our gratitude also goes to the Chinese language students at Bellarmine College Preparatory. Th eir unique perspectives and insightful comments serve as a constant reminder that this textbook series are designed for them and that the successful implementation of the curriculum relies by and large by their involvements. Last, but not least, we would like to thank Ms. Jill Cheng and Ms. Kristen Wanner at Cheng & Tsui for their meticulous reading of our manuscripts and the suggestions and comments they made to make Huanying a better series.SAMPLE xiii ABBREVIATIONS OF PARTS OF SPEECH Abbreviation Part of speech adj. adjective adv. adverb aux.w. auxiliary word det. determiner o.v. optative verb par. particle p.n. proper noun prep. preposition pron. pronoun n. noun s.p. set phrase v. verb v.c. verb plus complement v.o. verb plus objectSAMPLE COPYRIGHT PAGE UNIT 1 • Lesson 1 1 第一单元: 同学们和我UNIT 1 My Classmates and I LEARNING GOALS OF UNIT 1 By the end of this unit, you will learn: • The Chinese sound system – Hanyu Pinyin • The rules for writing Chinese characters • How to read and write 80 commonly used Chinese characters • Some basic Chinese grammar structures used to form simple sentences (word order, positive statements, negative statements, tag questions, yes/no questions, questions with interrogative pronouns, possessive pronouns) • Some set phrases for everyday communication • Numbers 0–10 Your knowledge will enable you to: • Pronounce Chinese words using pinyin • Write Chinese characters by following the basic rules of stroke order • Greet people • Introduce yourself briefl y to other people • Exchange simple personal information, such as the place where you live, your telephone number and email addressSAMPLE 2 HUANYING Volume 1 汉语拼音简介A Brief Introduction to Chinese Pinyin 1.1 In this book we introduce the Hanyu Pinyin (汉语拼音) romanization system as a method for pronouncing Chinese characters. Pinyin is a way to transliterate the pronunciation of Chinese characters using Latin letters. We will be teaching modern Mandarin Chinese, which is the offi cial language spoken in the People’s Republic of China, Taiwan, Malaysia and Singapore. Th e fi rst recorded attempt of using the Latin letters to denote the sound of Mandarin was made by Mateo Ricci and his fellow Jesuit Nicolas Trigault in the seventeenth Century1. Since then several romanization systems for Chinese characters have been developed; among which the most popular are the Wade-Giles system, the Yale system, Phonetic Symbols 注音符号, also called BoPoMoFo) and Hanyu Pinyin. Th e Hanyu Pinyin system was fi rst adopted by the government of the People’s Republic of China in 1958. In 1982, the International Organization for Standardization also adopted Hanyu Pinyin as the standard romanization system for modern Chinese. In recent years the Pinyin system has gained popularity among students and scholars who study the Chinese language, thanks to the convenience of pinyin as an input method for Chinese wordprocessing. Currently, besides the People’s Republic of China, the Pinyin system is also used by Singapore, the Library of Congress, the American Library Association, and most international institutions. How to Pronounce Chinese Using Pinyin In the Pinyin system, the pronunciation of each Chinese character in Mandarin is transliterated into a pinyin syllable, which contains a combination of consonants and vowels using the 26 most common letters in the Latin alphabet. For example, the character 中, meaning “center,” is transliterated into “zhong.” Since this character is pronounced in the fi rst tone, a 1 Mateo Ricci (1552–1610), an Italian Jesuit and the founder of the Jesuit mission to China. In his 1605 publication entitled 《西字奇迹》(Th e Wonders of the Western Words) he introduced a system of denoting Chinese pronunciation using the Latin alphabet. Th is system was further improved by the French Jesuit Nicolas Trigault (1577–1629) and was published in 1626 in his《西儒耳目资》(Aid to the Eyes and Ears of Western Literati).SAMPLE UNIT 1 • Lesson 1 3 horizontal tone mark is also added on top of the vowel “o” to indicate the tone of this syllable: “zhōng.” A pinyin syllable for each character, therefore, consists of three elements: a consonant called the “initial,” a vowel called the “fi nal,” and a tone mark. Th e tone marks are placed over a vowel. For example: hàn yŭ pīn yīn 汉语拼 音1. 声母 Initials Th ere are 21 initials in Pinyin, not including y and w. Th e letters y and w are placed in parentheses in the table below, because they function as initials when the fi nals i, u, and ü do not have any initial before them. For example, iĕ becomes yĕ, ú becomes wú, and ü´ becomes yú. Chinese Initials b d g j zh z (y) p t k q ch c (w) m n h x sh s f l r 2. 韵母 Finals Pinyin has 36 fi nals. Th e fi nals take one of three forms: (1) a simple fi nal (such as à in pà), (2) a compound fi nal (such as ǎo in hǎo), or (3) a vowel and an ending (such as ān in pān). Th e simple fi nals are spelled the same as the fi ve vowels in the English alphabet (a, e, i, o, u) plus ü. Th e compound fi nals consist of two or more vowels. Th e fi nals that have ending consonants consist of one or two vowels plus n, ng, or r. In the table below, the fi nals are arranged into rows depending on whether the fi rst (or only) sound in the fi nal is i, u, or ü.SAMPLE 4 HUANYING Volume 1 Chinese Finals i (y)* u (w)* ü a ia ua o uo e(-e)* ie üe ai uai ei ui (uei)* ao iao ou iu (iou)* an ian uan üan en in un ün ang iang uang eng ing ueng ong iong er *Th e fi nals in parentheses indicate the actual pronunciation.SAMPLE UNIT 1 • Lesson 1 5 3. 拼音拼写规则 Pinyin Spelling Rules While most Mandarin words can be simply spelled out by combining an initial, a fi nal, and a tone mark, there are some special cases where minor changes to the spelling of either the initial or the fi nal must be made. When you compare the chart of Chinese fi nals above with pinyin words in print, you will see that their spellings sometimes diff er; this is the result of special spelling rules at work. Th ese special cases are outlined as follows: • When i appears at the beginning of a syllable, i is written as y. For example: ya, yao, ye, you, yan, yin, yang, ying, yong. • When u appears at the beginning of a syllable, u is written as w. For example: wa, wo, wai, wei, wan, wen, wang, and weng. • When ü appears at the beginning of a syllable, a y is added before ü, and ü is written as a regular u. • When j, q, and x are followed by ü, üe, üan, and ün, the ü is written as a regular u so that there will not be ambiguities in pronunciation. • When b, p, m, and f are combined with the fi nal uo, the u is dropped. For example: bo, po, mo, and fo. By now it might seem that there are too many rules to remember in using pinyin. Don’t be discouraged! Th ese rules will quickly become second nature as you learn the pinyin system, and you don’t need to commit all the rules to memory right now. 4. 