MITRES 21F 003S11 Part1 PDF
MITRES 21F 003S11 Part1 PDF
MITRES 21F 003S11 Part1 PDF
in four parts
Julian K. Wheatley
MIT
© 2007
Please do not reproduce without permission
Learning Chinese: A foundation course in Mandarin Julian K. Wheatley, 4/07
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Learning Chinese: A foundation course in Mandarin Julian K. Wheatley, 4/07
My colleagues in the Chinese language program throughout the years that this
book was being developed have been Tong Chen (陈彤), who started at MIT when I
began there ten years ago, and Jin Zhang (张锦), who joined our small group a few years
later. Tong Chen provided the raw text for many of the conversations and narratives in
the later units of the book: conversation 9.3 on bargaining for example, the recipe in 11.5,
and the long narratives on kinship, the Chinese school system, and on his hometown,
Tianjin, all in Unit 12. He also contributed much of the background information and the
first version of the long dialogue in the supplementary Menu lesson.
Jin Zhang provided the stroke-order appendices at the end of every character
lesson, and both she and Tong Chen, in addition to proving raw material, also helped to
improve almost all of the Chinese texts, thought up apt examples, noted mistakes in the
Chinese, and made suggestions on the basis of their broad language teaching experience.
Min-min Liang (梁敏敏), who had taught with us briefly before rejoining the program as
the book neared completion, not only edited some of the later material, but scrupulously
reported errors and typos in the late units as she used them to teach Chinese IV. And
Amy Liang (梁爱萍), who attended a good number of the classes when the new materials
were being used, joined me for tea for many afternoons at ‘Au Bon Pain’ so that I could
grill her for examples and check on usage.
Thanks also go to: Li Yongyan (李咏燕) from Nanjing, and later, City University
of Hong Kong, for gathering examples of nursery rhymes, jingles and light verse from
her friends for use in the Rhymes and Rhythms section of each Unit; and to Jordan
Gilliland, who as an undergraduate and graduate student at MIT, developed the
multifaceted flashCube program that, among its many functions, has allowed students to
test themselves on the material in Learning Chinese.
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Learning Chinese: A foundation course in Mandarin Julian K. Wheatley, 4/07
Finally, I must acknowledge the people who made this enterprise possible in the
first place, the teachers who covered the same ground as Learning Chinese when I was an
undergraduate student at Columbia University and gave me my foundation in Mandarin:
Chih Ping C. Sobelman (蘇張之丙) and Roger Yeu (樂亦平).
Where friends and colleagues have provided dialogue or narrative material for the
book, I have tried to remember to acknowledge them by name. Even though I did not
always take their advice, and frequently injected my own idiosyncratic views into the
final product, their willingness to assist and discuss issues has made the book much better
than it would otherwise have been.
Enrollments in Chinese classes increased regularly over the years I taught Chinese
at MIT, so that I am unlikely to be able to recall the names of all those students who
deserve to be noted for contributions over and above the normal enthusiasm and
resilience that almost all my students have brought to the task of learning Chinese. So at
the risk of omitting a few names, let me cite Kevin A. McComber, who carefully checked
through a number of units and provided useful feedback, and Justin M. Paluska and
Erwan M. Mazarico who over the course of several semesters, regularly sent me lists of
typos and other infelicities that they noted in their perusal of the materials.
After teaching Chinese for so long and – in the time honored fashion of language
teachers -- preparing supplementary materials for fine textbooks written by others, I
decided it was time to write my own so that I could indulge my own preferences. The
result is this book. My hope is that there will be pleasure in it for both students and their
teachers.
子曰,知之者,不如好之者, 好之者不如乐之者。
Zǐ yuē, zhī zhī zhě, bùrú hào zhī zhě, hào zhī zhě bùrú lè zhī zhě!
The Master [Confucius] said:
‘Knowing it is not as good as love for it; love for it is not as good as delight in it.’
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Learning Chinese: A foundation course in Mandarin Julian K. Wheatley, 4/07
Preface
3. It is intellectually stimulating.
The textbook is exuberant rather than restrained. Its Chinese content is current and lively,
with subjects that range from ordering food to bargaining, from visiting temples to
discussing conditions in Tibet. It is also larded with quotations, rhymes, popular culture,
linguistic information, and historical and geographical notes. It is intended to be an
intellectually stimulating resource for both students and teachers alike.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
TABLE OF CONTENTS
(Part 1)
2. Chinese speech
Chinese
Mandarin
The origins of Mandarin (speech)
Varieties of Mandarin
Regional languages or ‘topolects’
4. Key Terms
2 Tones
2.1 The 4 tones
2.2 Tone concepts
2.3 The low-tone
2.4 The tone chart Ex. 2
2.5 On the history of Mandarin tones
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3 Initial consonants
3.1 The consonant chart
3.2 Notes Ex. 3a,b
3.3 An expanded chart of initials
4 Rhymes
4.1 Notes on the rhymes Ex. 4
4.2 The value of the letter ‘e’ Ex. 5a,b
4.3 The ‘o’ rhymes: ou versus uo / o Ex. 6a,b
4.4 The ü-rhymes
5 Miscellany
5.1 Tonal shifts
5.2 Low-tone shift
5.3 Two single-word shifts
5.4 The apostrophe
1.1 Conventions
1.2 Pronunciation
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1.6 Pronouns
1.6.1 Names
1.6.2 The particle ne and the adverb yě Ex. 1
1.10 Tones
1.10.1 Tone combos (the first 6)
1.10.2 Tone lock
1.10.3 The first ‘rule of 3’ Ex. 3a-e
1.11 Summary
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1.3 Function
1.4 Writing
1.4.1 Writing in the age of word processors
1.4.2 Principles of drawing characters
a) Form b) Direction c) Order d) Two illustrative characters
2.1 Pronunciation
2.2 Adverbs
2.2.1 Tài with le
2.2.2 Other adverbs
2.2.3 Intensifying or backing off
2.2.4 Conjunctions
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2.5 Identity
2.5.1 Questions
2.5.2 Hedging your answer
2.5.3 Naming Ex. 3
2.8 Miscellany
2.8.1 Welcome
2.8.2 Particles
2.8.3 Praise
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2.12 Summary
Yì zhī qīngwā
Dà jiǎo
Ràokǒulìng ‘tongue twisters’
2.0 Review
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2.6 Miscellany
2.6.1 Tone sets
2.6.2 Set 4 in traditional characters
3.2 Amount
3.2.1 Larger numbers
3.2.2 Some more measure phrases
3.3 Nationality
3.3.1 Country names
3.3.2 Asking about nationality
3.3.3 Foreigners
3.3.4 Have you been there? V-guo
3.3.5 More on proximity
3.9 Money
3.9.1 Dollars and cents Ex. 6
3.9.2 How many?
3.9.3 Making a purchase Ex. 7
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3.0 Review
(fantizi, radicals and phonetics, fill-in-the-blanks)
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3.6 Miscellany
3.6.1 Set 4 in traditional characters
3.6.2 Distinguishing characters
3.6.3 Provide missing characters
4.4 DE revisited
4.4.1 Where the noun head is omitted
4.4.2 Where de does not appear Ex. 3
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4.5.4 Míngzi
4.5.5 Usage
4.6 Years
4.6.1 Dates
4.6.2 Historical notes on dating
4.6.3 Age
4.6.4 The animal signs
4.6.5 Year in school or college
4.9 Introductions
4.9.1 Relational information
4.9.2 A note on words for husband and wife
4.9.3 Responses
4.9.4 Dialogues Ex. 6
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(Part II)
4.0 Review
a) Fántǐzì reading
b) Radicals and phonetics
c) Fill-in-the-blanks to form words or phrases
d) Labeling the map
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Background
1. China
The Chinese now call their country Zhōngguó, often translated as ‘Middle
Kingdom’. Originally, this name meant the central, or royal, state of the many that
occupied the region prior to the Qin unification. Other names were used before Zhōngguó
became current. One of the earliest was Huá (or Huáxià, combining Huá with the name of
the earliest dynasty, the Xià). Huá, combined with the Zhōng of Zhōngguó, appears in the
modern official names of the country (see below).
Chinese places
a) The People’s Republic of China (PRC) [Zhōnghuá Rénmín Gònghéguó]
This is the political entity proclaimed by Máo Zédōng when he gave the inaugural speech
(‘China has risen again’) at the Gate of Heavenly Peace [Tiān’ānmén] in Beijing on
October 1, 1949. The PRC claims sovereignty over Taiwan and the regions currently
controlled by the government in Taipei.
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Republic of China as the basis of legitimacy over the whole of China, both Taiwan and
the mainland.
d) Taiwan [Táiwān]
Taiwan is some 130 miles off the coast of Fujian; its central mountains are just visible
from the Fujian coast on a clear day. Taiwan was named Formosa by the Dutch, who took
over the Portuguese name of Ilha Formosa ‘beautiful island’. The Dutch colonized the
island in the early 17th century, fighting off the Spanish who had also established bases
on the northern part of the island. Taiwan’s earliest inhabitants spoke Austronesian
languages unrelated to Chinese, and indigenous groups such as the Ami, Paiwan and
Bunan who still speak non-Chinese languages are descendents of those early Taiwan
Austronesians. By the 13th century, if not earlier, Chinese speaking Hakka and Fukienese
– regional Chinese languages – had established small communities on the island. These
were joined by holdouts from the Ming after the fall of that dynasty on the mainland. The
Qing dynasty, that followed the Ming, annexed Taiwan in 1683, making it a province. In
1895, Taiwan was ceded to Japan as part of a war settlement, and remained a colony until
1945. Then, in the period before the Communist victory in 1949, large numbers of
mainlanders fled to Taiwan along with, or in conjunction with, the removal of the
Nationalist government.
Hong Kong has been settled by a number of distinct Chinese groups, including the
so-called Bendi (‘locals’), who emigrated in the Sung (10th – 12th C.) after being driven
from their homes in north China; the Tanka, fisherfolk who live on boats and are thought
by some to be the descendents of the non-Han Yue people; the Hokla, early immigrants
from Fujian; the Hakka, who ended up mostly in less fertile parts of the New Territories;
and numerous clans and people from nearby Cantonese speaking regions, as well as other
parts of China. Despite its small size, Hong Kong has preserved the traces of many
traditional Chinese social forms and practices better than many other parts of the Chinese
speaking world.
f) Greater China
The occasional need to talk about a single Chinese entity, consisting of the Mainland with
Hong Kong, and Taiwan, has recently given rise to a term, Liǎng’àn Sāndì ‘two-shores
three-lands’.
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Liǎng’àn Sāndì
(From The World Factbook, 2005; http://www.cia.gov/library/publications/the-world-factbook/geos/ch.html)
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The spelling ‘Peking’, with a ‘ki’ may be a vestige of the French system of
transcription that used ‘ki’ to represent the sound ‘tš’ – now written with a ‘j’. Or it may
reflect the Cantonese pronunciation of the name Beijing, in which the initial of the
second syllable is pronounced with a hard ‘k’ sound. Representations of Cantonese
pronunciation were often adopted by the British as official postal spellings (cf. Nanking
[Nánjīng] and Chungking [Chóngqìng]). Though most foreigners now spell the name of
the city in pinyin transcription, Beijing (which represents the Mandarin pronunciation),
the old spelling survives to this day in certain proper names, such as Peking University
(still the official English name of the institution) and Peking duck. The transcription,
Beijing, is not without its problems either, since speakers who do not know the pinyin
system tend to make the ‘j’ sound more foreign or exotic by giving it a French quality:
‘bay-zhing’. As you will soon learn, the actual Mandarin pronunciation is closer to ‘bay-
džing’.
2. Chinese speech
Chinese
Chinese, as a term for language, is used to refer to the native languages, spoken or
written, now or in the past, of the Chinese people. Thus Mandarin, Cantonese,
Taiwanese, and Classical Chinese are all Chinese. In other words, while Chinese can be
used in a narrow sense to refer to what is sometimes called Modern Standard Chinese,
colloquially called Mandarin by most English speakers, it is also used to refer to the
Sinitic branch of the Sino-Tibetan family of languages. In that respect it is comparable to
the term ‘Romance’, that applies to the modern derivatives of Latin, such as French,
Catalan, Romanian, and Spanish, as well as to Latin itself.
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Varieties of Mandarin
Though both Taiwan and the PRC have always agreed on the relationship between
Mandarin pronunciation and educated Beijing speech, political separation and cultural
divergence have resulted in the emergence of two norms, as comparison of dictionaries
from Taiwan and the PRC will show. These differences, though still moderate in scope,
extend from pronunciation to lexicon and usage.
Even more variety is to be found at local levels. The case of Taiwan is illustrative.
There, Mandarin is not the first language of much of the population. The most common
first language is Táiyǔ (‘Taiwanese’), a Southern Min language that is very similar to the
Southern Min spoken in the province of Fujian across the Taiwan Straits. (Southern Min
is also the predominant spoken language of the Singapore Chinese, and many other
Chinese communities in Southeast Asia.) With so many in Taiwan speaking Táiyǔ as a
first language, it is not surprising that Mandarin there is often influenced by the
pronunciation, grammar and usage of that language. The result is Taiwan Mandarin. The
same phenomenon occurs elsewhere, of course, so that no matter where you are in China,
Mandarin heard on the street will generally have local features. Native speakers quickly
get used to these differences, just as English speakers get used to the regional accents of
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English. But learners will find the variation disruptive, and will need time and experience
to adjust to it.
Though there are probably more and more Chinese whose first language is
Mandarin and whose speech is close to the appointed norms, it is still true that the
majority of Chinese speak more than one variety of Chinese, and for many of them
Mandarin would be a second language. A few years ago, USA Today published statistics
on the ‘world’s most common languages, ranked by population that uses each as a first
language’. Mandarin was listed first, with 885 million speakers (followed by Spanish
with 332 million and English with 322million). The figure for Mandarin would not
include those whose first language is Cantonese or one of the other regional languages.
But it must include a large number of speakers whose Mandarin would be barely
understandable to someone familiar only with the standard.
When describing the best Mandarin (or the best Chinese), Chinese tend to focus
on pronunciation, praising it as biāozhǔn ‘standard’ (as in ‘your Chinese is very
biāozhǔn’). For this reason, native Chinese speakers, who tend to be effusive in their
praise in any case, will sometimes flatter a foreigner by saying s/he speaks the language
better than they do. By better, they mean with a better approximation to the standard,
educated accent. Apart from language classrooms, the most biāozhǔn Mandarin is heard
on the broadcast media, in schools, and in the speech of young, educated urban Chinese.
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Representatives from China's minorities gather around the Chairman. A painting in the
Minorities Research Institute in Beijing. [JKW 1982]
3. Chinese writing
Written Mandarin
As noted above, Mandarin is often used to refer to the written language of China as well
as to the standard spoken language. This is the language of composition learned in school
and used by all educated Chinese regardless of the particular variety or regional
languages that they speak. A Cantonese, for example, speaking Taishan Cantonese
(Hoisan) at home and in the neighborhood, speaking something closer to standard
Cantonese when s/he goes to Canton (city), and speaking Cantonese flavored Mandarin
in certain formal or official situations, is taught to write a language that is different in
terms of vocabulary, grammar and usage from both Hoisan and standard Cantonese. Even
though s/he would read it aloud with Cantonese pronunciation, it would in fact be more
easily relatable to spoken Mandarin in lexicon, grammar, and in all respects other than
pronunciation.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
extreme. For until then, most written communication, and almost all printed matter, was
written in a language called Wényán in Chinese (‘literary language’), and generally
known in English as Classical Chinese. As noted earlier, it was this language that served
as a medium of written communication for the literate classes
Classical Chinese is still used for certain kinds of formal or ritual writing, eg
diplomas and inscriptions, much like Latin in western countries. It has also been a source
of words, quotations, allusions, stories and even style that appear in the modern written
language, as well as in speech, but relatively few people read the classical language well,
and only a few specialists are still able to write it fluently.