声调和声调符号Tones and Tone Marks Th ere are fi ve basic tones in modern Mandarin, namely, the fi rst tone (the fl at tone), the second tone (the rising tone), the third tone (the dip and rise tone), the fourth tone (the down tone) and the neutral tone. When a syllable is not stressed and does not have a tone mark above the fi nal, it is known as the neutral tone. For example: bàba, māma, háizi. Th e neutral tone cannot be pronounced alone and always follows a stressed tone. Th e tones are indicated by these four diff erent tone marks:SAMPLE 6 HUANYING Volume 1 Tone name Tone mark Example 1st tone ¯ mā, yī, fēi, tāng 2nd tone ´ má, yì, féi, tang 3rd tone ˇ mǎ, yõ ̌, fěi, tǎng 4th tone ` mà, yì, fèi, tàng neutral tone none māma, nǎinai, jiějie, mèimei Th e following diagram shows the pitch ranges of the four tones: 1st tone uses a high pitch, 2nd tone starts with a middle pitch and ends with a high pitch, 3rd tone starts with a lower-middle pitch and ends with a mid-high pitch, and 4th tone travels from a high pitch to a low pitch. Tones and Their Pitch Ranges 5. High pitch 4. Mid-high 3. Middle pitch 2. Mid-low pitch 1. Low pitch Th e tone mark is always placed above a vowel. Th e rules for determining on which vowel the tone mark appears are as follows: • If there is more than one vowel and the fi rst vowel is i, u, or ü, then the tone mark appears on the second vowel. For example: huà, jiē, niú. • In all other cases, the tone mark appears on the fi rst vowel. For example: hǎo, bèi, lóu. • Th ese rules do not apply to y and w, which are not considered vowels. For example: yuè, wǒ, yǔ.SAMPLE UNIT 1 • Lesson 1 7 你知道吗？ Do you know? Mandarin is referred to as 普通话(Pǔtōnghuà, “Common Language”) in the People’s Republic of China, 国语(Guóyǔ, “National Language”) in Taiwan, 华语(Huáyǔ, the Language of the Cultural China) in many overseas Chinese communities, and Mandarin in the West. It is the offi cial spoken language in the People’s Republic of China, the Republic of China (Taiwan), Malaysia, and Singapore. Chinese is spoken by one-quarter of the world’s population, and in the United States, it is the language of the second-largest group of non-English speakers, aft er only Spanish. Because of the increasing popularity of Chinese as a foreign language, in 2007 Mandarin Chinese was off ered for the fi rst time as an Advanced Placement (AP®) course by the College Board in the United States. Th e Advanced Placement course in Mandarin is called “the AP® Chinese Language and Culture” course, and leads up to an exam that, if you pass, will allow you to place out of beginning college-level Chinese. 课堂用语 Classroom Expressions 听我说。Tīng wǒ shuō. Listen to me. 跟我说。Gēn wǒ shuō. Repeat aft er me. 请你说。Qõň g nõ ̌ shuō. You say it, please.SAMPLE SAMPLE UNIT 1 • Lesson 2 9 In this book, you will meet several people who are studying Chinese along with you. Here are the three people you’ll meet fi rst: Maria, Tom, and their Chinese teacher, Ms. Ding. Maria and Tom, who are both from the United States, are students at the Shanghai International School in China. 对话一Dialogue 1 (It is the fi rst day of school. Maria Rossini goes to her Chinese class.) 丁老师Our Teacher 1.2 Dīng Lǎoshī 丁老师Mǎlìyà 玛丽娅Tāngmǔ 汤姆Dīng Lÿaoshī: Nÿõ hǎo! Wǒ shì Dīng Lǎoshī. Ní ne? 丁老师： 你 好！我 是 丁 老师。你 呢？ Maÿlìyà: Nín hǎo! Wǒ shì Mǎlìyà. 玛丽娅： 您好！我 是 玛丽娅。Dīng Lÿaoshī: Nÿõ hǎo! Wǒ shì Dīng Lǎoshī. 丁老师： 你 好！我 是 丁 老师。Tāngmǔ: Nín hǎo! Wǒ shì Tāngmǔ. 汤姆： 您 好！ 我 是 汤姆。对话二Dialogue 2 (Th e class is over.) Dīng Laÿoshī: Zàijiàn. 丁老师： 再见。Maÿlìyà: Zàijiàn. 玛丽娅： 再见。SAMPLE 10 HUANYING Volume 1 生词New Words Simplifi ed Traditional Pinyin Part of Speech English 1. 你ní pron. you 2. 好hǎo adj. well, good, fi ne 3. 我wǒ pron. I, me 4. 是shì v. am, are, is (to be) 5. 老师 老師* lǎoshī n. teacher 6. 呢ne aux.w. a modal particle used in a tag question (see Language Note 2) 7. 您nín pron. you (respectful form) 8. 再见再見zàijiàn s.p. good bye Proper Nouns 9. 丁Dīng p.n. a Chinese surname 10. 玛丽娅瑪麗婭Mǎlìyà p.n. Maria 11. 汤姆湯姆Tāngmǔ p.n. Tom 语言注释Language Notes 1. Basic word order of a Chinese sentence Th e word order of modern Chinese is rather fi xed. A sentence usually begins with a noun or pronoun as the “subject,” followed by a predicate, which can be in the form of a verb, a verbal phrase or an adjective. *Th ere are two forms of characters in written Chinese—simplifi ed form and traditional form. In this book, we primarily use simplifi ed characters. Most of the simplifi ed and traditional characters are the same. If there is a diff erence, the traditional version is shown in the second column. See p. 14) for more information about the diff erences between simplifi ed and traditional characters.SAMPLE UNIT 1 • Lesson 2 11 Subject (Noun/Pronoun) Predicate (Adjective/Verb/Verbal phrase) 你好! 您好! 我是 丁老师。2. Tag questions using 呢？ (how/what about …?) 呢can be used to form a special type of question called a “tag question.” It is usually used when the second speaker asks the same question that the fi rst speaker has just asked. It is similar to saying “What about you” or “And you?” in English. 汤姆： 你好！我是汤姆。你呢？ Hi, I’m Tom. What about you? 玛丽娅： 你好！我是玛丽娅。Hi, I’m Maria. 3. How to address someone in Chinese Th e Chinese address each other much more formally than in the West. It is customary in China to address people whom you’ve just met using their formal titles, such as “Director Li” or “Professor Wang.” If a professional title isn’t known, people address each other using a generic title such as “Mr. Wang” (王先生Wáng Xiānsheng) or “Ms. Li” (李小姐, Lõ ̌ Xiǎojiě). Children are never allowed to address adults by their fi rst name. Instead, they will call the adults of their parent’s age “Uncle Li” (李叔叔, Lõ ̌ Shūshu) or “Auntie Wang” (王阿姨, Wáng Āyí), etc. To address someone in Chinese, add the person’s title aft er his/her last name. For example: Surname Title English meaning 丁老师Teacher Ding 汤叔叔Uncle Tang 王阿姨Auntie WangSAMPLE 12 HUANYING Volume 1 4. Grouping pinyin syllables into words In Dialogues 1 and 2, did you notice that some pinyin words like “Dīng” contain one syllable, while other pinyin words like “Lǎoshī” contain two or more syllables? Th e Basic Rules for Hanyu Pinyin Orthography《汉语拼音正词法基本规则》2 published by the Chinese government specifi es 36 rules regarding the standards in pinyin spelling. In general, when a Chinese word (词) that represents an independent meaning contains more than one character, this word should be transliterated as one multi-syllable word in pinyin. For example, the word 学生, meaning “student,” should be written in pinyin as “xuésheng,” instead of “xué sheng.” In the Pinyin system, proper nouns are capitalized, and the fi rst letter of the fi rst word in a sentence should be capitalized. 