Since Classical Chinese was not based on an accessible spoken language, facility
in writing it required memorizing large samples to act as models. Once learned, the
classical language would tend to channel expression in conservative directions. Citation
was the main form of argument; balance and euphony were crucial elements of style.
These features did not endear it to the modernizers, and they sought to replace it with a
language closer to the modern spoken (as noted in §2). They had a precedent, for all
through Chinese history, there had in fact been genres of writing known as Báihuà
(‘white = plain or vernacular language’) that were rich in colloquial elements. Such
genres were not highly regarded or considered worthy as literary models, but they were
well known as the medium of the popular novels of the Ming and Qing, such as Dream of
the Red Chamber (also called the The Story of Stone), Monkey (also known as Journey to
the West), or the Romance of the Three Kingdoms. Báihuà, though it retained classical
elements, provided the early model for a more colloquial standard written language.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Because norms within the newly emerging written language varied, and led to
problems of consistency and clarity, some advocated a return to Classical Chinese as the
written standard, and if it could have shed some of its stylistic affectations (such as the
high value put on parallelism of structure and elaborate or archaic diction), Classical
Chinese might have developed into a modern written norm much as Classical Arabic has
become the written norm of the Arabic speaking world. But Classical Chinese was too
closely associated with conservatism and insularity at a time when China was looking to
modernize. Nevertheless, a new written norm does not arise overnight, and for at least the
first half of the 20th century, a number of different styles across the range of classical to
colloquial coexisted and vied for dominance. Following the Chinese revolution, written
styles in Taiwan and the PRC diverged. In the PRC, political and other factors favored a
more colloquial written style, whereas in Taiwan the influence of classical styles has
remained stronger.
Characters
The earliest extensive examples of written Chinese date from late in the second
millenium BCE. These are the so-called oracle bone inscriptions (jiǎgǔwén), inscribed or
painted on ox bones and the bottom plate, the carapace, of tortoise shells. This early
writing made use of characters whose form differs in appearance but which can be
directly related to the modern characters (particularly the traditional characters that are
still standard in Taiwan). In the Qin dynasty (221 – 206 BC), the script was modified and
standardized as part of the reform of government administration. The resulting style,
known as the ‘little seal’ (xiǎo zhuàn) is still used on seals (or ‘chops’). At first glance,
little seal characters look quite unlike the modern, but a native reader can often discern
the basic parts and figure them out.
A script known as lìshū came into extensive use in the Han dynasty (202 BCE – 220
AD). Individual strokes in the lìshū style are described as having “silkworm’s head and
swallow’s tail”. It is still used occasionally for writing large characters. The modern
script, the kind generally used for printed matter, is based on the kǎishū ‘the model script’
that has been in use since before the period known as the Southern and Northern
Dynasties (5th and 6th centuries). Other varieties of script were developed for
handwriting (xíngshū ‘running script’) and calligraphy (cǎoshū ‘grass script’).
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Traditional Simplified
中國話 中国话
Zhōngguó huà Zhōngguó huà
The three characters cited illustrate the differences nicely. Many characters have
only one form (like zhōng), or show slight differences between the two forms (like huà).
Others (like guó) show significant differences but are easily relatable. Relatively few, no
more than a few dozen, are completely different, and most of those are commonly
encountered. So the differences between the two sets of characters are not as significant
as might be imagined. A native speaker sees the relationship between the two fairly
easily, and using context, moves from one to the other without much difficulty. Students
generally write only one style, but they should be comfortable reading either.
Homophony
Characters represent syllable-length words (or rather, morphemes, the components of
compounds). Since in Chinese these units are short, the chance of homophony is
relatively high, more so than in English. In English words pronounced the same are often
written the same, eg the ‘pens’ of ‘pig pen’ and ‘ink pen.’ But it is also common in
English for different words of identical pronunciation to be written differently: ‘to, too,
two’. Written Chinese is more comparable to the latter case: words with different (and
unrelatable) meanings are written with different characters. A syllable such as shi can be
written dozens of ways, depending on the meaning, as the famous Chinese linguist Chao
Yuen Ren showed in a tour de force whose title was:
施氏食獅史
Shī shì shí shī shǐ.
(Shi) clan eat lion story
The tale of how Shī of the Shì clan ate the lion.
Chao’s tale continues for another 100 or so characters, all pronounced shi on one of the
four tones. It is written in the very concise prose of Classical Chinese (and given modern
sound values when read). Written in modern Chinese, there would be far less
homophony; many of the single syllable words would, in fact, be compounds. So the
story could probably be read aloud and understood. But Chao’s exercise makes the point
nicely: characters are units of sound and meaning. Letters are units of sound only.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
艾姆搜普利丝得吐斯衣油厄根
ài-mǔ sōu pǔ-lì-sī-dé tǔ sī-yī yóu è-gēn
I’m so pleased to see you again.
Characters are regularly used for their syllabic value, in this way, to transliterate
personal names, names of places, as well as sounds: 沙士比亞 Shāshìbǐyà ‘Shakespeare’;
密西西比 Mìxīxībĭ ‘Mississippi’; 嘩啦huālā ‘splat’ [sound of crashing]. But because
characters can only be used for syllabic units, the match is not usually as good as it would
be in an alphabetic system, that can match a symbol to each consonant and vowel sound.
A more precise match could be achieved by inserting an alphabetic transcription such as
bopomofo or pinyin (see below) into a character text, but this practice is still rare.
The term ideograph has also been applied to Chinese characters, sometimes with
the implication that characters allow immediate access to meaning without reference to
sound, or without reference to particular words. The fact that Chinese characters were
borrowed into other languages such as Japanese, Korean, and Vietnamese to represent
words that matched in meaning but not sound offer some support for such a notion.
Indeed, it is true that the link between character and sound can vary. Cantonese speakers
read Chinese with Cantonese sounds, while Mandarin speakers read them with Mandarin
(much as Australians or Scots read English texts in their own pronunciation). But
regardless of the particular language, understanding of the text is still dependent on
linguistic contexts. Even in classical Chinese, the reader has to identify words and
contexts that are linguistic, not just in the realm of thought, in order to perceive meaning.
So, like pictographic, the term ideographic is not a very suitable characterization either.
Writing systems are better named according to the units that they encode. Thus
English is basically phonographic, with letters encoding sounds; but it also has
considerable logographic elements (to, too, two; &; $). Chinese writing is primarily
logographic (units encode words) but also has syllabo-graphic elements that connect
syllables that are similar in sound.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Alphabetic systems for writing Chinese date back at least to the 16th century.
Most have made use of Roman letters, and are therefore called Romanizations. We can
illustrate some of the systems, using the compound word for ‘Chinese language’ again:
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
The Yale system grew out of work performed by the War Department during
World War II and was used in the Yale textbook series, familiar to several generations of
students of Chinese. It is probably the most transparent [for English speakers] of the
Romanized transcription systems. National Romanization (Guóyŭ Luómăzì), a system
that had official status in China during the 1930s, incorporates the tone in the spelling –
notice there are no tone marks above the vowels – which makes it invaluable for learning
and retaining tones. Hànyǔ Pīnyīn is the official system of the PRC and has been
accepted by most of the rest of the world, including, recently, Taiwan.
Zhùyīn Fúhào (‘transcription of sounds’), the system shown on the right of the
others above, is called Bopo mofo, colloquially, after the first four letters of its alphabet.
It has a longer history than pinyin, being based on a system created in 1919, called
Zhùyīn Zìmŭ ‘transcription alphabet’ that was intended to serve as a fully fledged writing
system. It was inspired by the Japanese ‘kana’ system, whose symbols derive from
characters rather than Roman letters. Bopo mofo symbols have the advantage of looking
Chinese and of not suggesting any particular English (or other language’s) sound values.
In Taiwan, children, as well as many foreign students, learn to read with materials in
which Bopo mofo is written vertically alongside the character text to indicate
pronunciation.
Hànyŭ Pīnyīn
Pinyin (‘spelling the sound’) was developed and officially adopted by the PRC in the
1950s, and it is now used in textbooks, dictionaries and other reference books, computer
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input systems, and on road and shop signs there. In recent years, some schools in China
have been encouraging children at certain stages in their education to write essays in
pinyin to improve composition and style, and it is not unlikely that its functions will
continue to expand in the future.
It is sometimes claimed that pinyin (or any other such system of transcribing the
sounds of Mandarin) cannot serve as a fully-fledged writing system because the degree of
homophony in Chinese is such that some reference to characters is necessary for
disambiguation. This is certainly true in the case of the shi-story cited earlier, and it
might be true for Classical Chinese in general (if it is read out in modern pronunciation,
as it usually is). But it is certainly not true for texts written in colloquial styles. Anything
that can be understood in speech can be written and understood in pinyin. Many people
email successfully in pinyin without even indicating the tones! The question is, using
pinyin, how far one can stray from colloquial speech and still be understood. Written
styles range from the relatively colloquial to the relatively classical, but if the latter can
be understood when read aloud, then presumably they can be understood written in
pinyin.
4. Key Terms
Peoples Republic of China (PRC) Bĕijīng (Peking)
The Mainland Bĕipíng (Peiping)
The Republic of China (ROC) Máo Zédōng
Taiwan Chiang Kai-shek (Jiăng Jièshí)
Hong Kong (Xiāng Găng) Sun Yat-sen (Sūn Yìxiān)
Qīng (Manchu) dynasty (1644-1912) 1842
Míng (Chinese) dynasty (1368-1644) 1911
Yuán (Mongol) dynasty (1279-1368) 1949
Chinese oracle bone inscriptions (jiăgŭwén))
Guānhuà (officials’ language) little seal characters (xiăo zhuàn)
Mandarin model script (kăishū)
Guóyŭ (national language) traditional characters (fántĭzì)
Pŭtōnghuà (ordinary language) simplified characters (jiăntĭzì)
lingua franca homophony
Classical Chinese (Wényán) pictographs
Báihuà ideographs
Táiyŭ logographs
Taiwanese Mandarin Wade-Giles
Hànyŭ Pīnyīn Zhùyīn Fúhào (Bopo mofo)
dialects
Regional languages: Cantonese; Shanghainese; Fujianese (Hokkien); Kejia (Hakka), etc.
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DeFrancis, John. The Chinese Language: Fact and Fantasy, Honolulu: University
of Hawaii Press, 1984.
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Contents
1 The syllable Exercise 1
2 Tones Exercise 2
3 Initial consonants Exercise 3
4 Rhymes Exercises 4, 5, 6
5 Miscellany
6 Writing connected text in pinyin
7 Recapitulation Exercise 7
To learn to converse in Chinese, it helps to develop two abilities: the ability to recognize
and produce the sounds of the language adequately so you can hear and repeat Chinese
material; and the ability to match the sounds of Chinese to phonetic notation so you can
read, take notes or otherwise keep track of language material before you have internalized
the formal character based writing system. However, it is monotonous – and probably
inefficient – to try to learn the sounds and transcription before you learn how to say
anything. So this introductory lesson serves a short-term and a long-term purpose. In the
short-term, it provides the information you need to proceed to the first speech samples in
Unit 1. And in the long-term, it provides detailed information about the sounds and their
notation, which you will be able to refer to regularly as you progress through the book.
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1 The syllable
As noted in the introduction, Hànyǔ Pīnyīn (literally ‘Chinese-language joined-sounds’),
called ‘pinyin’ for short, is the a notation for representing standard Mandarin
pronunciation. It has official status not only in China but also in the international
community, and is now generally used throughout the Chinese speaking world. Though
based on familiar Roman letters (only v is not utilized), both consonantal letters (c, x, and
q, for example) and vocalic (such as i, u and o) are sometimes matched to sounds in ways
unfamiliar, or even counterintuitive to speakers used to modern English spelling
conventions.
The pinyin written syllable can also be usefully analyzed in terms of an initial and
a rhyme. The rhyme, in turn, contains vowels (V), a tones (T) written above the vowels,
medials (M) and endings (E). Of these, only the vowel is always present (as, for example,
in the sentence-final particle that is simply an untoned a). Thus, all possible pinyin
syllables can be represented by the following formula:
Initial | Rhyme
T
Ci | M V E
i,u,ü i,o/u,n,ng
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Vowel: a
Vowel\Tone: ā, è
There are six possible [written] vowels: a, e, i, o, u and ü (the last representing a
‘rounded high front’ vowel, as in German über or the last vowel of French déjà vu).
Vowels can be preceded by medials (i, u and ü), and followed by endings, two of which
are written with vowel symbols (i, o), and two with consonantal (n, ng). There is actually
a third vowel ending that can occur after the main vowel (in addition to i and o), and that
is u; for with the main vowel o, the ending o is written u to avoid the misleading
combination ‘oo’. Thus, to cite words from Unit 1, one finds hǎo, lǎo (both with -o), but
instead of ‘dōo’, you get dōu, and instead of ‘zhōo’, you get zhōu (both with –u).
Tones are a particularly interesting feature of the Mandarin sound system and will
be discussed in more detail in §2 in this unit. For now, we note that stressed syllables may
have one of four possible tones, indicated by the use of diacritical marks written over the
main vowel (V). Unstressed syllables, however, do not have tonal contrasts; their pitch is,
for the most part, conditioned by that of surrounding syllables.
Because medials, vowels and some endings are all written with vowel letters,
pinyin rhymes may have strings of two or three vowel letters, eg: -iu, -ui, -iao, -uai. By
convention, the tone mark is placed on the vowel proper, not on the medial or on the
ending: lèi, jiāo, zuò. As a rule of thumb, look to see if the first of two vowel letters is a
possible medial; if it is, then the next vowel letter is the core vowel, and that gets the tone
mark; if not, then the first gets it: iè, ǎo, ué, ōu, iào.
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Exercise 1.
Without trying to pronounce the syllables, place the tone marks provided over the correct
letter of the pinyin representations:
xie [\] jiang [–] dui [\] hao [ˇ] lian [/] gui [\] zhou [–] qiao [/]
One sound that is not shown in the syllable formula given in §1.2 above is the
final r-sound. It is represented, not surprisingly, by r in pinyin, and is obligatory in a few
words with the e-vowel, such as èr ‘two’. However, in northern Mandarin, a common
word-building suffix, appearing mostly in nouns, and favored by some speakers and some
regions more than others, is also represented by a final ‘r’, eg diǎnr, huàr, bànr, huángr.
The final r often blends with the rest of the syllable according to rather complicated rules
that will be discussed in detail elsewhere.
2 Tones
Words in Mandarin are pronounced with a regular tonal contour, or pitch, much like the
stress patterns that distinguish the English verb ‘reCORD’ from the noun ‘REcord’. In
Mandarin, the word lǎoshī ‘teacher’, for example, is pronounced laoshi (‘low’ followed
by ‘high’), which in English terms is like having to say teacher rather than teacher each
time you say the word. The presence of tones in Chinese is often cited as another of those
lurid features that makes the language unique and difficult to learn; but tones are, in fact,
not unique to Chinese and probably no more difficult to learn than stress or intonation is
for learners of English.
As noted earlier, there are four basic tones in Mandarin. Regional dialects of
Mandarin, such as those spoken in the Tianjin area or in the far southwest (Kunming, for
example) may realize the four tones with markedly different pitch contours from those
found in standard Mandarin. Moreover, the regional languages have more than four
tones. Cantonese, for example, is usually analyzed as having four tones on two levels, for
a total of [at least] eight. Mandarin also differs from most of the regional languages in
having a predilection for words with [non-initial] toneless syllables: shūshu ‘uncle’;
xíngli ‘luggage. In some cases, toneless syllables are virtually swallowed up by the
previous syllable; wǒmen ‘we’, for example, is often pronounced ‘wǒm’ in speech.
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‘fourth’. As noted earlier, in pinyin, tones are indicated iconically by marks placed over
the ‘main’ vowel letter.
TONES
For most speakers, a low-toned syllable in second position of a phrase will also
stay low, without much of a rise. Again, if you can find a speaker to model the following
phrases, see if you agree that the second syllable is primarily low:
shūfǎ ‘calligraphy’
tuántǐ ‘group’
kànfǎ ‘point of view’
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For learners, regarding the third tone as ‘low’, then learning that it rises in certain
contexts, seems to produce better results than thinking of it as falling-rising and canceling
the final rise in certain contexts. So the third tone, we will refer to as ‘low’, and to
produce it, you aim low and add the final rise only when the syllable is isolated.
tone: 1 2 3 4
Exercise 2.