5. Special tone rules Th ere are some special rules for pronouncing Chinese words. In our text, 你好is written as “nõ ̌ hǎo” but pronounced as “ní hǎo.” Th is is because when two or more 3rd tones come one aft er another, the fi rst 3rd tone will be pronounced as a 2nd tone. Th e last 3rd tone will always be pronounced as a 3rd tone. For example: nõ ̌ hǎo (pronounced as ní hǎo) yě hěn hǎo (pronounced as yé hén hǎo) When you listen to the audio recording of the text, pay attention to the tone change when the speaker pronounces 你好. In this textbook, we will write these words with their proper tone marks; you should be sure to adjust your pronunciation when you see two third tones in a row. 《2 中文拼音正词法基本规则》(Basic Rules for Hanyu Pinyin Orthography), published and adopted by the Bureau of National Standardization of the People’s Republic of China, 1996. See http://www.pinyin.info/for more information. SAMPLE UNIT 1 • Lesson 2 13 An Introduction to Chinese Characters (Part 1) 1. The Evolution of the Chinese Written Script Th e Chinese written script, also known as “Chinese characters,” has enjoyed a long and continuous history of evolution. Th e earliest examples of Chinese writing consist of inscriptions on oracle bones, oft en made of turtle shells or cow’s shoulder blades. Th ese inscriptions, dated to the late Shang Dynasty (ca. 1700–1027 BC), are called Oracle Bone Inscriptions (甲骨文, jiǎgǔwén) and were used for divination. Th e second stage of the evolution of Chinese characters is represented by the inscriptions on ritual bronze vessels, dated from late Shang to Western Zhou Dynasty (ca. 1027–771 BC). Th e standardized Chinese writing script, the modern form of which is still in use today, evolved during the Qin Dynasty (221–207 BC) as the fi rst Emperor of China, Qin Shihuang, attempted to establish the fi rst unifi ed empire. Since then many calligraphic styles for writing Chinese characters have been developed. Indeed, these styles have become an art in itself, practiced by the educated class. Here are some of the most popular calligraphic styles, used to write the character 马(mǎ, horse). 2. Strokes of a Character Chinese characters are written following certain rules and in a certain order. Each Chinese character consists of one or more strokes. A few characters can contain as many as 30 strokes, but most contain fewer than 15 strokes. A stroke can be defi ned as a line/dot that you write in a single brush movement. Th e following is a list of the basic character strokes: Examples: 认 不 中 人 大 冰 口 了 刻 饭 也 我oracle bone small seal clerical standard grass simplifi ed script script script script script script ca. 1400-1200BC 221-207BC |______ 207BC-220AD ______| 1958 Oracle bone inscriptions.SAMPLE 14 HUANYING Volume 1 3. Stroke Order3 Th e strokes of Chinese characters must be written in a certain order. Here are the basic rules for writing characters in the correct order. Rule Example Left before right 一Top before bottom 三 Top to down 川 Horizontal stroke before intersecting vertical stroke 十Left -slanted stroke before right-slanted stroke 八Left vertical stroke (usually) before top horizontal stroke 口Horizontal “support stroke” last 生Center stroke before wings 水Left -falling stroke before right-falling stroke 文(Diagonal right-to-left before left -to-right) Outside before inside 向Bottom enclosing strokes last 国Minor strokes (oft en) last 戈4. Character Simplifi cation Th ere are two character sets, or ways to write Chinese characters, in use today. One is called “simplifi ed characters” and the other is called “traditional characters.” In an attempt to eradicate illiteracy, the government of the People’s Republic of China began to develop the simplifi ed character set in the 1950s. Th e fi rst list of standard simplifi ed characters was 3 For an animated illustration of the stroke orders in Chinese, please go to the following web link: http://en.wikipedia. org/wiki/Stroke_order#Basic_rules_of_stroke_order. If you would like to see the stroke orders of each character that you are learning, here’s a fantastic website: http://online.eon.com.hk/.SAMPLE UNIT 1 • Lesson 2 15 announced in 1956. Th is list was later revised and expanded into a total of over 2,000 simplifi ed characters. Characters can be simplifi ed in a number of ways. One way to simplify a character is to abbreviate some or all of the strokes (these abbreviations were oft en used in diff erent calligraphic styles of handwriting prior to the development of simplifi ed characters): 馬 马見 见Another way to simplify a character is to retain only one part of the traditional character: 開 开號 号Th ere are other ways to simplify characters, many of which are a continuation of a simplifi cation process that has been present throughout China’s literary history. Today, the People’s Republic of China, along with Singapore and Malaysia, use simplifi ed Chinese characters, while Hong Kong, Macau, and Taiwan continue to use traditional Chinese characters. 你知道吗？ Do you know? There are about 3,500 most commonly used characters in Chinese.4 As for total number of characters,《康熙辞典》(Kāngxī Cídiǎn, Th e Kangxi Dictionary), one of the most authoritative Chinese dictionaries published in the Qing Dynasty (1644–1911), collected 46,964 characters; while《汉语大字典》(Hànyǔ Dàzìdiǎn, Th e Dictionary of Chinese Characters) during the 1980s in the People’s Republic of China listed over 56,000 individual characters. In general, upon completion of nine years of compulsory education in China, a Chinese student should know all 3,500 of the most commonly used characters, and a graduate of a four-year university should know about 4,000–5,000 characters. Students of Chinese as a foreign language can begin to read Chinese newspapers, with the help of a dictionary, if they know about 1,200–1,500 of the most commonly used characters. 