The following short sentences consist of a pronoun tā ‘he; she’, the verb xìng (think
syìng), meaning ‘be surnamed’, and one of the 12 surnames presented above. Keeping
your tone concepts in mind, and ideally, with feedback from a Chinese speaker, focus on
the different tones of the surnames while pronouncing the sentences.
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be a more or less permanent feature of the region, within particular languages, tone
systems may appear, evolve, or disappear.
The tonal system of Chinese is also known to have evolved over the centuries.
Evidence from ancient rhyme tables and other sources indicates that at an earlier stage,
prior to the 7th century, the ancestor of modern Mandarin also had four tones. They were
named píng ‘level’, shǎng ‘rising’, qù ‘going’ and rù ‘entering’ (which are the modern
pronunciations of the names given to them then). The last was found only on checked
syllables, those ending with stopped consonants such as -k, -t and –p, which as noted
earlier, are no longer found in Mandarin.
The earlier names of the tones are suggestive, but we cannot know precisely what
the four sounded like. We do know, however, that they were distributed differently from
those of modern Mandarin. In fact, the modern names for the four tones of Mandarin
reflect their evolution. The modern tones are called, formally, yīnpíng, yángpíng, shăng
and qù (tones 1 through 4, respectively). The rù-tone has disappeared (along with the
consonantal endings), and the words that once had that tone now appear with other tones.
As the names suggest, old píng toned words are now divided between yīnpíng (the level)
and yángpíng (the rising). It is known that the tonal distinction between level and rising,
seen on words such as tīng ‘listen’ versus tíng ‘stop’, emerged from a contrast that was
formerly found in the initial consonants. Similar splits in all the original four tones are at
the basis of the eight tone systems of regional languages such as Cantonese.
Some linguists have adduced evidence for pre-tonal stages of Chinese, or at least
stages when pitch differences were not so prominent. A more detailed discussion of tone
in Chinese can be found in books listed at the end of introduction.
3 Initial consonants
Many pinyin letters are pronounced ‘like English’: the ‘el’ of lǎo, for example, is very
like English ‘l’, and pinyin f, s, n and m all have more or less the same values in Chinese
and English scripts. Unfortunately, such cases are liable to make you think of English
even where the pinyin letters have rather different values from those of English. Below is
a table of symbols that represent all the possible initial consonants of Mandarin.
Following Chinese custom, they are presented with a particular set of vowels, and
ordered from front of the mouth (labials) to back (velars, and glottals).
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the hints provided on the right hand side of the chart, and imitate your teacher or some
other speaker of Chinese:
3.2 Notes
Columns I and II
In English, the distinction between sounds such as ‘b’ and ‘p’ or ‘d’ and ‘t’ is usually said
to be one of voicing (vocal chord vibration): with ‘b’ and ‘d’, voicing begins relatively
earlier than with ‘p’ and ‘t’. However, in Chinese, the onset of voicing of the row I
consonants is different from that of English. The that the sound of pinyin ‘b’ is actually
between English ‘b’ and ‘p’, that of pinyin ‘d’, between English ‘d’ and ‘t’, etc. That is
why the Wade-Giles system of Romanization (mentioned in the introduction) writes ‘p/p’’
rather than ‘b’ and ‘p’ (T’aipei rather than Taibei); in phonetic terms, both are voiceless,
but the first is unaspirated, the second aspirated. Being aware of this will help you to
adjust to what you hear; and remembering to articulate the column I initials ‘lightly’
should keep you from sounding too foreign.
Row 1
These consonants are ‘labials’ – all involve the lips. Pinyin writes the sound ‘waw’ (cf.
English ‘paw’) with just an o only after the labials; otherwise it writes it uo. Thus bo, po,
mo, fo rhyme with duo, tuo, nuo, luo (the latter set not shown in the table above). In other
words, o by itself always equals uo (and never ou). Apparently, the creators of pinyin felt
that after the labial initials it was unnecessary to indicate the labial onset with ‘u’. It will
be important to keep the sound of o / uo separate from that of ou, which rhymes with both
syllables of English ‘oh no’.
With zh, ch, sh and r in row-4, the tip of the tongue is raised towards the roof of
the mouth (on or near the rough area behind the teeth known as the alveolar ridge) in
what is called a retroflex position. As with the row-3 initials, the letter i in this position
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represents only a persistence of the consonantal sound. So for zhi, chi, shi and ri, think
‘zhr’, ‘chr’, ‘shr’, and ‘rr’. In English, an ‘r’ following a consonant will often produce the
retroflex articulation of the tongue that is characteristic of the row-4 consonants; so
another way to get your tongue in the correct position for those initials is to make
reference to English, and match zh to the ‘dr’ of ‘drill’, ch to the ‘tr’ of ‘trill’, sh to the
‘shr’ of ‘shrill’ and r to the ‘r’ of ‘rill’.
Finally, with j, q, and x of row-5, the tongue is positioned like the ‘yie’ in English
‘yield’; and this time, the letter i is pronounced ee, so for ji, qi, xi think ‘jyee’, ‘chyee’,
‘syee’. Later, you will see that row-5 initials are only followed by the written vowels i
and u. The first will always be pronounced ‘ee’ in this context, the second, always ‘ü’.
Exercise 3.
a) Try pronouncing the following syllables, randomly selected from rows 3, 4 and 5
initials, on level (ie 1st) tone:
qi si zhi zi ji qi si ri chi
xi shi ci zhi qi si chi ji xi
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(2) de te ne le
duo tuo nuo luo
dai tai nai lai
(3) zi ci si
zao cao sao
(5) ji qi xi
ju qu xu
jian qian xian
(6) ge ke he
gan kan han
4 Rhymes
A table showing all possible rhymes follows below. It is too long and complicated to be
quickly internalized like the chart of initials, but you can practice reading the rows aloud
with the help of a teacher or native speaker. You can also map your progress through the
rhymes by circling syllables, or adding meaningful examples, as you learn new
vocabulary. The table is organized by main vowel (a, e, i, o, u, ü), and then within each
vowel, by medial (i, u and ü) and final (i, o/u, n, ng). The penultimate column, marked
‘w/o Ci’ (ie ‘without initial consonant’), lists syllables that lack an initial consonant (with
the rarer ones placed in parentheses) and so begin with a (written) vowel or medial (the
latter always represented with an initial y or w). The final column gives pronunciation
hints. Asterisks (*), following certain numbered rows, mark sets that need special
attention. Final-r, whose special properties were mentioned above, is treated separately.
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Note that row-5 Ci initials (j, q, x) are ONLY followed by the sounds (not the
written letters, the sounds!) ‘ee’ and ‘ü’, written i and u, respectively. Here are some
examples:
ji, jie, jian, qi, qie, qian, xi, xie, xian; ju, jue, jun, qu, que, qun, xu, xue, xun.
Row-4 Ci, on the other hand (and the same goes for row-3) are NEVER followed by the
sounds ‘ee’ and ‘ü’:
zhi, zi, zhu, zu, zhan, zan, chi, ci, chu, cu, chan, chen etc.
Because the creators of pinyin let i and u each represent two different sounds, this
complementary distribution is obscured: the vowels of ji and zhi look alike, but they do
not sound alike; the same for ju and zhu. So if you hear ‘chee’ it must be written qi, for
‘ee’ never follows ch; if you hear ‘chang’, it must be written chang, for q can only be
followed by the sound ‘ee’. And so on.
Exercise 4.
The following syllables all contain the written vowels i and u. Practice reading them
clearly, on a single tone. As with all the exercises in this lesson, repeat daily until
confident.
Exercise 5.
a) Practice reading the following syllables containing e:
chen wei zhen xie ben ren lei re bei jie e leng zei che bie
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Exercise 6.
a) Here are some more names (mostly), all containing ‘o’:
b) And more single syllables, which you can read on a tone of your choosing:
5 Miscellany
5.1 Tonal shifts
Before leaving the survey of sounds and notation, we need to return to the subject of tone,
and take note of the phenomenon of tonal shifts (called ‘tone sandhi’ by linguists). It
turns out that in certain contexts, tones undergo shifts from one to the other. (In
Mandarin, the contexts where this occurs are very limited; in regional languages such as
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Hokkien, such shifts are much more pervasive.) We will mention these shifts here, and
then practice producing them more systematically over the course of later units.
3 + 3 > 2 + 3
low + low > rising + low
It is, of course, possible to have three or more low tones in a row, but such cases will be
considered later.
Another single-word shift involves the numeral yi ‘one’. In counting, and in many
compounds, it is level toned: yī, èr, sān, sì ‘1, 2, 3, 4’; yīshēng. But where yi is
grammatically linked to a following ‘measure word’, it shows the same tonal shift as bu,
rising before a falling tone (yí fèn ‘a copy’), but falling before any other (yì bāo ‘a pack’).
yì zhāng ‘a [table]’
yì tiáo ‘a [fish]’
yì běn ‘a [book]’
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Note that the low tone shift (hěn + hǎo > hén hǎo) applies to any word (or
syllable) that fits the grammatical condition (of being within a phrase); but the shift from
falling to rising affects only a few words, including bu and yi.
In 1988, the State Language Commission issued a document with the translated
title of “The Basic Rules for Hanyu Pinyin Orthography,” and with a few minor
exceptions, this textbook conforms to those proposed rules. [The ABC Chinese-English
Dictionary, cited at the end of the Background chapter, contains a translation of this
document as an appendix.] Only two general points will be mentioned here. First, normal
punctuation practices hold. Sentences begin with capital letters, as do proper names; they
end with periods, and other punctuation marks are used more or less as in English.
Second, words, not syllables, are enclosed by spaces. Thus ‘teacher’ is written lǎoshī, not
lǎo shī. Characters, by contrast, which always represent syllable-length units, are
separated by a space regardless of word boundaries. Of course, defining what a word is
can be problematical, but pinyin dictionaries or glossaries can be relied upon to make
those decisions for us. Other conventions, such as the use of the hyphen, will be noted
when needed. So when you write pinyin, it should look like this:
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Writing pinyin in this way makes it readable. And in fact, where emailing in
characters is restricted by technical problems, pinyin can serve even without tone marks
so long as the above orthographical conventions are observed: Geming bu shi qingke
chifan….
7 Recapitulation
That completes our survey of the sounds and transcription of Mandarin Chinese. Already
you will be able to pronounce the names of Chinese people and places considerably better
than television and radio newscasters and announcers generally do. Exercise 7 reviews
what you have covered in this lesson.
Exercise 7
a) Write out the formula for all possible pinyin syllables; list the medials; list the finals.
b) Place the tone marks given in the parentheses in the correct position in the syllables:
xue (/) bei (–) sou (v) jie (\) bie (/) suo (v)
d) Write out the table of initial consonants. How many rows are there? Which rows are
particularly problematical? What sounds (and vowel symbols) can follow the row-5
initials?
e) Pronounce the pairs on the tone indicated. Note: in this exercise, as well as in (h)
below, not all syllables are actual Chinese words on the tone cited; cf. English ‘brink’
and ‘blink’, ‘bring’ and ‘bling’, but only ‘brick’ – no ‘blick’ (yet).
iv. (tone 3) bie – bei, lie – lei, pie – pei, die – dei.
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h) Read the sets listed below aloud. Each set of three syllables follows the pattern ‘rising,
rising, falling’, like the usual list intonation of English ‘1, 2, 3’, or ‘boats, trains, planes’;
lá, wéi, jìn!
lá wéi jìn!
láo tái dù!
sóu sí mìng!
zí xiá qìng!
ní zhí hòu!
lái duó zhèn!
fó qí cì!
xíng cuó shì!
móu guó shòu!
rén béi zhà!
________________________________________________________________________
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Coda
Chinese who studied English in China in the sloganeering days prior to the 80s can often
remember their first English sentence, because in those days textbook material was
polemical and didactic and lesson content was carefully chosen for content and gravity.
So let your first sentence also carry some weight, and be appropriate for the endeavors
you are about to begin. Here it is, then:
種瓜得瓜,種豆得豆。
Zhòng guā dé guā, zhòng dòu dé dòu.
plant melon get melon, plant bean get bean
‘[You] reap what you sow.’
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UNIT 1
Jiǔ céng zhī tái, qǐ yú lěi tǔ; qiān lǐ zhī xíng shǐ yú zú xià.
9 level tower, begin by piling earth, 1000 mile journey begins with foot down
A tall tower begins with the foundation; a long journey begins with a single step.
Lǎozǐ
Contents
1.1 Conventions
1.2 Pronunciation
1.3 Numbering and ordering
1.4 Stative Verbs
1.5 Time and tense
1.6 Pronouns Exercise 1
1.7 Action verbs
1.8 Conventional greetings Exercise 2
1.9 Greeting and taking leave
1.10 Tones Exercise 3
1.11 Summary
1.12 Rhymes and rhythms
1.1 Conventions
The previous Unit on ‘sounds and symbols’ provided the first steps in learning to
associate the pinyin transcription of Chinese language material with accurate
pronunciation. The task will continue as you start to learn to converse by listening to
conversational material while reading it in the pinyin script. However, in the early units,
it will be all too easy to fall back into associations based on English spelling, and so
occasionally (as in the previous overview), Chinese cited in pinyin will be followed by a
more transparent transitional spelling [placed in brackets] to alert you to the new values
of the letters, eg: máng [mahng], or hěn [huhn].
In the initial units, where needed, you are provided not only with an idiomatic
English translation of Chinese material, but also, in parentheses, with a word-for-word
gloss. The latter takes you into the world of Chinese concepts and allows you to under-
stand how meanings are composed. The following conventions are used to make the
presentation of this information clearer.
Summary of conventions
a) Parentheses (...) enclose literal meanings, eg: Máng ma? (‘be+busy Q’)
c) Capitals (Q) indicate grammatical notions, eg: Q for ‘question’; POL for
‘polite’. In cases where there is no easy label for the notion, the
Chinese word itself is cited in capitals, with a fuller explanation to
appear later: Nǐ ne? ‘(you NE)’
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d) Spaces ( ) enclose words, eg: hěn hǎo versus shūfu; used instead of + in
literal glosses, eg hǎochī (‘be good-eat’).
g) Angle brackets < > indicate optional material: <Nǐ> lèi ma? ie, either Nǐ lèi ma? or
Lèi ma?
1.2 Pronunciation
To get your vocal organs ready to pronounce Chinese, it is useful to contrast the
articulatory settings of Chinese and English by pronouncing pairs of words selected for
their similarity of sound. Thus kǎo ‘to test’ differs from English ‘cow’ not only in tone,
but also in vowel quality.
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1.3.2 Beyond 10
Higher numbers are formed quite regularly around shí ‘ten’ (or a multiple of ten), with
following numbers additive (shísān ‘13’, shíqī ‘17’) and preceding numbers
multiplicative (sānshí ‘30’, qīshí ’70):
Notes
1. Amongst northern Chinese, yīyuè often shows the yi tone shift in combination
with a following day: yíyuè sān hào. Qī ‘7’ and bā ‘8’, both level-toned words,
sometimes show the same shift in dates (as well as in other contexts prior to a
fourth toned word): qíyuè liù hào; báyuè jiǔ hào.
2. In the written language, rì ‘day’ (a much simpler character) is often used in
place of hào: thus written bāyuè sān rì (八月三日), which can be read out as such,
would be spoken as bā ~ báyuè sān hào (which in turn, could be written verbatim
as 八月三号).
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Some comparisons with English also reveal the centrality of the verb to the
Chinese sentence schema. In Chinese, where the context makes the participants clear,
verbs do not need to be anchored with pronouns – as they do in English:
In English, ‘am’ is not a possible response to the question ‘are you busy?’. A
pronoun is required: ‘I am.’ However, in the English answer, the verb ‘busy’ does not
need to be repeated – ‘I am’ rather than ‘I am busy’. Chinese behaves oppositely from
English, as our example shows. Pronouns are often not expressed when the context
makes the reference clear. On the other hand, verbs tend to be reiterated in the answer,
without the need of an equivalent to the ‘yes’ or ‘no’ of English.
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able to understand the notion of classes of words and positions within sentence structure
so that generalizations can be noted.
Another general class of verbs involve actions: chī ‘eat’; xǐzǎo ‘to wash’; zǒu ‘to
walk; leave’. These will simply be called action verbs, abbreviated Vact.
Positive responses repeat the verb, usually with an adverb. The default adverb,
where no other is chosen, is hěn, usually glossed as ‘very’, however, in contexts such as
these, hěn does little more than support the positive orientation of the sentence, and so is
best left untranslated. SVs such as duì ‘correct’, which are ‘all or nothing’, do not occur
with degree adverbs, such as hěn.
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Notice that unlike English, where the typical positive answer indicates affirmation
with ‘yes’ before going on to answer the question, Mandarin has only the direct answer.
As with positive answers, Chinese has no direct equivalent to ‘no’, but simply offers a
negated verb.
A less abrupt negative (but, again, not used with duì) is formed with bú (with tone
shift) plus tài ‘too; very’:
[Negative questions with ma, such as Nǐ bú lèi ma? ‘Aren’t you tired?’, will be dealt with
in a later unit. While such questions are easy to form in Chinese, the responses follow
patterns unfamiliar to speakers of English.]
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Other examples
Note
With two-syllable SVs, the 2nd syllable of the first, positive part of V-not-V
questions often gets elided, as indicated by < > in the last two examples.
SUMMARY
SVs: hǎo, máng, lèi, è, kě, lěng, rè, gāo, shūfu, jǐnzhāng, duì
Yes-No Qs + 0 --
-ma V-not-V
Lèi ma? Lèi bu lèi? Hěn lèi. Hái hǎo. Bú lèi. Bú tài lèi.
Jǐnzhāng ma? Jǐn bu jǐnzhāng? Hěn jǐnzhāng. Hái hǎo. Bù jǐnzhāng.
Bú tài jǐnzhāng.
Zuótiān lěng ma? Was [it] cold yesterday? <Zuótiān> bú tài lěng.
Zuótiān rè bu rè? Was [it] hot yesterday? <Zuótiān> hĕn rè!
Zuótiān hĕn máng ma? Were [you] busy yesterday? <Zuótiān> hĕn máng!
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Jīntiān lèi bu lèi? Are [you] tired today? <Jīntiān> hái hăo!
Èrshíbā hào hěn lěng. The 28th was quite cold.
Note the differences in word order between the English and the Chinese in the previous
examples:
Was it cold? > It was cold. Lěng ma? > Hĕn lěng.
Was it cold yesterday? Zuótiān lěng ma?
The appearance of a time word such as míngtiān (or a date) can be sufficient to
indicate that an event is certain to occur in the future – something that is also true of
English.
However, at times, Chinese does require some additional acknowledgement of the fact
that, unlike the past and present, the future is uncertain. Thus, in talking about future
weather, the word huì ‘can; will; likely to’ is in many cases added to the statement of
futurity: Míngtiān huì hěn lěng ma? ‘Will [it] be cold tomorrow?’ Huì, while it does
correspond to English ‘will’ in this example, is not actually as common as the latter.
For the time being, you should be wary of talking about future states.
Zuótiān bù shūfu, jīntiān [I] didn’t feel well yesterday, but [I]’m
hăo le. okay today.
An explicit contrast between an earlier situation (zuótiān) and a current one (jīntiān)
typically triggers this use of le. However, it is quite possible state the situation at both
times without underscoring the change with le, too, as the examples below show.
earlier current
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Examples
Yǐqián hĕn jĭnzhāng, xiànzài [I] was nervous yesterday, but [I]’m okay
hăo le. now.
Zuótiān hěn lèi, jīntiān hěn máng. [I] was tired yesterday [and] I’m busy today!
Běnlái hěn máng, xiànzài hǎo le. [I] was busy at first, but now [I]’m okay.
Mùqián hěn lěng, hěn bù shūfu. It’s quite cold at present, [I]’m not
comfortable.
Běnlái hěn lěng, zuìjìn rè le. It used to be cold, but lately it’s gotten hot.
Observe that it is the new situation that is associated with le, not the original state! The
presence of le generally cancels out the need for a supporting adverb, such as hěn.
1.6 Pronouns
As many of the examples above show, Chinese often manages to keep track of people (or
things) relevant to a situation without the use of pronouns. But pronouns are available
where context alone might be insufficient – or where it might otherwise be more
appropriate to use one. The set of personal pronouns in Chinese is relatively simple, and
regular. They are presented in the following table, with notes following:
Notes
a) Tā tends to refer only to people (or to animals being treated as if they were
people); in speech, at least, it rarely refers to things, and so rarely corresponds to
English ‘it’. On those occasions when tā is used to refer to things, it is more
common in object position, so it is more likely to occur in the Chinese equivalent
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of the sentence ‘put it away’ than in ‘it’s in the drawer’. Chinese sometimes uses a
demonstrative (zhè ‘this’ or nà ‘that’) where English has ‘it’, but generally it has
no explicit correspondence at all.
c) Mandarin speakers from Beijing and the northeast, also make a distinction
(found in many languages) between wǒmen ‘we’ that includes speaker, addressee
and others, and zán or zánmen (pronounced ‘zámen’, as if without the first ‘n’)
‘the two of us; we’. The latter includes the speaker and the person spoken to, but
excludes others. Eg Zánmen zǒu ba! ‘Let’s leave [us, but not the others]’ – a
phrase worth storing away as a prototype example for zánmen.
1.6.1 Names
Where the identification or status of a person requires more than a pronoun, then of
course, Chinese has recourse to personal names, or names and titles (cf. §1.9.1). For now,
suffice it to say that Chinese students often refer to each other either by personal name (at
least two syllables), or by surname (xìng) prefixed by a syllable such as xiǎo ‘young’.
Thus, Liú Guózhèng may be addressed by friends as Guózhèng or xiǎo Liú; Lǐ Dān, as Lǐ
Dān (full name of two syllables) or xiǎo Lǐ.
It may also be used to signal follow-up questions. The response to a follow-up question
often contains the adverb yĕ ‘also; too; as well’. Recall that adverbs are placed before
verbs (including SVs) or other adverbs (such as bu):
Jiǎ Yǐ
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Notes
1. Háishi ‘still’; cf. §1.7.1.
2. Spoken Chinese makes use of variety of ‘interjections’. Ng (with pronunciation
ranging from a nasalized ‘uh’ to ‘n’) is one of them. On the falling tone, it
indicates agreement, or as in the above example, understanding.
Exercise 1.
Write down, and recite, what you would say under the circumstances; be prepared to
shift roles:
1. Ask him if [he] was busy yesterday?
2. Note that [it]’s quite cold today.
3. Remark that [it]’s gotten cold today.
4. Find out if young Li’s nervous.
5. Respond that [she] is [nervous].
6. Say that you are too.
7. Say [you] didn’t feel well yesterday.
8. Say that you’re better now.
9. Tell your friend [you]’re not very hungry.
10. Tell him that you’re okay today, [but] you were quite nervous before.
11. Ask your friend if [she]’s thirsty [or not].
12. Find out if your classmate is comfortable.
13. Say that [you]’re not hungry anymore.
14. Say that he was wrong.
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LE Q)’. The core meaning of fàn, as shown in the gloss, is ‘cooked rice’, but in this
context, its meaning is extended to ‘food’ or ‘meal’. When a particular kind of food is
mentioned, then fàn will be replaced by specific words: chī miàn ‘eat noodles’, chī bāozi
‘eat dumplings’; chī zǎodiǎn ‘eat breakfast’, etc.
Another case in which Chinese provides a generic object where English has either
an intransitive verb or one of a number of specific options is xǐzǎo ‘to bathe; take a
bath/shower, etc.’ Xǐzǎo is composed of the verb xǐ ‘wash’ and zǎo, an element that no
longer has independent status, but which is treated like an object. So while English uses
an intransitive verb ‘to bathe’ or a specific object ‘take a bath’, Chinese provides a
generic object, zǎo. When a specific object is needed, it substitutes for zǎo: xǐ yīfu ‘wash
clothes’; xǐ liǎn ‘wash [one’s] face’, etc.
The following table gives verbs or verb+objects for events that tend to happen in
the course of a day. [Polite inquiries about bathing are appropriate in tropical or sub-
tropical climates.]
Such declarations, while possible, are in fact more likely to be cast in some less abrupt
form, using verbs such as yào ‘want’ or xiǎng ‘feel like (think)’. We will get to such
verbs quite soon, but at this stage, rather than talking about intentions, we will focus on
whether events have happened or not. In such cases, the negation is formed with the
negative of the verb yǒu ‘have; exist’. This is méiyou, or simply méi. [Yǒu is the one
verb in Mandarin whose negative is not formed with bu – the one irregular verb, you
might say.]
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Since the action verbs introduced in this lesson involve events that can be
expected to take place regularly over the course of the day, the adverb hái (or háishi
before other adverbs) ‘still; yet’ is common in negative answers. Hái<shi> is frequently
accompanied by the sentence-final particle, ne, which in general, conveys a tone of
immediacy or suspense (as well as being associated with follow up questions, cf. §1.6.2).
a) Initiation:
Zǒu le. [They]’re off.
Chīfàn le [They]’ve started [eating].
Shàngkè le. [They]’re starting class.
b) Conclusion:
‘Conclusion’ may seem like another way of saying ‘past tense’; but there are
reasons for avoiding any identification of le with [past] tense. You have already seen that
with SVs, it is not the past situation that is marked with le, but the current one: Zuótiān
bù shūfu, jīntiān hǎo le. And you will see many other cases where past tense in English
does not correspond to the presence of le in Chinese. But more to the point: injecting the
notion of past tense into our description of le suggests a static function quite at odds with
that other, well-established dynamic function of le, to signal what is newly relevant.
For the time being, then, note that le has two faces: it signals the current relevancy
of a new state or situation; and it signals the current relevancy of a completed event.
While in the first case, le can appear with the negative, bu (bù lěng le ‘it’s not cold
anymore’), in the second, it cannot – it can only be replaced by méi<you>, to form the
negative (hái méi chī ne).
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Confusion about the several senses of le with Vact can often be resolved by the
addition adverbs, such as yǐjing ‘already’:
1.7.3 Questions
Actions can be questioned with ma:
Or with the V-not-V pattern, with the negative option reduced to méiyou (or just méi):
Chīfàn le méi<you>?
Xǐzǎo le méi<you>?
Shàngbān le méi<you>?
positive negative
Rè le. Bú rè le.
It’s gotten warm. It’s not warm anymore.
Chī le. Shàngkè le. Wǒ bù chī le.
[We]’ve started. Let’s begin. I’m not eating anymore.
<Yǐjing> zǒu le. <Hái> méi<you> zǒu <ne>.
[He]’s <already>left. [She] hasn’t left <yet>.
Tāmen <yǐjing> chīfàn le. Tāmen hái méi<you> chīfàn <ne>.
They’ve <already> eaten. They haven’t eaten <yet>.
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1.7.5 Mini-conversations
The near synonyms kěshi and dànshi, used in the following two conversations, are both
comparable to English ‘but’.
A.
Jiă: Xǐzǎo le ma? Have [you] bathed?
Yǐ: Xǐzǎo le, kĕshì hái méi chīfàn! I have, but I haven’t eaten yet.
Jiă: Yĭjing zŏu le, shàngbān le. [She]’s gone, [she]’s at work.
B.
Jiǎ: Jīntiān hěn rè! It’s hot today.
Yǐ: Ng, hěn rè. Nǐ chīfàn le ma? Yeah, sure is. Have you eaten?
Jiǎ: Yǐjing zǒu le, yǐjing shàngkè le. Yes, he has, he’s gone to class.
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Guò can occur in both the question and in responses (both positive and negative), but it
can also be dropped from the responses, as shown below.
1.8.2 Reductions
In context, utterances are likely to reduced, along the following lines: méiyou > méi;
chīfàn > chī (but xǐzǎo does not reduce to xǐ, since xǐ alone means to ‘wash’ rather than
‘bathe’). Thus, the following are all possible – though the more elliptical questions are
likely to produce more elliptical answers. (The English glosses for the responses only
suggest the differences.)
Q A (A)
Chīfàn le ma? Chīfàn le. I’ve eaten my meal.
Chīguo fàn le ma? Chīguo fàn le. I’ve had my meal.
Chī le ma? Chī le. I have.
Chīguo le ma? Chīguo le. I’ve had it.
Chīfàn le méiyou? Hái méi chī fàn ne. I haven’t eaten my meal yet.
Chīguo fàn le méiyou? Hái méi chìguo ne. I haven’t had my meal yet.
Chīfàn le méi? Hái méi chī ne. I haven’t eaten yet.
Chīguo fàn le méi? Hái méi chìguo ne. I haven’t had it yet.
Chī le méi? Hái méi ne. Not yet.
Méiyŏu. No.
Méi. No.
Exercise 2.
a) Ask and answer as indicated:
1. Read the paper? Not yet.
2. Started work? Yes, I have.
3. They’ve gone? No, not yet.
4. Was it cold? No, not very.
5. Have [they] got off work yet? Yes, [they] have.
6. [We]’re not nervous anymore. [You] were yesterday.
7. [I]’ve eaten. Are [you] still hungry?
8. Bathed? Yes, it was nice [comfortable].
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1.9.2 Hello
Using specialized greetings such as ‘hi’ or ‘bonjour’ to acknowledge or confirm the
worth of a relationship on every encounter is not a universal feature of cultures. The
practice seems to have crept into Chinese relatively recently. Whereas in the past, and
even now in the countryside, people might acknowledge your presence by asking where
you are going, or if you have eaten (if they say anything at all to a stranger), nowadays
urban Chinese often make use of phrases like nǐ hǎo in ways similar to English ‘hi’ or
‘hello’. Most people would probably regard nǐ hǎo as the prototypical neutral greeting,
but there are other common options such as the ones listed below:
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
A version of ‘good morning’, based on the verb zǎo ‘be+early’, has been common
usage in Taiwan, and is now becoming more current on the Mainland as well:
In general, greetings of the sort listed above are used more sparingly than their
English counterparts. Colleagues or classmates passing each other, for example, are less
likely to use a formulaic greeting such as nǐ hǎo – though novelties such as fast food
counters and toll booths (where toll collectors can sometimes be heard to greet each
passing driver with nǐ hǎo) may encourage broader use. In general, though, a greeting to
someone of higher status should be preceded by a name, or name and title (as in §1.9.1).
1.9.3 Goodbye
Many cultures have conventional phrases for taking leave. Often blessings serve the
purpose (eg ‘bye’, from ‘good bye’, supposedly derived from the phrase ‘God be with
you’). Here are some Chinese ‘goodbyes’, beginning with the standard, zàijiàn, literally
‘again-see’.
Notes
a) The addition of final –r to the written pinyin syllable represents a complex of
phonetic effects that will be considered more fully later. In the case of yìhuǐr ~
yíhuìr, the final –r affects the quality of the preceding vowel, so that it is
pronounced [yìhuĕr ~ yíhuèr] rather than [yìhuǐr ~ yíhuìr].
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This expression applies to almost any journey, whether by air, ship or bus. Yílù-shùnfēng
‘whole-journey favorable-wind’, has much the same meaning, but is not used for
journeys by air. Chinese are superstitious about effect of words, and would deem it ill
advised to mention the word fēng ‘wind’ before a flight. Notice that both expressions
contain four syllables, a favored configuration in the Chinese lexicon.
In greeting someone returning from a long journey, instead of the question ‘how
was the flight/journey/voyage’, Chinese generally utter a variant of an expression that
reflects the traditional discomforts of travel:
<Lù shàng> xīnkǔ ba. ‘Tough journey, huh? (<road on> bitter BA)’
An analysis of these expressions is provided above, but at this stage, they should simply
be memorized (by repetition) and kept in storage for greeting visitors or seeing people
off.