《4 现代汉语常用字表》(Xiàndài Hànyǔ Chángyòngzì Biǎo, Th e Most Commonly Used Characters in Modern Chinese), compiled by the National Language Committee and the National Education Committee of the People’s Republic of China, 1987.SAMPLE 16 HUANYING Volume 1 发音练习PRONUNCIATION PRACTICE 1. Read aloud the following syllables after your teacher and concentrate on pronouncing each of the four tones correctly. First tone: Imagine that you are tuning your music instrument to the A note (“la” on the “do-re-mi” scale). What sound do you hear? Keep that sound in mind when you pronounce the fi rst tone. bō bān bāng bēn mēng miē mī miāo zhī zhā zhē zhūn chāng chōng chuāi chōu Second tone: Try to say “What?” in English. What would you do? Most likely you would raise the tone. Now keep that sound in mind as you pronounce the second tone in Chinese. wó hú háo wén wánr shéi shén zán bó páng mián néng wán cóng sú zháo Th ird tone: Try to produce the third tone by lowering your head. Th e pressure on the vocal cord will force you to produce a perfect third tone in Chinese. săn sŏng sŭn shăng chăng chŏng chŭn chuăi wŏ wĕn wăn wăng yĭng yăn xĭng yŏng Fourth tone: Some people call it the “angry tone,” because the fourth tone in Chinese, in terms of the intonation, is similar to “No!” in English. pàn pàng pò pèng nòng niàng nàn nù lù luò luàn liàn ràng rèn ròu rù 课堂用语Classroom Expressions 汉语怎么说…? Hànyǔ zěnme shuō ? How do you say … in Chinese? 对不对？ Duì bù duì? Is it correct? 对了。Duì le. Correct. 不对。Bù duì. Incorrect.SAMPLE UNIT 1 • Lesson 3 17 对话一Dialogue 1 (Maria greets Tom.) Mÿalìyà: Nÿõ hǎo ma, Tāngmǔ? 玛丽娅： 你 好 吗，汤姆？ Tāngmǔ: Hěn hǎo, xièxie. Nÿõ ne? 汤姆： 很 好，谢谢。你 呢？ Nÿõ zěnmeyàng? 你 怎么样？ Mÿalìyà: Wÿo yě tÿõnghǎode. 玛丽娅： 我 也 挺好的。对话二Dialogue 2 (Tom introduces David to Maria. David is an international student who comes from France.) Tāngmǔ: (To Maria) Āi, Mǎlìyà, nÿõmen rènshi ma? 汤姆： 唉，玛丽娅，你们认识吗？ Zhè shì Dàwèi. Tā yě shì woÿmen bān de xuésheng. 这是大卫。他也是我们班的学生。(To David) Zhè shì woÿ de péngyou Mǎlìyà 这是我的朋友玛丽娅。Mÿalìyà: Nÿõ hǎo, Dàwèi 玛丽娅： 你好， 大卫！ Dàwèi: Nÿõ hǎo, Malìyà! 大卫: 你好， 玛丽娅！ 大卫David 1.3 Dàwèi 大卫SAMPLE 18 HUANYING Volume 1 生词New Words Simplifi ed Traditional Pinyin Part of Speech English 1. 吗 嗎ma aux.w. a modal particle used in a question (see Language Note 1) 2. 很 hěn adv. very 3. 谢谢 謝謝xièxie s.p. thank you, thanks 4. 怎么样 怎麽樣zěnmeyàng s.p. how (is it) ? 5. 也 yě adv. also 6. 挺…的 tĭngde s.p. quite… 7. 唉 āi aux.w. hey 8. 你们 你們nĭmen pron. you (plural) 9. 认识 認識rènshi v. know (to recognize) 10. 这 這zhè pron. this 11. 他 tā pron. he/him 12. 我们 我們wŏmen pron. we, us 13. 班 bān n. class (a group of students meeting regularly in a course) 14. 的 de aux.w. a possessive particle (see Language Note 3) 15. 学生 學生xuésheng n. student 16. 朋友 péngyou n. friend Proper Noun 17. 大卫 大衛Dàwèi p.n. DavidSAMPLE UNIT 1 • Lesson 3 19 语言注释Language Notes 1. Asking a yes/no question To form a yes/no question, simply add 吗to the end of a sentence. For example: 我是丁老师。 I am Teacher Ding. A 你是丁老师吗？ Are you Teacher Ding? 他是大卫。 He is David. A 他是大卫吗？ Is he David? 2. Basic word order of a Chinese sentence (continued from 1.2) When the predicate—either a verb or an adjective—of a sentence takes a modifi er such as an adverb, a time word, or a place word, the modifi er should precede the verb or the adjective. See the examples below: Subject (Noun/pronoun) Predicate (Modifi ers+Adj./verb/verbal phrase) 我 也 挺好的。这 是我的朋友，玛丽娅。3. Personal pronouns and possessive pronouns Personal pronouns in Chinese do not vary between subject and object forms, as is the case in English where you say “I” as a subject but “me” as an object. For example, you can use the same word 我as both the subject (“I”) and as the object (“me”) of a sentence. Th e possessive pronouns in Chinese can be formed simply by adding the possessive particle 的aft er the pronoun. Following is a table that lists all the personal pronouns and possessive pronouns:SAMPLE 20 HUANYING Volume 1 Singular Plural Subject Object Possessive Subject Object Possessive form form pronoun form form pronoun 我 我 我的我们 我们 我们的你你你的你们 你们 你们的您您您的你们 你们 你们的他他他的他们 他们 他们的她她她的她们 她们 她们的When a possessive pronoun (我的、你的、他的…) is used to modify a noun that indicates a close personal relationship, the 的in the possessive pronoun can be dropped. For example: 我的朋友 A 我朋友 (my friend) 你的爸爸 A 你爸爸 (your dad) 他们的老师 A 他们老师 (their teacher) 4. Sentences used in introductions When introducing somebody to others, use “这是……” instead of “他是……”: 玛丽娅，这是大卫。大卫，这是我的朋友，汤姆。When introducing somebody to others in a more formal setting, use “这位是……” (zhè wèi shì…) 玛丽娅，这位是丁老师。5. The use of 你好and 谢谢In the past, many Chinese lived in the same village or neighborhood for many years or even generations. People knew each other very well and their relationships were quite close. Since everyone was living in an extended “family,” their interactions were quite informal. Greetings and niceties like 你好(hello) and 谢谢(thank you) were considered too formal among family members, releatives, friends and close neighbors. Th e Chinese would oft en greet each SAMPLE UNIT 1 • Lesson 3 21 other with phrases like 吃了吗？ (chī le ma, Have you eaten?); 去哪儿？ (qù nǎr, Where are you going?); 出去啊？ (chū qù a, Are you going out?); and 下班啦？ (xià bān la, You’re off work?). When they received a favor from their friends or neighbors, they didn’t need to say 谢谢, as they oft en helped their friends as well. As an old Chinese saying goes, 朋友之间不言谢(péngyǒu zhījiān bù yán xiè, “Th ere is no need to say thank you among friends”). Th is old custom, however, is fast becoming a thing of the past. Due to large-scale urbanization, people from diff erent regions are now living in the same city and working together. Th eir relationships have also become more distant and formal. Th ese days, it is very common to greet other people by saying 你好. When you help a stranger, you are likely to hear 谢谢. 你好has become the most prevalent greeting in Chinese cities. Casual acquaintances may greet each other by saying 你好. If you call a business, you are most likely to be greeted by 你好. 你好is now widely used even among good friends, particularly among the younger generation. Th ere are hundreds and thousands of ways to greet in China, and 你好is the most appropriate way. An Introduction to Chinese Characters (Part 2) Radicals of Chinese Characters A radical is the semantic element (the part bearing the meaning) of a Chinese character. Most Chinese characters are composed of several parts, with one or more parts indicating meaning, and one or more parts indicating sound. Th e word “radical” (bùshǒu,部首) literally means “section header.” In a Chinese dictionary, all characters that are associated with a given “radical” are listed under it. Th erefore, studying radicals will not only help you to understand the meaning of characters, but also help you to use Chinese dictionaries. For example, in the character 妈, the left part 女(woman) gives a clue as to the character’s meaning and the right portion 马(mǎ) bears the approximate pronunciation. When using a dictionary to look up the character 妈, we have to start with the radical 女. Th e following are some frequently-used radicals from characters that we have learned so far. See Appendix 2 for a complete list of Chinese radicals.SAMPLE 22 HUANYING Volume 1 Radical Meaning Example 亻 people 你，他，们you, he, plural (for people) 口mouth 吗，呢，吃，喝(modal particle) , (modal particle), eat, drink 女woman 妈，好mother, good 宀house 家family/home 足foot 路road 讠language/talk 请，谢，认识，语invite, thanks, know, language 氵water 海，港，汤ocean, seaport, soup SAMPLE UNIT 1 • Lesson 3 23 你知道吗？ Do you know? About 90 percent of characters used in modern Chinese can be described as “phono-semantic,” which means that one part of a character indicates its meaning, and another part indicates its sound. Th e method of categorizing Chinese characters was developed by Xu Shen (许慎, 59-147 AD). In his《说文解字》(shuōwén jiězì, Th e Lexicography of Chinese Characters), he lists Chinese characters in six categories: 1. Pictographs (象形xiàngxíng), as in the character 日(rì) meaning “sun.” Th e character (日) visually resembles the sun. 2. Simple indicatives (指事zhõš hì), as in the character 上(shàng) meaning “up” or “top.” Th e character (上) itself indicates the idea of “up.” 3. Compound indicatives (会意huìyì), as in the character 林(lín) meaning “forest.” In the character (林), two trees are joined to indicate a forest. 4. Phono-semantic compound characters (形声xíngshēng), as in the character 提(tí) meaning, among other things, to carry, lift , raise, promote, or bring up [an issue]. Th e left part of this character (扌, the hand radical) indicates the meaning, while the right part (是) indicates the pronunciation. 5. Borrowed characters (假借jiǎjiè), as in the character 東(dōng) meaning “east.” originally depicted a bundle tied on both ends but was borrowed to refer to “east.” 6. Derived characters (转注 zhuǎnzhù), as in the characters 老(lǎo) and 考(kǎo). Th ese two characters have a similar etymological root but diff erent pronunciations and diff erent meanings. Learning to write Chinese characters.SAMPLE 24 HUANYING Volume 1 发音练习PRONUNCIATION PRACTICE 1. Read the following names of major Chinese tourist cities after your teacher. How many can you identify on the map? Běijīng Shànghǎi Chóngqìng Guǎngzhōu Dàlián Qūfù Xīān Luòyáng Dàtóng Nánjīng Sūzhōu Hángzhōu Wǔhàn Chángshā Guìyáng Kūnmíng Lāsà Xiānggǎng Shěnyáng Hāěrbīn Hūhéhàotè Wūlǔmùqí Lánzhōu Xīníng Nánníng Guìlín Hǎikǒu NánchāngSAMPLE UNIT 1 • Lesson 3 25 2. Read the names of the provinces and autonomous regions in China after your teacher. How many can you locate on the map? Běijīng Shànghǎi Chóngqìng Tiānjīn Hēilóngjiāng Nèiměnggǔ Jílín Liáoníng Héběi Hénán Shāndōng Shānxī Qīnghǎi Gānsù Shǎnxī Xīnjiāng Húnán Húběi Jiāngsū Ānhuī Zhèjiāng Jiāngxī Fújiàn Guǎngdōng Guǎngxī Hǎinán Guìzhōu Yúnnán Sìchuān Xīzàng Níngxià Táiwān Àomén XiānggǎngSAMPLE 26 HUANYING Volume 1 学无止境 EXTEND YOUR KNOWLEDGE Choose one of the two research topics below. 1. Research one of the cities listed on page 24 and fi nd out what famous historical or scenic sites are located in this city. Share the results with your classmates. 2. Research the administrative structure of the People’s Republic of China and write down the answers to the following questions: A. How many provinces, autonomous regions, municipalities and special administrative districts are there in China? B. Use diff erent colors to indicate on the map on page 25 the municipalities, special administrative districts and the autonomous regions in China. C. Discuss your results with your classmates. 你知道吗？ Do you know? T here is no strict gender etiquette in China when it comes to introductions. One does not need to introduce a woman before a man. However, there is a rather strict rule that, in a formal social setting, one should fi rst introduce the person who holds a position of seniority, either in social status or in age. When the Chinese meet each other for the fi rst time in business settings or on relatively formal social occasions, it is customary for people to exchange business cards. When presenting or receiving a business card, one should hold the card with both hands. Aft er receiving a business card, one should put the card carefully in a business card holder. It is considered impolite to casually stuff the card into one’s wallet or pocket. 课堂用语Classroom Expressions 懂了吗？ Dǒng le ma? (Do you) understand? 懂了。Dǒng le. (I) understand. 不懂。Bù dǒng. (I) don’t understand.SAMPLE UNIT 1 • Lesson 4 27 对话一Dialogue 1 (Maria meets Kelly at a lunch table. Kelly is an international student who comes from the United States.) Mǎlìyà: Nÿõ hǎo! Wÿo jiào Mǎlìyà. 玛丽娅： 你 好！ 我 叫 玛丽娅。Nÿõ jiào shénme míngzi? 你 叫 什么 名字？ Kǎilì: Nÿõ hǎo! Wÿo jiào Kǎilì, 凯丽: 你 好！ 我 叫 凯丽， woÿ xìng Sītǎnnà. 我 姓 斯坦纳。Mǎlìyà: Nÿõ jiā zhù zài Shànghǎi ma? 玛丽娅： 你 家 住 在 上海 吗？ Kǎilì: Bù, woÿ jiā zhù zài Hángzhōu. 凯丽： 不， 我 家 住 在 杭州。Nÿõ jiā zhù zài nǎr? 你 家 住 在 哪儿？ Mǎlìyà: Woÿ jiā zhù zài Shànghǎi. 玛丽娅： 我 家 住 在 上海。自我介绍Introducing Myself 1.4 Kǎilì 凯丽SAMPLE 28 HUANYING Volume 1 对话二Dialogue 2 (Th e people in Maria’s class are introducing themselves.) Mǎlìyà: Nÿõmen hǎo! Wǒ jiào Mǎlìyà, xìng Luóxīní. 玛丽娅： 你们 好！ 我 叫 玛丽娅， 姓 罗西尼。Wǒ jiā zhù zài Shànghǎi. Wǒ xuéxí Hànyǔ. 我 家 住 在 上海。 我 学习 汉语。Tāngmǔ: Dàjiā hǎo! Wǒ xìng Wáng, jiào Tāngmǔ. Wǒ jiā 汤姆： 大家 好！我 姓 王，叫 汤姆。我 家yě zhù zài Shànghǎi. 也 住 在 上海。Dàwèi: Wǒ jiào Dàwèi Gélín. Wǒ jiā bù zhù 大卫： 我 叫 大卫 格林。我 家 不 住zài Shànghǎi. Wǒ jiā zhù zài Xiānggǎng. Wǒ 在 上海。我 家 住 在 香港。 我yě xuéxí Hànyǔ. 也 学习 汉语。杭州上海SAMPLE UNIT 1 • Lesson 4 29 生词New Words Simplifi ed Traditional Pinyin Part of Speech English 1. 叫 jiào v. given name is, full name is 2. 什么 甚麽shénme pron. what 3. 名字 míngzi n. name 4. 姓 xìng n./v. n. surname; v. surname is 5. 家 jiā n. family 6. 住 zhù v. live 7. 在 zài prep. in, at 8. 不 bù adv. no, not 9. 哪儿 哪兒nǎr pron. where 10. 学习 學習xuéxí v. study, learn 11. 汉语 漢語Hànyǔ p.n. Chinese (language) 12. 大家 dàjiā n. everybody, everyone Proper Nouns 13. 凯丽凱麗Kǎilì p.n. Kelly 14. 斯坦纳 斯坦納Sītǎnnà p.n. Steiner 15. 上海 Shànghǎi p.n. Shanghai 16. 杭州 Hángzhōu p.n. Hangzhou (a city near Shanghai) 17. 罗西尼 羅西尼Luóxīní p.n. Rossini 18. 王 Wáng p.n. a Chinese surname 19. 格林 Gélín p.n. Green 20. 香港 Xiānggǎng p.n. Hong KongSAMPLE 30 HUANYING Volume 1 语言注释Language Notes 1. Chinese names First name only: 我叫玛丽娅。 My fi rst name is Maria. /I am Maria. Last name only: 我姓罗西尼。 My last name is Rossini. Full name: (1) 我姓王，叫王丽娅。 My surname is Wang, I’m Wang Liya. (2) 我叫玛丽娅·罗西尼。 I am Maria Rossini. Unlike European names, the order of Chinese name is “last name (surname) + fi rst name (given name)”. When the Chinese introduce themselves, they usually tell people their family names fi rst, followed by their full name. For example: 我姓林，我叫林大卫。我姓王，叫王丽。It is not very common for people in China to call each other by their given names, unless they are close friends. Usually colleagues and acquaintances address each other by their surnames, with a prefi x such as 老(lǎo) for older people or 小(xiǎo) for younger people. 