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Qǐng ‘request; invite’ also occurs in the common phrase qǐng zuò ‘have a seat (invite sit)’
and the expression, qǐng jìn ‘won’t you come in (invite enter)’.
b) Prior to leaving
In the normal course of events, just a goodbye is too abrupt for closing a conversation.
One way to smooth the transition is, before saying goodbye, to announce that you have to
leave. Here are four ways to do that, all involving the verb zǒu ‘leave; go’. These
expressions are complicated to analyze; some notes are provided below, but otherwise,
they should be internalized as units.
Hǎo, nà wǒ zǒu le. ‘Okay, I’m off then. (okay, in+that+case, I leave LE)’
Hei, wǒ gāi zǒu le. ‘Say, I should be off. (hey, I should leave LE)’
Hǎo, nà jiù zhèi- ‘Okay then, that’s it, [I]’m off! (okay, in+that+case
yàng ba, zǒu le. then this-way BA, leave LE)’
Notes
Gāi or yīnggāi ‘should; must’; nà ‘in that case; well; then’; jiù ‘then’; ba is a
particle associated with suggestions; le [here] signals a new situation. Taking
leave obviously involves a broad range of situations, including seeing someone
off on a journey (which, in China, is an extremely important event). The four
options listed in this section serve well for closing an informal conversation.
1.10 Tones
1.10.1 Tone combos (the first 6)
Tones are easier to perceive and assimilate in pairs. Four tones form 16 possible
combinations of two, but because of the restriction on combinations of low tones (3+3 >
2+3), only 15 pairs are distinctive. The six sets below are mostly made up of words
already encountered. They should be memorized so that they can be recited by number:
dì-yī: lǎoshī, jǐnzhāng; dì-èr: xǐzǎo, hěn hǎo, etc.
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1 2 3
lǎoshī xǐzǎo zàijiàn
4 5 6
bú rè hěn máng bù gāo
bú lèi hěn nán shàngbān
difficult
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Exercise 3.
a) Read out the following sets – recall your tone concepts:
1 dá dǎ dā dà bù bǔ bú bù
b) Tone shifts: Read the following sequences aloud, supplying the tones that are omitted:
c) Students often feel that the tones that are the most difficult to distinguish are the rising
and the low. Here is a discrimination exercise that focuses on those two. In the disyllabic
words below, the final syllables all contain either a rising tone or a low. Have a Chinese
speaker read them to you twice each (from the characters), then see if you can correctly
identify the missing tone in the pinyin versions of the words.
11. hàoma 12. chóngdie 13. kāizhan 14. kāitou 15. duōyu
16. sūnnü 17. tiānran 18. tiàowu 19. gòucheng 20. sīxiang
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d) Select a tone for all, then practice reading out these syllables (across), all of which
contain pinyin ‘o’ as main vowel:
e) Read out the following syllables that contain the -ui or -iu rhymes – these are toned:
1.11 Summary
Main patterns
+ Hĕn lèi.
Nĭ lèi ma? 0 Hái hăo.
-- Bú tài lèi.
Nĭ máng bu máng?
Conversational scenarios
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The first rhyme – a nursery rhyme - tells the story of a young entrepreneur and his
struggle to set up a business. The word-for-word gloss provided will guide you towards
the meaning.
Dà dùzi
The second, also a nursery rhyme, has a shifting rhythm but a more mundane
subject matter: the tadpole, denizen of village ponds and urban drainage systems.
Xiǎo kēdǒu
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第一课 Dì-yī kè
Lesson 1
名不正则言不顺,言不顺 则事不成
Míng bú zhèng zé yán bú shùn, yán bú shùn zé shì bù chéng.
‘Name not proper then words not effective, words not effective then things won’t succeed.’
On the ‘rectification of names’.
Confucius, Analects. Classical Chinese.
1.1.2 Spacing Characters are evenly spaced regardless of whether they represent whole
words or components of words. Compare the character version of the
sentence above and the pinyin version. Though the convention is not
always consistently followed, pinyin places spaces between words rather
than syllables. Characters are evenly spaced , regardless of word
boundaries.
1.1.3 Punctu- Modern Chinese written material makes use of punctuation conventions
ation that are similar in form to those of English, though not always identical in
function:
Periods, full stops: traditionally ‘。’, but nowadays also ‘.’
Commas: ‘,’ and ‘、’, the latter for lists (enumeration)
Quotes: traditionally「-」 or 《 》, but nowadays also
‘ ’ and “ ”
Proper names: usually unmarked, though in a few texts, indicated
by wavy underline. There is nothing comparable to
a capital letter in Chinese.
Other punctuation will be noted as encountered.
1.1.4 Direct- Traditionally, Chinese has been written downwards, from right column to
ion left. Major writing reforms instituted in the 1950s in the PRC not only
formalized a set of simplified characters (see next item), but required them
to be written horizontally, from left to right, like modern European
languages. As a result, Chinese texts now come in two basic formats.
Material originating in Taiwan and traditional overseas communities, or
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
(Chinese has provided the model for most of the scripts that write
vertically – at least in East Asia. Vertical writing is still the norm in Japan,
coexisting with horizontal writing. Other scripts of the region, such as
Mongolian, whose writing system derives ultimately from an Indian
prototype, have also followed the traditional Chinese format.)
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For almost 2000 years in China, serious genres of writing were written in the
kǎishū script (‘model writing’) that first appeared in the early centuries of the first
millennium. In the 1950s, the Mainland government, seeking to increase literacy,
formalized a set of simplified characters to replace many of the more complicated of the
traditional forms. Many of these simplified characters were based on calligraphic and
other styles in earlier use; but others were novel graphs that followed traditional patterns
of character creation.
For the learner, this simplification is a mixed blessing – and possibly no blessing
at all. For while it ostensibly makes writing characters simpler, it also made them less
redundant for reading: 樂 and 東 (used to write the words for ‘music’ and ‘east’,
respectively) are quite distinct in the traditional set; but their simplified versions, 乐 and
东, are easy to confuse. Moreover, Chinese communities did not all agree on the new
reforms. The simplified set, along with horizontal writing, was officially adopted by the
PRC in the late 1950s and (for most purposes) by Singapore in the 1960s. But Taiwan,
most overseas Chinese communities and, until its return to the PRC, Hong Kong, retained
the traditional set of characters as their standard, along with vertical writing.
Jiǎntǐzì and fántǐzì should not be thought of as two writing systems, for not only
are there many characters with only one form (也 yě, 很 hěn, 好 hǎo, etc), but of those
that have two forms, the vast majority exhibit only minor, regular differences, eg: 说/說,
饭/飯. What remain are perhaps 3 dozen relatively common characters with distinctively
divergent forms, such as: 这/這, 买/買. Careful inspection reveals that even they often
have elements in common. For native Chinese readers, the two systems represent only a
minor inconvenience, rather like the difference between capital and small letters in the
Roman alphabet, though on a larger scale. Learners generally focus on one system for
writing, but soon get used to reading in both.
1.3 Function
As noted earlier, characters represent not just syllables, but syllables of particular words
(whole words or parts of words). In other words, characters generally function as
logograms – signs for words. Though they can be adapted to the task of representing
syllables (irrespective of meaning), as when they are used to transliterate foreign personal
and place names, when they serve this function they are seen as characters with their
meanings suppressed (or at least, dimmed), eg: 意大利 Yìdàlì ‘Italy’, with the meanings
‘intention-big-gain’ suppressed.
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sound jīn
character 今 金
Such homophony is common in Chinese at the syllable level (as the shi-story, described
in the preliminary chapter, illustrated). Here, for example, are some common words or
word parts all pronounced shì (on falling tone):
shì
1.4 Writing
1.4.1 Writing in the age of word processors
Just as in English it is possible to read well without being able to spell every word from
memory, so in Chinese it is possible to read without being able to write every character
from memory. And in fact, with the advent of Chinese word processing, it is even
possible to write without being able to produce every character from memory, too; for in
a typical word processing program, the two steps in composing a character text are, first,
to input pinyin and, second, to confirm – by reading – the output character, or if
necessary, to select a correct one from a set of homonyms (ordered by frequency).
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There is, nevertheless, still a strong case to be made for the beginning student
learning to write characters by hand. First of all, there is the aesthetic experience. In the
Chinese world, calligraphy – beautiful writing, writing beautifully – is valued not only as
art, but also as moral training. Even if your handwriting never reaches gallery quality, the
tactile experience and discipline of using a writing implement on paper (or even on a
tablet computer) is valuable. Writing also serves a pedagogical function: it forces you to
pay attention to details. Characters are often distinguished by no more than a single
stroke:
4 strokes 天 夭 夫 犬 太
tiān yāo fū quǎn tài
sky goblin person dog grand
5 strokes 白 申 田 甲 由
bái shēn tián jiǎ yóu
white explain field ‘A’ from
Learning to write characters does not mean learning to write all characters
encountered from memory, for the immense amount of time it takes to internalize the
graphs inevitably takes away from the learning of vocabulary, usage and grammatical
structure. This course adopts the practice of introducing material in pinyin rather
exuberantly, then dosing out a subset to be read in characters. The balance of writing to
reading is something to be decided by a teacher. In my view, at least in the early lessons,
students should not only be able to read character material with confidence, but they
should be able to write most of it if not from memory, then with no more than an
occasional glance at a model. The goal is to learn the principles of writing so that any
character can be reproduced by copying; and to internalize a smaller set that can be
written from memory (though not necessarily in the context of an examination). These
will provide a core of representative graphs and frequently encountered characters for
future calligraphic endeavors.
a) Form
There are usually said to be eight basic strokes plus a number of composites. They are
shown below, with names for each stroke and examples of characters that contain them.
héng ‘horizontal’ 一 shù ‘vertical’ 十
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Composite strokes can be analyzed in terms of these eight, eg ‘horizontal plus leftwards
slant’.
b) Direction
In most cases, strokes are falling (or horizontal); only one of the eight primary strokes
rises – the one called tiǎo.
c) Order
The general rules for the ordering of strokes are given below. These rules are not detailed
enough to generate word order for you, but they will help you to make sense of the order,
and to recall it more easily once you have encountered it. Begin here by drawing the
characters shown below as you contemplate each of the rules, and recite the names of the
strokes:
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永 水
yǒng shuǐ
eternal water
Find out the way these characters are written from a teacher (or from your flashCube
links), then see if you can follow the analysis of yǒng into the 8 basic strokes by
overlaying each stroke in the following set in red ink:
永永永永永永永永
dot horiz’l bend hook rise fall left fall right
top mid top left bottom left , bottom right
top right
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b) For characters with two forms, a simplified and a traditional, both forms are given,
with the traditional form above and the simplified form below.
c) Because of the difficulty of indicating the order of strokes without providing hand-
drawn characters, students are asked to seek information on stroke-order from teachers or
from internet links.
d) Separate reading materials are provided for both traditional and simplified characters.
The former would normally be written vertically, but for reasons of practicality, they too
are presented in horizontal format.
e) Occasionally, new characters which have not been formally introduced in the character
lessons are included in texts on the assumption that they can be identified from the
context. Such material is underlined.
g) Because written language serves different functions from spoken, it is not surprising to
find some material specialized for written functions. In Chinese, this includes particular
words, grammatical patterns, and most frequently, the use of truncated compounds (eg 已
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alone, rather than the full compound, 已經 yǐjing ‘already’). Such forms will be noted as
encountered.
Approach
In studying the characters, the following approach is recommended:
Scan the large format characters and the analysis and notes that follow them to
prime yourself for the type of material that will follow;
then remind yourself of the words and phrases that contain the new characters by
trying to read the section entitled phrases, checking your pronunciation against
the pinyin that is shown below;
finally, do the exercises, and practice writing the characters until familiar.
1.6 Numbers
一 二 三 四 五
1+0 2+0 1+2 3+2 1+3
yī èr sān sì wǔ
六 七 八 九 十
2+2 1+1 2+0 1+1 2+0
liù qī bā jiǔ shí
Notes
The graphs for 1 –3 are obviously representational. The near left-right symmetry
of the graphs for 4, 6, 8, and 10 is not entirely coincident. 四 seems to have
represented a whole easily divided into two parts; 六’s earlier form looked very
like that of 四 (with 六’s two legs matching the two inner strokes of 四 ). 八 (to
be distinguished from 人 rén ‘person’ and 入 rù ‘enter’) is also said to have
represented the notion of division (into two fours), and 十 represented a unity of
the four directions and the center. Lower multiples of 10 are sometimes
represented as unit characters: 廿 ‘20’ and 丗 ‘30’. However, they are still read
as if written 二十 and 三十.
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Exercise 1.
a) 九九乘法表 jiǔjiǔ chéngfǎbiǎo ‘9 [x] 9 multiplication-table’
Read the following multiplications tables aloud. [When the product is only a single digit,
the rhythm is preserved by adding 得 dé ‘gets’; for similar reasons, the teens are recited
as yīshí’èr, etc. rather than just shí’èr.]
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1.7 Dates
In unit 1, you learned the components of dates: nián ‘year’, yuè ‘month’ and hào ‘day’. It
was also noted that dates, though spoken with hào, are usually written with rì ‘sun; day’.
年 月 日 (號/号)
1+5 4+0 4+0 3+2
nián yuè rì hào
year month day date
Notes
The characters used for yuè and rì are representational, being squared off versions
of what were originally drawings of the moon and sun. Nián, on the other hand, is
not obviously representational, so you might need to construct a nonsense
etymology, such as: ‘A year contains four seasons; the first stroke (piě) stands for
the winter, the three horizontal strokes (héng) are the growing and harvesting
seasons (spring, summer and autumn); the short fourth stroke (nà) marks the
harvest, and the vertical (shù) representing the continuity of the year – beginning
with spring.’ However, note that the short nà stroke on the 3rd horizontal is drawn
before the lowest horizontal, presumably following the stroke order principle of
closing stroke last.
Dates are frequently written using Arabic numerals, as in these examples, which
could be taken from the banners of Mainland newspapers:
1999 年 7 月 26 日
2002 年 2 月 11 日
1998 年 5 月 7 日
Interestingly, it is often the traditional, ‘lunar calendar’ dates that are written out
in full, with the numbers also represented in Chinese characters. The Chinese lunar
calendar consists of 12 months of 29 to 30 days, plus intercalary months inserted every
few years to make up the difference. The lunar new year begins some weeks after the
solar one. Lunar years are counted in cycles of 60, which exhausts all combinations of a
set of 10 ‘stems’ and 12 ‘branches’ (ie 1-1, 1-2 … 1-11, 1-12, 2-1 … 10-12, for a total of
60). Though the first lunar month has a special name, the rest are all written with yuè; rì
is usually left out of lunar dates. The correspondence is as follows:
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Most newspaper banners give dates in both forms. But even in traditional dates, zero líng
is usually written as O rather than with its complicated character, 零.
Exercise 2.
a) The following are all significant dates in Chinese history. Practice reading them aloud,
and see if you can find out (or recall) the event that took place on each date.
一九四九年 十月 一日 一九二一年 七月 一日
一九一九年 五月 四日 一九八九年 六月 四日
1.8 Days
今天 昨天 明天
2+2 3+1 4+5 4+4
jīntiān zuótiān míngtiān
today yesterday tomorrow
Notes
a) It is useful to distinguish simplex characters from compound. The latter
contain parts that can themselves be simplex characters: for example, 明 míng
‘bright’ is composed of the two graphs 日 rì ‘sun’ (or ‘day’) and 月 yuè ‘moon’
(or ‘month’). While more common characters are often simplex, the vast majority
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Exercise 3.
The list of days and dates below [which could be from diary entries] is out of order. Read
the entries in numerical order, beginning with the numbers on the left. Though you would
normally read the day out as rì, once you have read it, you can pass it on as information
with hào: “Dì-yī, míngtiān wǔyuè shí rì (ie shí hào).”
七: 今天 四月 二十日
三: 昨天 九月 十八日
六: 明天 三月 四日
二: 昨天 十二月 十七日
九: 今天 八月 二日
一: 明天 五月 十日
四: 今天 九月 二十五日
五: 明天 十一月 三十日
八: 昨天 六月 十四日
十: 今天 二月 九日
_____________________________________________________________
王 李 毛 周 白 林
4+0 4+3 4+0 2+6 5+0 4+4
Wáng Lĭ Máo Zhōu Bái Lín
king plum fine hair circle white woods
The characters used for these six surnames also represent words whose meanings (written
in italics above) are only very tangentially related to their surname functions.
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姓 她 他 也
3+5 3+3 2+3 1+2
xìng tā tā yě
surname<d> she; her he; him also; too
Notes
姓 xìng ‘surname<d>’ and 她 tā ‘she; her’ both have 女 (which is used to write nǚ
‘female’) as ‘radical’. (Early forms of 女 are said to depict a woman crouching or
kneeling.) In 姓, 女 is combined with 生 shēng ‘be born’, suggesting a notion
such as ‘children are born of woman and given a surname’. 她 was created in
relatively recent times as a counterpart to 他 (a contrast not represented in the
spoken language). The right element of 他 and 她 was originally distinct from the
graph, 也, used to write the word yě ‘too; also’; the modern identity is fortuitous,
probably a result of scribal confusion. Now it causes confusion for modern
students of the language.
三 她姓毛。 七 他也姓周。
五 他姓李。 二 她姓王。
一 她姓白。 十 她也姓白。
八 他也姓林。 四 她姓林。
九 她也姓毛。 六 他姓周。
Exercise 4.
a) The following list is out of numerical order. Read it in order, and following the
information given, read out the surname and the birthday (shēngrì), along the following
lines:
“Dì-yī ge: <Tā> xìng Wáng; <shēngrì ne:> yījiǔbā’èr nián, yíyuè sì rì”
六: 王;1946 年 8 月 23 日
八: 李;1981 年 6 月 8 日
三: 毛;1979 年 10 月 29 日
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九: 周;1966 年 2 月 30 日
十: 白;1961 年 10 月 2 日
十一: 林;1942 年 8 月 17 日
二: 毛;1983 年 4 月 14 日
一: 王;1982 年 1 月 4 日
十二: 周;1976 年 11 月 21 日
四: 白;1959 年 9 月 21 日
七: 林;1967 年 3 月 16 日
五: 李;1951 年 11 月 7 日
b) The table can also provide data for a conversation along the following lines:
我 你 們 不 嗎 呢
4+3 ~ 1+6 2+5 2+8 1+3 3+9~10 3+5
们 吗
2+3 3+3
wǒ nǐ men bu ma ne
I; me you COLLECTIVE NEG Q NE
Notes
a) 我 , 你, and 们/們, like the other graphs used for pronouns (他 and 她) are
compound, though only one of the parts of 我 can still be represented
independently in the modern language; 我’s right hand element is the graph 戈 gē
‘spear’ (looking more like a harpoon with its barbed tip down). Both 你 and 们/們
have a left hand element that is a vertical version of the graph 人 ‘person’, known
as rénzìpáng ‘person at the side’ (or ‘the person radical’). Their right hand
elements, 尔 and 门/門, also appear independently (cf. next item).
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1.10.1 Reading
5. 我姓周,他姓林,你姓王。 6. 我姓王,她姓白,你呢?
好 累 忙 冷 很
3+3 6+5 3+3 2+5 3+6
hǎo lèi máng lěng hěn
be good tired busy cold very
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
還 餓 熱 了 太
3+13 8+7 4+11 1+1 3+1
还 饿 热
3+4 3+7 4+6
hái è rè le tài
still hungry hot LE too; very
(grand)
Notes
a) SVs: 好 is composed of the female-radical, 女, and 子 zǐ ‘child’ (the latter
without phonetic function); often explained as the paradigm of a ‘good
relationship’. 累 shows 田 ‘field’ above and the radical derived from the graph
used for ‘silk’ below: ‘a heavy and tiring burden for such as slender base’. 忙,
with heart radical (a compressed and truncated version of 心) and 亡 wáng as a
phonetic element, can be compared to 忘 wàng ‘forget’ with the same elements
configured vertically. 饿/餓 is composed of the food radical and the element 我
wǒ, chosen for its sound value. 冷, has two strokes (diǎn and tiáo) on the left
forming the so-called ‘ice radical’, found in a few graphs such as 冰 bīng ‘ice’.
The right hand element of 冷 is 令 lìng, a ‘phonetic element’ also found in 零 líng
‘zero’. The four strokes at the base of 热/熱 rè are a form of the ‘fire-radical’
which, in its independent form, is written 火.
b) ADVs: The graph 很 hěn ‘very’ is composed of 彳 as radical and 艮 gèn as
phonetic (cf. 恨 hèn, 狠 hěn, 跟 gēn). 太 tài ‘great’ is 大 dà ‘big’ with the extra
dot. The graph 还/還 is also used for the word huán ‘to give back’, which is
probably the meaning that inspired the traditional graph. The simplified version
substitutes 不 not for its sound or meaning, but for its general shape which serves
to represent the complicated right-hand element. (Cf. 環/环 huán ‘a ring;
surround’.)
c) 了 should be distinguished from 子 zǐ. In the traditional set, the radical
assigned to 了 is the second stroke, the vertical hook; but in the simplified set, it is
the first stroke, whose uncontorted form is 乙, a radical also assigned to 也.
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1.11.1 Covering the pinyin, check your pronunciation of the following phrases:
三月 今天 也好 姓王 昨天 我们
很累 不饿 不好 明天 还好 姓毛
你们 九月 二十日 姓林 明年 她们
你呢 他们 八月 很忙 不太累 冷吗
不冷 很热 九十 不饿了 好不好 冷了
他們 很熱 不冷了 很餓 明年 我們
不熱了 餓不餓 姓周 你們 冷嗎 太好
1.11.2 Reading
甲 乙
1。 今天很忙也很累。 昨天呢?
昨天还好,不太忙,也不太累。
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
2。 你们饿不饿? 不饿,还好!你呢?
我呢,我很饿。
3。 今天很热! 昨天也很热!
4。 今天冷了。 昨天呢?
昨天不太冷,还好。
5。 我们很热。 我也很热!很热也很累!
Ng, 我们也很累。
6。 饿吗? 不太饿。我很累。你呢?
不累,还好。 饿不饿?
不饿了。 我也不饿。
吃 飯 已經 課 班
3+3 8+4 3+0 6+7 7+8 4+6
饭 经 课
3+4 3+5 2+8
chī fàn yǐjing kè bān
eat rice; food; already class; lesson (a shift; class)
meals
上 下 沒/没 有
1+2 1+2 3+4 1+5
shàng xià méi yǒu
on; upper; under; lower; [not] have
go up go down
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1.12.1 Phrases
吃饭 吃了 还没 没有 你呢
上课 已经 走了 下班 饭很好
没有了 上课 没课 明天 很累
shàngbān hái méi chī ne yǐjing chī le zǒu le méiyou hái méi
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
熱了 上課 還好 吃飯 已經走了
1.12.2 Reading
a) Jiǎntǐzì
甲 乙
1。 吃了吗? 吃了。你呢?
还没,我不饿。
2。 吃了没有? 还没,你呢。
没有,我不饿。 我也不饿,今天太热了。
3。 你吃饭了吗? 还没。你呢?
我已经吃了。
4。 今天好不好? 还好。
吃饭了吗? 吃饭了。你呢?
我也已经吃了。
5。 他们走了没有? 已经走了,上课了。
哦,上课了。
6。 他吃了没有? 没有,太忙了。
他不饿吗? 不饿,还好。
7。 他们已经上课了吗? 还没,他们还没有吃饭呢。
哦,没吃饭呢。 没有。
8。 明天有没有课? 没有,明天十月一号。一号
没课。
二号呢? 二号有,三号也有。
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b) Fántǐzì
甲: 我今天很累! 乙: 吃飯了嗎?
還沒呢,太忙了。 餓嗎?
很餓。你呢? 我不餓,已經吃了。
李白呢,他已經上課了嗎? 他今天很忙,沒有上課。
你熱嗎? 熱!? 我不熱,昨天很熱
今天好了。
昨天很熱,今天也很熱. 今天還好,不熱。
__________________________________________________________
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
入口 出口 雨水
rùkǒu chūkǒu yǔshuǐ
enter opening exit opening rainwater
entrance exit [on manhole covers]
有限公司 銀行
银行
yǒuxiàn gōngsī yínháng
have-limit company silver-shop
CO.LTD. bank
Notes
a) Left leaning 入 has, in earlier notes been contrasted with right leaning 人 rén,
as well as with balanced 八 bā
b) 限 and 銀/银 are part of a phonetic set based on 艮 that includes 很 hěn ‘very’
c) 行 writes two (historically related) words: háng, with a number of meanings
including ‘shop; firm’ and ‘row’; and xíng ‘to go; do; be okay’ (as in 還行).
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MIT * A I Lesson 1
The number before each stroke indicates where the stroke starts as well as
the stroke order.
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MIT 9% I Lesson 1
tih Wing Li
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Lin xing tB
t3 yE w6
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MIT I Lesson 1
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4-
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Unit 2
Yù bù zhuó, bù chéng qì.
jade not carve, not become implement
A saying, in classical style, conveying the importance of discipline and perseverance in achieving success.
The root meaning of qì (器) is a ‘vessel’, ie something that can be put to use. Its extended meanings include
‘utensils’, and ‘talent’.
Contents
2.1 Pronunciation
2.2 Adverbs
2.3 More SVs Exercise 1
2.4 Nouns and modification Exercise 2
2.5 Identity Exercise 3
2.6 Names and titles Exercise 4
2.7 Location and existence Exercise 5
2.8 Miscellany
2.9 Dialogue: at the airport Exercise 6
2.10 Reflections: What have you learned?
2.11 Pinyin notes and practice Exercise 7
2.12 Summary
2.13 Rhymes and rhythms
2.1 Pronunciation
As before, to set the articulatory positions of your mouth and tongue for Chinese speech,
contrast the following sets of Chinese and English words:
2.2 Adverbs
In the first unit, you were introduced to a number of words that are classed ‘adverbs’:
hěn, bù, yě, hái or háishi and yǐjing. It is difficult to characterize the general function of
adverbs beyond rather abstract notions like ‘degree’, ‘amount’, or ‘manner’; but they can
be defined positionally as words that are placed before, and are semantically linked to, a
following verb (or other adverb).
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
gèng Xiànzài hĕn lěng, kěshi [It]’s cold now, but [it] was even
‘even more’ yǐqián gèng lěng. colder before.
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mán hǎo. For whatever reason, they seem to be treated as synonymous in colloquial
speech by many speakers.
Exclamations with mǎn or tǐng often occur with a final de (written with the same
character as possessive de, 的, and sometimes referred to as situational-de):
Here are some common collocations, roughly glossed to convey the tone of the Chinese;
mán is given in rising tone, but you may find that speakers from Taiwan and parts of
southern China tend to say mǎn in contexts where the low tone is permitted.
c) -jíle ‘extremely’
Another option is the intensifying suffix -jíle, which follows SVs directly (and is
therefore not an adverb). Jíle is a compound of jí ‘the extreme point’ or ‘axis’(cf. Běijí
‘North Pole’), plus le. It is quite productive and can follow almost any SV to mean
‘extremely SV’.
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2.2.4 Conjunctions
Conjunctions are words that conjoin linguistic units, either as equal partners, as in the
case of ‘and’ or ‘but’ (called ‘coordinating conjunctions’), or in a skewed partnership, as
in the case of ‘if’ and ‘because’ (called ‘subordinating conjunctions’). In Chinese, there is
no word quite comparable to English ‘and’ that connects sentences; that function is often
served by the adverb, yĕ:
Zuótiān hĕn rè, jīntiān yĕ hĕn rè. It was hot yesterday, and it’s
hot today, too.
As noted in §1.7.5, conjunctions kĕshi and dànshi (the latter probably more
common in non-northern regions) correspond to English ‘but’ or ‘however’. A third
word, búguò, can also be mentioned here; though its range of meaning is broader than
that of the other two, it has considerable overlap with them and can also often be
translated as ‘but; however’.
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Tāmen hái méi chīfàn, kĕshì dōu bú è. They haven’t eaten, but they
aren’t hungry.
Wŏ chīfàn le, dànshi hái méi xǐzǎo. I’ve eaten, but I haven’t
bathed yet.
Tā zŏu le, búguò jīntiān bú shàngbān. She’s left, but she’s not going
to work today.
cf. Tā zŏu le, búguò jīntiān méi shàngbān. She’s gone, but she didn’t go to
work today.
Of people
yán ‘strict’ lìhai ‘formidable; tough’
Of tasks
nán ‘difficult’ róngyì ‘easy’
Of things
hǎochī ‘nice hǎotīng ‘nice guì ‘expensive’
[to eat]’ [sounding]’
Of people or things
qīngchu ‘clear’ hǎokàn ‘nice [looking]’ piàoliang ‘pretty’
Several of these SVs can be applied to people such as lǎoshī ‘teachers’ and xuésheng
‘students’; others, as noted, are more like to apply to things such as Zhōngwén ‘Chinese
language’ or dōngxi ‘[physical] things’.
2.3.2 Examples
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Notes
a) Kěyǐ is a verb meaning ‘may; be acceptable’.
b) Cuò is a SV meaning ‘be wrong; be mistaken’.
c) Mǎma-hūhū is a complex SV that is formed by repetition of the parts of the SV
mǎhu ‘be casual; careless’.
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Exercise 1.
Perform a dialogue between the two students, Máo Dàwéi and Lǐ Lìsān, along the
following lines:
Tired. How about you? I’m a bit tired too – I still haven’t eaten. How
about you – hungry?
But Japanese is even harder. They’re both hard! …Well, I must be off.
2.4.1 Measure-words
Nouns lead to the subject of ‘measure-words’. In English, one can distinguish two kinds
of nouns: those that can be counted directly, and those that can only be counted in terms
of a container or amount.
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countable non-countable:
[can be counted directly] [counted by way of a container, amount, etc.]
It is true that wine, soup and tea can also be counted directly if the meaning is ‘varieties
of’: 10 wines; 4 soups; 5 teas. But otherwise, such nouns need to be measured out. In
Chinese (as well as in many other languages in the region, including Thai, Vietnamese
and Burmese), all nouns can be considered non-countable, and are counted through the
mediation of another noun-like word. [The vocabulary in these examples is only for
illustration – it need not be internalized yet.]
Interestingly, in many cases, the original impetus for a particular classifier has
been obscured by cultural change. Items of news, for example, are still classified with
tiáo (yì tiáo xīnwén ‘an item of news’) even though news is no longer delivered by way
of a sinuous tickertape. The use of tiáo for watches may also be a relic of those days
when people carried a fob watch on long, sinuous chains.
Rather than keep the notional distinction between classifiers and measures, both
will be referred to as ‘Measure-words’, abbreviated as M’s. Before you encounter M’s in
sentences, it will be useful to practice them in phrases. We begin with the default M, gè
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(usually untoned). It appears with many personal nouns, including rén ‘person’ and
xuésheng ‘student’. Note that when combined with an M, the number ‘two’ (but not a
number ending in ‘two’, such as 12 or 22) is expressed as liǎng (‘pair’) rather than èr:
liǎng ge ‘two [of them]’. And as that example shows, in context, the noun itself may be
omitted.
Recall that the tone of yī ‘one’, level when counting or when clearly designating
the number ‘1’, shifts to either falling or rising when yi is in conjunction with a following
M. The basic tone of gè is falling (hence yí gè) and even though, as noted, gè is often
toneless, it still elicits the shift before ‘losing’ its tone: yí ge.
The particle le following phrases like these (as in the main dialogue below) underscores
the relevance of the ‘new situation’: Sì ge rén le. ‘So that’s 4 [people].’