2. Negating a present tense statement To negate a statement in present tense, simply add the adverb 不before the verb. Subject Adverb Verbal phrase English meaning 我 不 住在上海 I don’t live in Shanghai. 我 不 住在杭州。I don’t live in Hangzhou. 他 不 是大卫。He is not David. 他 不 学习汉语。He doesn’t study Chinese. 丁老师 不 认识他。Teacher Ding doesn’t know him.SAMPLE UNIT 1 • Lesson 4 31 3. Formulating a question using interrogative pronouns When formulating a question using interrogative pronouns such as 什么and 哪儿, simply insert the interrogative pronoun at the place where the answer would normally appear. In terms of the sentence word order, a question keeps the word order of a normal sentence, that is: Subject-Predicate. Th ere is no need to change the word order. In addition, an interrogative sentence does not need the question particle 吗. For example: 他叫什么？ A 他叫大卫。他姓什么？ A 他姓林。他住在哪儿？ A 他住在上海。Below is a list of interrogative pronouns: Chinese Pinyin English 谁shéi who/whom 谁的shéide whose 什么shénme what 哪儿/哪里nǎr /nǎlõ ̌ where 哪+ measure word nǎ which 为什么wèishénme why 怎么zěnme how 4. The Chinese language Th ere are several terms that are commonly used to refer to “Chinese language.” Th ey include 汉语, 中文(Zhōngwén), 华语(Huáyǔ), etc. In general, 汉语refers to the Chinese language as a whole (both spoken and written), while 中文the written form. 华语is mainly used in Singapore, Malaysia and overseas Chinese communities.SAMPLE 32 HUANYING Volume 1 5. Special tone rules for 不In Dialogue 2, 大卫says, “我家不住在上海.” When you listened to this sentence, did you hear that 不is pronounced diff erently than usual? When 不is followed by a 4th tone syllable, it is pronounced as a 2nd tone (bú) instead of as a 4th tone (bù). For example: 不是 bù shì is changed to bú shì 不对 bù duì is changed to bú duì 6. 儿as a suffi x 儿(ér), meaning “son,” is commonly used as a familiar suffi x for nouns in northern Chinese dialects and is incorporated into Standard Mandarin. In terms of pronunciation, the er sound merges with the syllable preceding it. Th erefore, 哪儿is pronounced as nǎr instead of nǎ ér. Th e suffi x 儿is prevalent in Beijing dialect; its use extends to other parts of speech, such as place words and time words, and it is even used for verbs. In other parts in China – this is particularly true in southern China – other suffi xes are used. A good example would be the two words meaning “where” introduced in this lesson: 哪儿and 哪里. In Beijing you will most likely hear 哪儿, whereas in Shanghai 哪里is the word that gets you to places. Th rougout this book you will learn more words with 儿suffi x.SAMPLE UNIT 1 • Lesson 4 33 学无止境 EXTEND YOUR KNOWLEDGE What other languages can you speak? Below is a list of Chinese words for foreign languages. Tell the class what languages you are studying by using the sentence 我学习... Spoken language Written language Pinyin English 日语 日文 Rìyǔ/Rìwén Japanese 英语 英文 Yīngyǔ/Yīngwén English 法语 法文 Fǎyǔ/Fǎwén French 德语 德文 Déyǔ/Déwén German 俄语 俄文 Éyǔ/Éwén Russian 拉丁语 拉丁文 Lādīngyǔ/Lādīngwén Latin 西班牙语 西班牙文 Xībānyáyǔ/Xībānyáwén Spanish 意大利语 意大利文 Yìdàlìyǔ/Yìdàlìwén Italian 汉语 中文 Hànyǔ/Zhōngwén Chinese An Introduction to Chinese Characters (Part 3) Th e Structure of a Chinese Character Each Chinese character can be considered a single unit that is made up of one, two, or three parts. Th ese parts, or components, of characters are generally arranged in several common patterns:SAMPLE 34 HUANYING Volume 1 Structure Name Examples Single structure 丁, 一, 上Left and right structure 好, 妈, 你Top and bottom structure 是, 老, 看Left , middle, and right structure 哪, 谢, 挺Top, middle, and bottom structure 桌, 墨, 黄Semi-encircle structure 房, 病, 虎Enclosed structure 国, 回, 四Th inking of characters in this way—as made up of diff erent components that are arranged into common patterns—will make it easier for you to recognize how they are composed and remember how to write them correctly, than thinking of them simply as a bunch of strokes to be memorized. 发音练习PRONUNCIATION PRACTICE 1. Read the following names of popular dim sum dishes after your teacher. 点心Dim SumSAMPLE UNIT 1 • Lesson 4 35 Dim sum (点心, pronounced “diǎn xin” in Mandarin and “dim sun” in Cantonese) refers to a special kind of Cantonese cuisine that comes with a wide variety of dumplings, pastries and other Cantonese delicacies, served with tea. It is a delightful way to get together with family and friends, drinking tea and tasting the dumplings while chatting away on a Sunday morning. Th e commonly served dim sum items include: 虾饺xiājiǎo steamed shrimp dumplings wrapped in thin, transparent rice fl ower skin 烧麦shāomài (siu maai in Cantonese) steamed meat dumplings wrapped in thin wheat fl our skin 肠粉chángfěn steamed rice noodle rolls stuff ed with shrimp or beef 粉果fěnguǒ steamed dumplings stuff ed with pork, peanuts, dried shrimp and other spices 叉烧包 chāshāobāo steamed barbecued pork buns 叉烧酥chāshāosū pastry fi lled with barbecued pork 糯米鸡nuòmõǰ ī sweet rice wrapped in lotus leaves, stuff ed with dried shrimp, chicken and shiitake mushrooms 麻团 mátuán deep-fried sweet pastry fi lled with red bean paste and rolled in sesame seeds 蛋挞 dàntǎ egg custard tart 油条 yóutiáo fried dough usually eaten with soy milk or rice porridge 豆浆 dòujiāng soy milk 粥zhōu rice porridge that can be plain or fl avored with seafood or meat, among other things 小笼包xiǎolongbāo Shanghai-style steamed pork buns known for their small size and rich broth inside 锅贴 guōtiē (pot stickers) pan-fried meat or vegetable dumplings 春卷chūnjuǎn (spring rolls) deep fried roll consists of vegetables, meat, and eggsSAMPLE 36 HUANYING Volume 1 gōng bǎo jī dīng má pó dòu fù jiè lán niú ròu 宫保鸡丁 麻婆豆腐 芥兰牛肉Kung Pao Chicken Mapo Tofu Beef and Broccoli yú xiāng ròu sī běi jīng kǎo yā méng gǔ niú ròu 鱼香肉丝 北京烤鸭 蒙古牛肉Fish-Flavored Pork Peking Duck Mongolian Beef yāo guǒ xiā qiú shuāng dōng niú ròu gǔ lǎo ròu 腰果虾球 双冬牛肉 古老肉Prawn and Cashew Nuts Beef with Mushroom Sweet & Sour Pork and Bamboo Shoots táng cù yú jī dàn chǎo fàn xiā rén chǎo miàn 糖醋鱼 鸡蛋炒饭 虾仁炒面Sweet & Sour Fish Egg-Fried Rice Shrimp-Fried Noodles 2. Read the following names of popular Chinese dishes after your teacher.SAMPLE UNIT 1 • Lesson 4 37 你知道吗？ Do you know? As in the West, Chinese children generally take their father’s surname. In the past, women in China changed their surname to their husband’s aft er marriage. But this custom is no longer practiced in Mainland China. Women now keep their maiden names aft er marriage. Th ere are many diff erent ways of asking a person’s name in China, depending on how formal the occasion is. In informal settings, “你叫什么名字？” would be suffi cient. However, in formal settings, one should use “您怎么称呼？” (Nín zěnme chēnghū?) or “您贵姓？” (Nín guìxìng?) Th ere are many diff erent ways of asking a person’s name in China, depending on the formality of the occasion. In normal informal settings, “你叫什么名字？” would be suffi cient. However, in a formal setting, one should use “您怎么称呼？” (Nín zěnme chēnghū?) or “您贵姓？” (Nín guìxìng?) 