Another particularly useful M is kuài ‘lump; chunk; piece’, which in the context
of money (qián), means yuan, generally translated as ‘dollar’. The yuán is a unit of the
currency known as rénmínbì [MB] ‘people’s currency’.
yí kuài qián liăng kuài qián sān kuài qián wŭ kuài qián shí kuài qián
yí kuài liăng kuài sān kuài wŭ kuài shí kuài
wŏ de zìdiǎn my dictionary
tā de hùzhào her passport
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The possessive marker de may also link noun modifiers to other nouns:
Notes
a) The forms, zhèi, nèi and něi, are generally found only in combination with a
following M: zhè but zhèi ge ‘this one’; nà but nèi ge ‘that [one]’.
b) On the Mainland, where both forms of the locational pronouns occur, the r-
forms are more colloquial, the lǐ-forms, more formal. Non-northern speakers of
Mandarin, who tend to eschew forms with the r-suffix, either merge the locational
pronouns with the demonstratives, pronouncing zhèr as zhè, nàr as nà, and nǎr as
nǎ, or [particularly in Taiwan] use zhèlǐ, nàlǐ and nǎlǐ (> nálǐ). Notice that in all
cases, the distal forms differ from the question forms only in tone: nà / nǎ; nèi /
něi, etc.
c) Before a pause, nà is often used in an extended sense, translated in English as
‘well; so; then; in that case’:
Nà, wǒmen zǒu ba. Well, let’s go then. (so we leave BA)
Nà, nǐ de xíngli ne? So how about your luggage then?
Exercise 2.
Provide Chinese equivalents for the following phrases and sentences:
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2.5 Identity
Statements such as ‘Today’s Monday’ or ‘I’m Oliver’ or ‘She’s an engineer’ involve
identity or category. In English, the primary verb that serves to identify or categorize is
‘be’ (whose forms include ‘is’, ‘are’, ‘was’, etc.). In Chinese, the relationship is
sometimes expressed by simple juxtaposition, with no explicit linking verb. Dates, for
example, can be linked to days, as follows:
But the addition of an adverb, such bu, requires a verb, and in such cases, shì [usually
untoned] must be expressed:
Jīntiān bú shi bā hào, It’s not the 8th today, it’s the 9th.
shi jiǔ hào.
Naming and other kinds of identification sometimes omit shì in fast speech, but
more commonly it can be heard as a toneless whisper, ‘sh’.
Xuésheng zǒngshi hĕn lèi, The students are always tired, right?
duì bu duì?
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2.5.1 Questions
Now we can introduce the question words shéi (or shuí) ‘who, whom’ and shénme ‘what’
(which, like zĕnme, is pronounced [shéme], without the ‘n’). Unlike English, where
question words generally appear at the head of the sentence, in Chinese, they remain in
the position of the information supplied in the answer. Note the differences in word order
between the English sentences and the Chinese:
2.5.3 Naming
Naming is also a form of identification. And in fact, if you were to go round the
classroom naming all your tóngxué ‘classmates’, you could do so with the verb shì as
follows:
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Exercise 3.
Provide Chinese for the interchanges:
Q A
th
Is it the 29 today? No, it’s the 30th.
Is this your umbrella? No, that’s Prof. Zhang’s.
Who’s first? Seems like Wáng Jié is 1st and Liú Guózhèng is 2nd.
Are you all students? Yes, we’re all Prof. Wèi’s students.
Is that your bike? No, it’s Léi Fēng’s.
2.6.1 Names
Some common English names are directly transliterated into Chinese: Yuēhàn Shǐmìsī
‘John Smith’, keeping the English word order of given name before surname. Students of
Chinese are usually given Chinese names, based on their own (either their surnames if
they have enough syllables, or their full names), and these conform to Chinese types of
two or three syllables. In such cases, Chinese word order, with surname before given, is
followed. (In all but the first example below, English surnames are reduced to single
syllables in the Chinese, as shown by the highlighting.)
Such names are indistinguishable from names of actual Chinese, such as these:
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2.6.2 Xìng
Chinese names consist of a surname, or xìng, in initial position, followed by a given name
or míngzi, literally ‘name-characters’. Xìng are usually – but not always – single
syllables. As a verb, xìng is almost always used when asking for, or responding with,
someone’s surname:
2.6.3 Jiào
In much of the English speaking world, where informality tends to be considered a virtue,
the shift from surname to given name can proceed very quickly. However, in Chinese,
address in a professional setting is likely to persist longer as xìng plus title. So under
normal levels of politeness, you would question someone about their xìng, not about their
míngzi. However, in the appropriate context, it is possible to seek someone’s full name
(regardless of the number of syllables). In such cases, the verb jiào ‘be called’ is used.
Jiào can take either the person or the word míngzi as its subject; and it takes as its object
at least two syllables of a name, never a single syllable. Below are some options, first for
Lǐ Xiāngjūn, a three-syllable name, then for Zhèng Hé, with only two.
Q A
Tā jiào shénme míngzi? Tā jiào Lǐ Xiāngjūn.
Tā de míngzi jiào shénme? Tā <de míngzi> jiào <Lǐ> Xiāngjūn.
<Nín> guìxìng?
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2.6.5 Titles
Here is a short selection of titles to add to lǎoshī. All of them follow a xìng, though some
may be used alone under certain conditions. Xiānshēng ‘mister (first-born)’ is the
generic title for adult males. In Taiwan, or overseas communities, xiǎojie ‘Miss; Ms
(small older-sister)’ is quite a common title for unmarried women up to a certain age or,
still with the woman’s xìng, even for young married women. In the same communities,
married women can be addressed, with the husband’s xìng, as tàitai (etymologically
related to tài, the adverb). The latter term is hardly ever used on the Mainland, and even
xiǎojie is used much less there. On the Mainland, if no professional title (such as lǎoshī)
is available, the options are to use full name or mingzi, or simply to avoid direct address
completely.
Shīfu, literally ‘craftsman’, but often translated as ‘master’, has shifted in its
usage in the last few decades, but traditionally, it has been used to address blue-collar
workers (male or female). Finally, jīnglǐ ‘manager’, is a professional title for males or
females, of the sort that might appear on a business card. Note the order surname before
title:
surname (given name) title
Wèi <Bóyáng> lǎoshī Professor
Shí <Jìlóng> xiānsheng Mr.
Chén <Yuè> xiǎojie Miss; Ms
Wáng <Guóbǎo> shīfu ‘master’
Zhōu <Lǐ> jīnglǐ manager
Tā shi Lǐ Guānghuī; tā shi Wáng Shuò; tā shi Táng Bīn; wǒ shi Wèi lǎoshī.
Dì-yī ge shi Xiāo Míngzuǒ, dì-èr ge shi Lǐ Míng, dì-sān ge shi Xiè Jìng.
Exercise 4.
a) Assuming you were an official of appropriate rank and eminence to address the
question, write out how the following people might respond (in the modern world) to
<Nín> guìxìng?
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Taiwan, which administers the island of Táiwān, the Pescadores Islands (Pēnghú),
as well as 13 small, scattered offshore islands, has a slightly different administrative
structure. It has two centrally administered cities, Taipei (Táiběi) and the south-western
city of Kaohsiung (Gāoxióng).
The chart below lists important cities. They can be located in terms of their
province (using the verb zài), or in terms of their proximity to another place (using the lí
pattern that follows in §2.7.2).
W Lāsà *Xīzàng.
C Xī’ān Shǎnxī.
E Nánjīng Jiāngsū .
E Guăngzhōu Guăngdōng.
SW Guìlín *Guǎngxī.
SW Chéngdū Sìchuān.
SW Kūnmíng Yúnnán.
Notes
a) The asterisks (*) before Nèiménggǔ ‘Inner Mongolia’, Xīzàng ‘Tibet’ and
Guǎngxī indicate that they are autonomous regions, zìzhìqū, not shěng.
b) Shěnyáng was formerly called by its Manchu name, Mukden.
c) The names of two provinces are distinguished only by tone: Shānxī
‘mountains-west’ (which is west of the province of Shāndōng ‘mountains-east’),
and Shǎnxī (‘pass-west’) – sometimes romanized as ‘Shaanxi’ or ‘Shenhsi’ to
distinguish it, which is west again of Shānxī.
2.7.2 Proximity
Relative proximity of one place to another can be expressed by a construction that
involves the word lí ‘[away] from’, and the SVs jìn ‘be close’ and yuǎn ‘be far’. Notice
the difference in word order from English.
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Usage
Tiānjīn lí Bĕijīng bĭjiào jìn. Tiānjīn’s quite close to Beijīng.
Xī’ān zài Shǎnxī, lí Bĕijīng Xi’an’s in Shanxi, quite far from Beijing.
bǐjiào yuăn.
Xī’ān lí Bĕijīng hĕn yuăn, dànshì Xi’an is far from Bĕijīng, but
Xīníng gèng yuăn. Xining is even farther.
http://commons.wikimedia.org/wiki/File:China_administrative.png
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However, some common words for places do not always require following position
words like shàng or lǐ. Sometimes additional position words are optional; sometimes they
add a slight nuance of difference.
Before pronouns can act as objects of zài, they need support from one of the
locational pronouns, such as zhèr ~ zhèlǐ: zài wǒ zhèr, literally ‘at me here’; zài tā nàr ‘at
her there’. English actually expresses the notion more naturally with the verb ‘have’:
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b) Zài as a co-verb
Co-verbs are like verbs in allowing direct modification by adverbs, but they frequently
correspond to prepositions in English.
In such cases, the zài-phrase expresses the location of an action. Later, you will see that
zài-phrases also follow certain verbs (where zài is usually untoned): shēng zai Běijīng
‘born in Beijing’.
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Summary
Exercise 5.
Render the following short exchanges in idiomatic Chinese. [Hint: Chinese would
probably not make use of the verb yǒu ‘have’ in the A and C -dialogues.]
Jiǎ Yǐ
A. -Where’s the paper please? -Yesterday’s?
-No, today’s. -Sorry, I don’t have it.
-You had it earlier. -But I don’t have it now.
2.8 Miscellany
2.8.1 Welcome
The dialogue at the end of this unit contains an expression used for welcoming someone
to a place. Explicit welcomes are probably more likely to be seen written on signs in
shops than spoken, but they are not out of place with foreigners. The verbs are huānyíng
‘welcome’ and lái ‘come’. With the verb lái, destinations (rather than locations per se)
can follow directly without any equivalent to the English preposition ‘to’: lái Běijīng, lái
Guǎngzhōu. Notice that in English, the people being welcomed (‘you’) are not
mentioned, while in Chinese, they are (nǐmen):
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In Chinese settings, explicit thanks are usually reserved for favors that go beyond
the expected. But given the airport context, an expression of gratitude as a response to the
welcome is not inappropriate. This one involves the verbs xiè ‘to thank’ – frequently
repeated as xièxie – and the verb, jiē ‘to meet; join’. The order is like that of English, but
Chinese eschews connective words like ‘to’ and ‘for’. (‘Thank you for coming to meet
us’ appears in Chinese as simply ‘thank you come meet us’.)
Xièxie nǐmen lái jiē wǒmen. Thanks for coming to meet us.
In China, shops and other business establishments often have a formal expression
of welcome written near the entrance. This expression is: 欢迎光临 huānyíng guānglín,
or xièxie guānglín (both with the preferred four syllables). Guānglín, literally ‘illustrious
presence’, is a fancy word for ‘guest’ or ‘visitor’. Sometimes, especially at openings or
sales, ‘welcome hostesses’ (huānyíng xiǎojie), stationed at the shop entrance wearing red
costumes, will welcome or thank you with the same phrases.
2.8.2 Particles
In addition to ma and ne, there are two other common final particles which have been
encountered in the first two units. One is the particle a, which among its diverse
functions, gives a hearty tone to statements or exclamations, and which slightly softens
the abruptness of questions:
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2.8.3 Praise
Chinese will praise your efforts to speak their language (called Zhōngwén or Hànyǔ), and
will typically make use of an expression involving the verb shuō ‘speak’ (or, in southern
Mandarin, jiǎng) followed by the particle +de. If you wonder whether this +de is the
same as the possessive de introduced earlier in this unit, the answer is that it is not. This
+de is followed by SV expressions (eg an adverb plus a SV): shuō+de hěn hǎo. The other
is either followed by a noun (wǒ de shūbāo) or has the potential to be followed by a noun
(wǒ de [shūbāo]). Were meaning and distribution not sufficient evidence for positing two
different de’s, we should cite the fact that they are also written with different characters,
的 (wǒ de) and 得 (shuō+de), respectively. So in order to make the distinction clear (and
prepare you for writing different characters), we write the former as de and the latter as
+de. You should do the same.
To which you respond, modestly, that in fact you don’t speak at all well:
The latter can be preceded by the expression nǎlǐ (often repeated), which is the [more
formal] word for ‘where’, but which is also used to deflect praise, as if questioning its
basis:
When you see more examples, you will find that nothing can intervene in the
combination shuō+de. So if Zhōngwén (or Hànyǔ) is mentioned, it cannot directly
follow shuō, but needs to be cited first, as shown in the examples above. Since Chinese
are so gracious about praising one’s feeble efforts to speak their language, it is good to
get used to this interchange early. For now, though, practice it only as it appears, and only
with the verb shuō and its southern Mandarin counterpart, jiǎng.
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Situation: Professor Wáng (W) has come to the airport with a university driver to meet
half a dozen international students who are arriving in China to continue their study of
Chinese. The students all have Chinese names as well as their regular ones. One of them
(Dàwéi [Dw]) spots Wáng lǎoshī holding a sign and walks over to introduce himself;
some of the others follow and introduce themselves too. [X designates any one, or a few.]
Dw Nín hǎo, wǒ shì Máo Dàwéi. How are you, I’m Mao Dawei.
W. O, Máo Dàwéi, wǒ shì Wáng lǎoshī. Oh, Mao Dawei, I’m Prof. Wang.
An Wáng lǎoshī, nín hǎo! Wǒ shì Prof. Wang, how are you? I’m Li Anna.
Lǐ Ānnà.
W. Hǎo, Kǒng Měi, nǐ hǎo! Fine, how are you Kong Mei? [That’s] 4
Sì ge rén le. Nǐ ne? then. And [ who are] you?
All Xièxie, xièxie nǐmen lái jiē wǒmen. Thanks; thank you for coming to meet us.
All Gāo shīfu, nín hǎo. Mr. Gao, how are you?
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Gāo Èi, nǐmen hǎo, nǐmen hǎo. Ah, how are you, how are you?
Zhōngwén shuō+de hěn hǎo! [You] speak Chinese very well!
All Nǎlǐ, nǎlǐ, shuō+de bù hǎo! Nah, we don’t speak very well.
------------------------------------------------------------------------------------------------------------
X. Bù, bú tài lèi, hái hǎo. No, not too, [we]’re okay.
X.. Bú è, zài fēijī shàng chī le. No, [we]’re not, [we] ate on the airplane.
X. Zài zhèr: yī, èr, sān, sì, wǔ, liù. [They]’re here: 1, 2, 3, 4, 5, 6.
Dōu zài zhèr. [They]’re all here.
------------------------------------------------------------------------------------------------------------
W. Nà hǎo, wǒmen zǒu ba. Shàng Fine, let’s go then. All aboard!
chē ba.
W. Jīntiān yǒu diǎnr rè, nǐmen rè ma? [Aboard the minibus.] [It]’s kind of hot
today; are you hot?
X. Bù, bú rè, hái hǎo. Wǒmen dōu hěn No, [we]’re not, [we]’re fine. We’re
shūfu. all comfortable.
W. Xíngli, hùzhào, sǎn dōu yǒu ma? [You] have [your] bags, [your] passports,
umbrellas?
X. Dōu yǒu, dōu yǒu, xièxie. [We] have them all, thanks.
W. Bù, lí zhèr bù yuǎn – hěn jìn! No, it’s not far from here – quite close!
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This model conversation is quite ambitious. All its vocabulary is fairly new, of course,
and it also introduces quite a few grammatical patterns and features. But a bold beginning
has the advantage of giving you interesting material to work with from the start. To make
it more manageable, it is divided into four sections. The first involves collecting all the
people; the second, with welcoming them; the third, with finding out how they are; and
the fourth, with getting to the minibus to drive to Beijing. Get familiar with the scenario
first, then visualize the conversation. You should be able to re-enact it more or less as
presented before trying it out with partners.