学无止境 EXTEND YOUR KNOWLEDGE Go out with your family or friends and have dim sum, lunch, or dinner at a Chinese restaurant – yes, those Chinese fast food counters in your local shopping malls also count. Try to order your dishes in Chinese. Refl ect on your experience and share it with your classmates.SAMPLE 38 HUANYING Volume 1 课堂用语Classroom Expressions 请再说一遍。Qõň g zài shuō yī biàn.* Please say it again. 第一声dì yī shēng fi rst tone 第二声dì èr shēng second tone 第三声dì sān shēng third tone 第四声dì sì shēng fourth tone 轻声qīng shēng neutral tone *When yī (一) is used to indicate amount (one of something), its pronunciation changes according to the syllable that follows it: yī (一) is pronounced as a 4th tone (yì) instead of a 1st tone when followed by 1st, 2nd, and 3rd tone syllables and as a 2nd tone when followed by a 4th tone syllable. For example: yī tiān (pronounced as yì tiān) yī nián (pronounced as yì nián) yī diǎn (pronounced as yì diǎn) yī biàn (pronounced as yí biàn)SAMPLE UNIT 1 • Lesson 5 39 1.50 1 2 3 4 5 6 7 8 9 10 零 一 二 三 四 五 六 七 八 九 十líng yī (also yāo)5 èr sān sì wǔ liù qī bā jiǔ shí 对话一Dialogue 1 (Maria and Tom exchange their contact information.) Mǎlìyà: Wǒ jiā de diànhuà hàomǎ shì: liù sān wǔ yāo-yāo èr sān bā. 玛丽娅： 我 家 的 电话 号码 是：6351－1238。Nõ ̌ jiā de diànhuà hàomǎ shì duōshao? 你 家 的 电话 号码 是 多少？ Tāngmǔ: Wǒ jiā de diànhuà hàomǎ shì: sān qī bā jiǔ-liù wǔ wǔ yāo. 汤姆： 我 家 的 电话 号码 是：3789－6551。Mǎlìyà: Nõ ̌ de diànzi yóujiàn ne? 玛丽娅： 你 的 电子 邮件 呢？ Tāngmǔ: Wǒ de shì: tom@hotmail.com. 汤姆： 我 的 是：tom@hotmail.com. Mǎlìyà: Xièxie. 玛丽娅： 谢谢。 电话和电子邮件Telephone and Email 5 See Language Note 2.SAMPLE 40 HUANYING Volume 1 对话二Dialogue 2 (Tom meets Kelly in the school’s cafeteria.) Tāngmǔ: Qõň g wèn, nõ ̌ shì Dài’ān ma? 汤姆： 请 问，你 是 黛安 吗？ Kǎilì: Bù shì, wǒ shì Kǎilì. 凯丽： 不 是，我 是 凯丽。Tāngmǔ: Duìbùqõ ̌. 汤姆： 对不起。Kǎilì: Méiguānxi. Nõ ̌ rènshí Dàwèi ma? 凯丽： 没关系。你 认识 大卫 吗？ Tāngmǔ: Rènshí. Tā shì wǒ péngyǒu. Wǒ jiào Tāngmǔ. 汤姆： 认识。他 是 我 朋友。 我 叫 汤姆。Kǎilì: Rènshí nõ ̌ hěn gāoxìng. Nõ ̌ zhīdào Dàwèi de 凯丽： 认识 你 很 高兴。 你 知道 大卫 的shǒujī hàomǎ ma? 手机 号码 吗？ Tāngmǔ: Zhīdào. Yāo sān yāo èr-èr wǔ sì-sān sān liù liù. 汤姆： 知道。 1312－254-3366。Kǎilì: Xièxie. 凯丽： 谢谢。Tāngmǔ: Bù kèqi. 汤姆： 不 客气。SAMPLE UNIT 1 • Lesson 5 41 生词New Words Simplifi ed Traditional Pinyin Part of Speech English 1. 电话 電話diànhuà n. telephone 2. 号码 號碼hàomǎ n. (telephone or street) number 3. 多少 duōshao s.p. how many/what’s the number 4. 电子邮件 電子郵件diànzi yóujiàn n. e-mail address (see Language Note 4) 5. 请问 請問qõň gwèn s.p. excuse me 6. 对不起 對不起duìbùqõ ̌ s.p. I am sorry 7. 没关系 沒關係méiguānxi s.p. that’s all right, no problem 8. 高兴 高興gāoxìng adj. glad 9. 知道 zhīdào v. to know (a fact) 10. 手机 手機shǒujī n. cell phone 11. 不客气 bù kèqi s.p. don’t be polite Proper Noun 12. 黛安 Dài’ān p.n. Diane 语言注释Language Notes 1. How to read a Chinese telephone number Th ere are eight digits in a telephone number in China. For cell phones the number of digits rises to 11. When reading out a Chinese telephone number, group every four digits together. For example, if a phone number is 87658972, read it as 8765-8972. For cell phone numbers, the grouping pattern is usually 4-3-4. Th at is: 1315-788-8890.SAMPLE 42 HUANYING Volume 1 2. 1 (yī) or 1 (yāo) It is common for Chinese people to read the number one as “yāo” instead of “yī” when giving out phone numbers. Th is may be due to the fact that the sound “yī” can be mistakenly heard as “qī.” 3. The possessive particle 的Th e possessive particle 的is roughly equivalent to the function of ‘s (apostrophe + s) or the “of ” in the phrase “the president of our class” (following the grammatical structure “Noun 1 of Noun 2”) in English. Noun/Pronoun 的Noun English meaning 我的 电话号码My phone number 大卫 的朋友David’s friend 你们 的 老师 Your teacher Sometimes when the object under discussion has been mentioned in the previous sentences, the noun aft er 的can be omitted. 我的电话号码是8244-5667,你的（电话号码）呢？ (My phone number is 8244-5667, what is yours?) When a possessive pronoun (我、你、他…) is used to modify a noun, the possessive particle 的can be omitted if a close personal relationship exists between the pronoun and the noun. 我（的）朋友 my friend 他（的）朋友 his friend 你（的）爸爸(bàba) your father 4. 电子邮件(email) 电子邮件is also abbreviated as 电邮. Th e longer form is more oft en used in formal expressions. In daily communication, it has become more and more common for the Chinese to simply use English words such as “email,” “CD,” and “iPodTM” without translating them into Chinese. 我的email 是xiaowang@163.com, 你的呢？ 这是我的CD。SAMPLE UNIT 1 • Lesson 5 43 Cultural Note Below is a list of polite expressions commonly used in China: Apologies: To apologize: 对不起。(Response: 没关系。) For minor errors or for disturbing others: 不好意思(bù hǎo yìsi) It’s embarrassing. (Response: 没关系。) Th ank you: 谢谢！ (Response: 不客气。(bù kèqi) No need to be so polite. 不谢！ (bù xiè) No need to thank me. Meeting someone for the fi rst time (aft er introducing yourself or being introduced to somebody): 认识你很高兴。(rènshí nõ ̌ hěn gāoxìng) I’m happy to meet you. 幸会，幸会！ (xìnghuì, xìnghuì) Pleased to meet you. (polite, formal expression) If the person you’ve just met is famous or you’ve heard a lot about him or her, then you’d say: 久仰，久仰！ (jiǔyǎng, jiǔyǎng) I’ve been admiring you for a long time. When asking for help or interrupting others: 请问…… (qõň gwèn…) May I ask …? 对不起，请问…… (duìbùqõ ,̌ qõň gwèn) Excuse me, may I ask …?SAMPLE 44 HUANYING Volume 1 发音练习PRONUNCIATION PRACTICE The Neutral Tone A syllable with no tone mark is pronounced in the neutral tone. Th e neutral tone usually occurs: 1) as the last syllable in a multi-syllable word, or 2) as a question or mood particle at the end of a sentence. You can produce a neutral tone by slightly prolonging the sound of the syllable prior to it. 1. Read the following syllables after your teacher and pay attention to the neutral tones. wǒ de nõ ̌ de gēge jiějie mèimei wǎnshang xiàlai zǒuzhe shàngqu fàngxia màn mān de hóng hóng de kào biān qu lái wǎn le chī fàn le 2. Read the following sentences after your teacher and pay attention to the syllables with neutral tones. A. Jiě jie de míng zi jiào Lì li. (My elder sister is called Lili.) B. Wǒ de yì jiā zhù zai Běi jīng. (My family lives in Beijing.) C. Tā de dì di hěn cōng ming. (His younger brother is very smart.) D. Wǒ men jiā yǒu sān ge rén: bà ba, mā ma, hé wǒ. (Th ere are three people in my family: dad, mom and I.) E. Nõ ̌ men rèn shi ma? (Do you know each other?) F. Máo mao yě zhù zai Jiù jīn shān ba? (Maomao also lives in San Francisco, right?)SAMPLE UNIT 1 • Lesson 5 45 3. Try to say the following tongue twister. Pèng Pèng Chē 碰 碰 车Pèng pèng chē, chē pèng pèng, 碰 碰 车， 车 碰 碰， Zuò zhe péng péng hé píng píng. 坐 着 朋 朋 和 平 平。Píng píng kāi chē pèng péng péng, 平 平 开 车 碰 朋 朋， Péng péng kāi chē pèng píng píng. 朋 朋 开 车 碰 平 平。Bumper Cars Bumper cars bump against each other, In the bumper cars are Pengpeng and Pingping. Pingping drives the bumper car to bump against Pengpeng, Pengpeng drives the bumper car to bump against Pingping. 4. Try to say the following children’s rhyme. Shù Zì Gē 数 字 歌Yī èr sān, sān èr yī, 一 二 三， 三 二 一， Yī èr sān sì wǔ liù qī, 一 二 三 四 五 六 七， Qī liù wǔ, wǔ qī liù, 七 六 五， 五 七 六， Qī liù wǔ sì sān èr yī. 七 六 五 四 三 二 一。SAMPLE 46 HUANYING Volume 1 你知道吗？ Do you know? T elephone did not become popular in China until the late 1980s. Since the telephone is a relatively new phenomenon, telephone etiquette in China is basically imported from the West. For example, one should make phone calls during normal business hours; one should answer the phone promptly aft er two or three rings; and one should sit up straight and smile when answering the telephone, etc. Th e use of mobile phones in China has a rather interesting history. Th e fi rst mobile phone service was established in China in 1987. At the time the mobile phones were usually bulky, the service expensive, and those who could aff ord them rather elaborate in their manners. Owning a mobile phone then was a symbol of power and wealth – indeed the mobile phones were nicknamed “大哥大” (dàgēdà, literally “Big Brother is Great”). In recent years, the number of mobile phone subscribers has increased dramatically, thanks to rapid economic expansion in China. According to the statistics published by the Ministry of Information Industry of the People’s Republic of China, as of April 2007, there were more than 487 million cell phone subscribers in China. A Rhyme of Numbers One, two, three, three, two, one, One, two, three, four, fi ve, six, seven, Seven, six, fi ve, fi ve, seven, six, Seven, six, fi ve, four, three, two, one. 课堂用语Classroom Expressions 请打开课本。Qõň g dǎkāi kèběn. Please open your textbook. 请打开练习本。Qõň g dǎkāi liànxíběn. Please open your workbook. 第 X 页。Dì X yè. Page X. 请看第一课。Qõň g kàn dì yī kè. Please look at Lesson 1.SAMPLE UNIT 1 • Lesson 6 47 Read the following dialogues and the text. Th ere are a few words in color; please guess the meaning of the new words from the context. 对话 一Dialogue 1 玛丽娅： 你 好！ 汤姆： 你 好！ 玛丽娅： 我 是 玛丽娅。你 呢？ 汤姆： 我 姓 王，叫 汤姆。大卫： 你们 好！我 叫 大卫 格林。你们 认识 她(tā) 吗？她 是 我 朋友 凯丽。凯丽： 你们 好！认识 你们 很 高兴。What is the meaning of 她? It is “she/her”. Pay attention to the radical on the left : 女(woman). 对话 二Dialogue 2 丁老师： 请问，你 叫 什么 名字？ 凯丽： 老师 好！我 叫 凯丽。丁老师： 你 家 住 在 哪儿？ 凯丽： 我 家 住 在 杭州。丁老师： 你 家 的 电话 号码 是 多少？ 凯丽： 三七二五-六七一九。丁老师： 谢谢！你 的 电子邮件 是 什么？ 凯丽： 是kaili@sohu.com 第一单元复习Unit 1 Review 1.6SAMPLE 48 HUANYING Volume 1 课文Text 你们 好！我 姓 丁，叫 丁明(míng)。我 是 你们 的 汉语 老师。认识 你们 很 高兴。我 住 在 上海。我 的 电话 号码 是 六三四五-八八九零。我 的 电子邮件 是ding@sohu.com. Do you know the meaning of 汉语老师? You guessed it. It is “Chinese language teacher.” 生词New Words Chinese Pinyin Part of Speech English 1. 零 líng num. zero 2. 一 yī/yāo num. one 3. 二 èr num. two 4. 三 sān num. three 5. 四 sì num. four 6. 五 wǔ num. fi ve 7. 六 liù num. six 8. 七 qī num. seven 9. 八 bā num. eight 10. 九 jiǔ num. nine 11. 十shí num. tenSAMPLE UNIT 1 • Lesson 6 49 发音练习PRONUNCIATION PRACTICE The Pronunciation of 一and 不6 Th e tones of “一” and “不” change according to the tone of the syllable that follows. Th e character 一is pronounced in the fourth tone (yì) when followed by 1st, 2nd and 3rd tones, and the second tone (yí) when followed by a 4th tone. Similarly, when 不is followed by 1st, 2nd and 3rd tones, it is pronounced in the fourth tone (bù). When it is followed by a 4th tone, it is pronounced in the second tone (bú). 1. Read aloud the following syllables after your teacher, paying attention to the tone changes for 一. yì tiān yì zhāng yì duān yì zhuāng yì nián yì yuán yì chuán yì tiáo yì dõň g yì liǎng yì kuǎn yì liǎn yí jiàn yí gòng yí dìng yí lǜ bù tīng bù hē bù chī bù ān bù máng bù xíng bù tíng bù lái bù mǎn bù lǎn bù gěi bù xiǎng bú yòng bú kàn bú jiàn bú dìng 2. Read aloud the following phrases after your teacher. yì xīn yí yì yì qián yí hòu 一 心 一 意 一 前 一 后yì liǎng yì qián yì zhēn yí xiàn 一 针 一 线 一 两 一 钱bù sān bú sì bù huāng bù máng 不 三 不 四不 慌 不 忙bù jõň bú màn bú jìn bú tuì 不 紧 不 慢 不 进 不 退6 In the pronunciation exercises, we show tone changes for the purpose of teaching correct pronunciation. Elsewhere, we write pinyin words with their base tones.SAMPLE 50 HUANYING Volume 1 3. Read aloud the following children’s rhyme about a little mouse, paying attention to the tone changes for 不. Xiǎo Lǎo Shǔ 小 老 鼠Xiǎo lǎo shǔ, shàng dēng tái, 小 老 鼠， 上 灯 台， Tōu chī yóu, xià bù lái. 偷 吃 油， 下 不 来。Jiào mā ma, mā bù lái, 叫 妈 妈， 妈 不 来， Jī li gū lu gǔn xià lái. 叽 里 咕 噜 滚 下 来。A Little Mouse A little mouse got up onto the lampstand, To steal some oil to eat, but could not get down again, Called for his mom, but mom didn’t come, So he rolled and tumbled down to the ground. 4. Read aloud the following children’s rhyme about a morning glory. Qiān Niú Huā 牵牛花Qiān niú huā, xiàng lǎ bā, 牵 牛 花， 象 喇 叭， Tā bù qiān niú, zhõ ̌ kāi huā. 它 不 牵 牛 只 开 花。SAMPLE UNIT 1 • Lesson 6 51 Qiān niú huā, dào chù pá, 牵 牛 花， 到 处 爬， Pá mǎn wǒ jiā zhú lí bā. 爬 满 我 家 竹 篱 笆。Morning Glory Th e morning glory looks like a loudspeaker, It does nothing but bloom. Th e morning glory spreads everywhere, Covers my house’s bamboo fence. 5. Read the following children’s rhyme. Xiǎo Bǎn Dèng 小板凳Xiǎ bǎn dèng, nõ ̌ bié wāi, 小 板 凳， 你 别 歪， Rang wǒ diē die zuò xià lái. 让 我 爹 爹 坐 下 来。Wǒ gěi diē die chuí chuí bèi, 我 给 爹 爹 捶 捶 背， Diē die kuā wǒ guāi bǎo bèi. 爹 爹 夸 我 乖 宝 贝。A Small Bench Small bench, don’t tilt, Let my dad sit down. I tap on my dad’s back,* Dad says I am a good kid. *Tapping on someone’s back is a form of massage in China.SAMPLE 52 HUANYING Volume 1 SELF-ASSESSMENT In Unit 1 you learned how to introduce yourself to your classmates and use Chinese to fi nd out some information about your classmates. Have you reached the learning goals of Unit 1? Aft er completing the exercises for Unit 1 in your Workbook, fi ll out the following selfassessment sheet. Yes/No Can you say these things in Chinese? Greetings Your name Where you live Your telephone number Ask someone else their name, where they live, and their telephone number. Yes/No Do you know how to do these things? Count from 0–10. Pronounce pinyin when you see it. Know when to change the tones of 一and 不. Know the stroke order for writing Chinese characters. Identify the radical of a character. 8–9 yes excellent 5–7 yes good 1–4 yes need some work