Exercise 6.
a) Translate the following
b) Comment that
1. you haven’t eaten yet.
2. they haven’t left yet.
3. she hasn’t had her shower yet.
4. he hasn’t got out of class yet.
5. you haven’t read the day’s paper yet.
6. you were tired yesterday, but today you’re fine.
7. you’re not nervous anymore.
8. you were cold on the plane, but you’re fine now.
9. they’ve already gone to bed.
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2.10.2 Meaning
In learning a foreign language, particularly a language that is linguistically and culturally
distant from one’s native tongue, you quickly learn about the difficulties of translation.
This is true for sentences as well as words. Hái hǎo, for example, as a response to Lèi bu
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lèi? is composed of two words which, in other contexts, mean ‘still’ and ‘be+good’. But
‘still good’ does not make sense as a translation. ‘Not too’ or ‘no, I’m fine’ are closer to
the Chinese sense, a fact we can only know from understanding how the Chinese
functions in its context, then seeking an English expression that serves the same function
(or has the same meaning in the context). As translators will tell you, this can be difficult
to do, and in some cases nearly impossible without extensive circumlocution.
For learners, it is not enough to know the meaning of the sentence in context;
learners want, and need to understand the role of sentence parts – words – in the
formation of that meaning. One reason for this is that word meanings, or glosses, being
more abstract, are more stable. ‘Good’ (or ‘be good’) is abstracted from the meaning of
the word in specific contexts (where it may be translated variously as ‘be well’, ‘be
okay’, ‘hello’, ‘nice’). That is why, in addition to citing a meaning appropriate to the
context, word meanings are also provided in parentheses: eg: Hái hǎo ‘[I]’m okay. (still
be+good)’
(i) Particles such as ma, ne and ba never appear with a full tone, and so we can only
write them with qīngshēng.
(ii) Many words show qīngshēng in the final syllable: shūfu ‘comfortable’, or wǒmen
‘we; us’. On the evidence of compounds and other relatable expressions, these
toneless syllables often turn out to have fully toned versions: shūfu has an
adverbial form, shūshufúfú in which final fú appears with a rising tone. But
dictionaries list words such as wǒmen and shūfu without tone on the second
syllable, and we will do the same.
(iii) Certain words (syllables) are toned in some contexts, toneless in others: bú lèi
(with bu toned) but hǎo bu hǎo (with bu toneless). We will follow pronunciation
in such cases, writing the tone in citation in contexts where it is pronounced, but
omitting it in appropriate grammatical contexts.
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(iv) Finally, the incidence of qīngshēng varies with the rate and formality of speech as
well as the region (with the northeast being particularly susceptible to toneless
syllables). Thus in fast speech, jīntiān ‘today’ may be pronounced jīntian, without
tone on tian. In these cases, we will still write the full tone, using current
dictionaries as our guide.
For students’ purposes, the general rule is: you are always safe in writing the word in its
lexical, careful, slow speech form, e.g.: wǒmen, shūfu, hǎo bù hǎo, jīntiān.
7 8 9
Kūnmíng jīchǎng chīfàn
Zhōngwén Wēiruǎn (Microsoft) qī hào
huānyíng Qīnghǎi tiānqì
10 11 12
Héféi qǐngwèn zìdiǎn
Yúnnán hǎokàn dìtiě (underground train)
tóngxué (classmate) yǎnjìng Hànyǔ
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Exercise 7.
a) Place the tone marks over the following words. (You may need to review the
appropriate part of the lesson on sounds and symbols.)
b) Now focus on the problematical initials – those found on lines 3,4,5 of our initial
chart. Assign a tone, and the practice reading down:
____________________________________________________________________
2.12 Summary
tài…le Tài máng le. (Bú tài máng.)
Adverbs Zǒngshi hĕn máng hĕn lèi; gèng máng; yǒu yìdiănr lěng; etc.
SVs Hĕn nán; Bù hăochī; Hĕn lìhai.
Zĕnmeyàng Jīntiān zĕnmeyàng? Nĭ juéde zĕnmeyàng?
Nouns yàoshi, xíngli, dōngxi, zìxíngchē, etc.
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Yì zhī qīngwā
Dà jiǎo
Dà jiǎo dà, dà jiǎo dà, Big feet big, big feet big,
yīntiān xiàyǔ bú hàipà; cloudy fall+rain not fear;
dà jiǎo hǎo, dà jiǎo hǎo, big feet good, big feet good,
yīntiān xiàyǔ shuāibùdǎo. cloudy fall rain slip-not-fall.
[Traditional] characters are included to show how the phonetic components of Chinese
characters provide visual support for these two tongue twisters.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
第二課 Dì-èr kè
Lesson 2
他一我百,他十我千。
Tā yī wǒ bǎi, tā shí wǒ qiān.
Others 1 me 100, others 10 me 1000.
Characterizing one’s determination to outdo others to succeed.
2.0 Review
甲 乙
今天很熱! 很熱!你吃飯了嗎?
還沒,我不餓,今天太忙了。 我也很忙。你累嗎?
今天好了,但是昨天很累。 小李已經上班了嗎?
已經上班了。 哦,上班了.
明天有課嗎? 沒有,你呢?
明天三十號嗎?… 沒有; 我呢,三十號有課,一號也
三十號 沒有,一號有。 有課!
你太忙了! 我們都很忙!
a) Compound characters
As noted in Unit 1, the majority of characters can be resolved into two immediate
constituents which, allowing for minor modifications, can stand alone as characters in
their own right. The configuration of constituents can be horizontal (很), vertical (李), or
superimposed (国/國 guó ‘country’). The most recurrent of these constituents are the
radicals. They serve as tags for classifying characters into groups for purposes of retrieval
(in dictionaries or filing systems, for example). Thus, compound characters with the
radical 口 kǒu ‘mouth; entrance’ can be grouped together: 吃, 吗,喝,呢; or those
with 言/讠 yán ‘speech’: 說/说,話/话,請/请,誰/谁。 The radicals have names,
based on either their position in the character, or their meaning: thus 口 kǒu ‘mouth;
entrance’ on the left is called kǒuzìpáng (‘mouth-character-beside’) in Chinese, or ‘the
mouth radical’ in English; 雨 (yǔ ‘rain’) when it appears on the top of a graph (零) is
called yǔzìtóu ‘rain-character-on top’ in Chinese, or the ‘rain radical’ in English. Here,
for review, are some of the Unit 1 compound characters organized by radical:
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Note: Where the combining form of the radical cannot be printed on it own, the
equivalent free form, if one still exists, is given in parentheses; if no free form is current,
the parentheses enclose a blank.
mùzìtóu 李
口 mouth; opening kǒuzìpáng 嗎/吗,呢,吃
( ) tóngzìkuàng 周,(同)
‘tong’-character-frame
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
是 男 的 女 第 小
4+5 2+5 5+3 3+0 6+5 3+0
shì nán de nǚ dì xiǎo
be male ‘s ~ s’ female ordinal small; young
馬 陳 張 誰 這 都
9~10+0 3+8 3+8 7+8 3+7 8+3
马 陈 张 谁 这
3+0 2+5 3+4 2+8 3+4 8+2
mǎ Chén Zhāng shéi ~ shuí zhè ~ zhèi dōu
surname surname surname
horse who; whom this all; none
Hong Kong: 押 yā ‘pledge’, the sign for pawn shops. [JKW 2004]
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Notes
a) 是 ‘be the case’, like 明 and 昨, assigns 日‘sun’ as radical (in this case
combined vertically with 疋). One [nonsense] account of the graph goes: ‘the sun,
over the horizon (the horizontal stroke) feeding sustenance (‘being’) through the
vertical pipe – with a valve – to mankind (人)’.
b) The graph 女, said to originate as a drawing of a woman, appears as ‘radical’ in
姓 xìng ‘surname<d>’ , 她 tā ‘she; her’, and 好 hǎo ‘good’. 男 ‘man; male’ is a
compound graph, with the elements 田 tián ‘field’ and 力 lì ‘strength’ arranged
vertically (looking vaguely like a ‘man working in the fields’). In colloquial
speech, nán and nǚ appear in compounds such as nánde and nǚde, with de
representing the possessive and attributive marker (ie, ‘the male one’ and ‘the
female one’).
c) 第 dì introduces the ‘bamboo’ radical, which when appearing on top is called
zhúzìtóu ‘bamboo-character-on top’. The radical appears in graphs associated
with bamboo (eg 筷子 kuàizi ‘chopsticks’) or with properties of bamboo such as
segmentation (節/节 jié ‘segment; program’) or splitting (笑 xiào ‘laugh’). The
‘body’ of 第 contains 弓 gōng ‘a bow’, which appears as the assigned radical of
張/张 zhāng.
d) 小 xiǎo ‘small’ is to be distinguished from 少 shǎo ‘few’. The stroke order is
dominant (the gōu-stroke), followed by left and right diǎn – as in the body of 你
nǐ.
e) The surnames: 馬 ‘horse’, originating as a drawing of the animal, is used for its
sound value in 嗎 and 媽, but is assigned as radical in graphs used for words
connected with horses, such as 馳 chí ‘to speed; gallop’ or 騎 qí ‘to straddle; ride’
(cf §2.5.5 below). The graph 陳/陈, also a surname, contains 東/东 dōng ‘east’
(use for its sound value) and a radical called ‘left ear’ in Chinese: zuǒ’ěrduō. Its
right hand counterpart, seen in 都 dōu, is called yòu’ěrduō ‘right ear’ and is
considered a different radical (and in fact, has a different source character
historically). 張/张, the last of the three surnames introduced in this set, contains
弓 gōng ‘a bow’ (seen in 第), and 長/长 cháng ‘long’, used for its sound value.
f) The right hand element of 誰, 隹 (pronounced zhuī on it own), which occurs in
a family of characters that includes 推 tuī ‘push’ (cf §2.7), should be noted as ‘8
strokes’ in order to distinguish it from another commonly occurring element in
compound characters, 住 zhù ‘live’, with only 7.
g) The element on the left of 這 (sometimes printed with two dots instead of one)
is a left-side version of a more complex graph, 辵,whose core meaning is
‘stopping and starting’. As a radical, it goes under the name of zǒuzhīr, and
appears in graphs such as 迎 yíng ‘welcome’ and 近 jìn ‘near’. 言, which is given
radical status when it appears on the left of the graph (or at the bottom), forms the
core in this case. Notice that when it is a core element, 言 does not simplify to 讠
as it would if it were the radical; instead, the graph 文 wén ‘language’ (see §2.2
below) is used (这 ), presumably because its first two strokes match those of 言.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
h) 者 zhě is the root element of a set that includes 都 dōu, 煮 zhǔ ‘to boil’ and 堵
dǔ ‘to obstruct’. (Can you identify the radicals of each?) Though there is no
simplified version of 都, the element on the right (yòu’ěrduō) which is assigned as
its radical, is written with three strokes in the traditional set, but only two in the
simplified. A [nonsense] account of the graph, 都, goes: ‘土 ‘earth’ over 日 ‘sun’,
connected by a line (丿) to suggest ‘all; everything’, with the ‘3’ at the right
indicating ‘all’ 3 states of matter.’
2.1.1 Phrases
是不是 男的 女的 第一 第三 很小
shì bu shì nánde nǚde dì-yī dì-sān hěn xiǎo
小李 姓马 姓张 姓陈 谁的 这是
xiǎo Lǐ xìng Mǎ xìng Zhāng xìng Chén shéi de zhè shi…
都是 不都是 男女 我的 你们的 也是
dōu shì bù dōu shì nánnǚ wǒ de nǐmen de yě shì
Exericise 1
Refer to the table to answer the questions below:
第—x ge 姓? 男/女 ? ?
第四 个 姓马 是男的 很饿,还没吃饭呢。
第七 个 姓毛 是女的 不饿,已经吃饭了。
第一 个 姓王 是女的 还没上课呢。
第九 个 姓张 是男的 吃饭了,但是还没上班。
第二 个 姓周 是女的 很忙,也很累。
第五 个 小马 是女的 很累,还没上课。
第三 个 小陈 是男的 昨天很累,今天好了。
第六 个 姓白 是男的 今天没有课。
第八 个 姓林 是女的 还没下班。
第十 个 姓李 是女的 已经吃了,不饿了。
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Questions
1。 谁是第一个? 第一个是男的吗?
2。 第二个是不是姓李? 第二个忙不忙?
3。 第三个姓陈吗? 他今天很累吗?
4。 第四个是男的吗? 他吃饭了没有?
5。 第五个是不是小白? 她上班了吗?
6。 第六个是男的吗? 他今天忙不忙?
7。 第七个姓马吗? 她吃了没有?
8。 第八个是女的吗? 她下班了没有?
9。 第九个已经上班了吗? 他吃了吗?
10。 第十个也吃了吗? 她姓陈吗?
________________________________________________________________________
學生 老師 點兒
3+13 5+0 6+0 3+7 12+5 2+6
学 师 点儿
3+5 3+3 4+5 2+0
xué shēng lǎo shī diǎn ér > r
study; school pupil old teacher point; bit diminutive
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
怎麽樣 對 難 中文
4+5 3+11 4+11 3+11 8+11 1+3 4+0
么样 对 难
1+2 4+6 3+2 8+2
zěn me yàng duì nán zhōng wén
how interrogative kind; type correct; right difficult middle; script;
‘China’ lg
Notes:
(a) A nonsense account of 學 goes: ‘a child looking at a blackboard on a stand;
the backboard has two x’s, each registered on both sides’. For 生 ‘be born; pupil’:
‘three horizontals represent the three stages of life – youth, maturity, old age, with
the first marked (with a piě stroke) as the time of education’.
(b) 老 (‘old’) is itself a radical (as indicated by the numerical designation, 6+0),
though one occurring in very few characters. Distinguish 老 from the left-hand
side of 都. For the graph, think: ‘elderly person taking a rest under an awning’. 師
/师, with 巾 ‘cloth’ (3 strokes) designated the radical: ‘teacher wearing a mortar-
board, standing before a podium covered by a cloth.’ (The right-hand element of
師/师 – the podium – has a clear top, unlike the graph 市 shì ‘market; city’,
which has an extra dot.)
c) In 點, 占 is phonetic (cf. 店 diàn ‘shop’) and the radical is 黑 hēi ‘black’ (with
the 4 dots, a combining form of the fire-radical); hence ‘specks [of soot]’ and ‘a
little bit’. 兒, originally a picture of a child with a large head, appears in
compounds such as 兒子 érzi ‘son’ and 女兒 nǚ’ér ‘daughter’ and has a root
meaning of ‘child’. 兒 is one source of the noun suffix -r (seen in words such as
yìdiǎnr).
d) 怎 and 昨 are members of a phonetic set based on the element 乍 zhà. 麽 is
simplified by letting a part of the original stand for the whole: 麽 > 么. In the
traditional form, the lower right element has two slightly different variants: 麼
and 麽. A nonsense account: ‘a shed (广), 2 trees (林), and a nose (么) sniffing
them to find out WHAT they are’. 樣 yàng consists of 木 as radical (mùzìpáng),
羊 yáng (a phonetic element), and 永 yǒng. 樣 may originally have referred to a
wooden mold or pattern, from which the meaning of ‘type; kind’ derived.
e) In both 對 > 对 and 難 > 难, the complicated left hand elements are replaced
with the simple 又 (yòu). In 難 , 隹(zhuī) is assigned as radical; in 誰, 言 is
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
radical, 隹 is phonetic (cf. zhuī / shuí ~ sheí). The left-hand side of 難 shows 夫
inserted through a flattened 口.
f) 文 wén originally meant decoration (and was probably a drawing of a design);
later it came to mean written language, and is now often used for language in
general. The earlier meaning of ‘decoration’ is now represented by 紋 wén (with
the silk radical added).
2.2.1 Compounds
Dì-yī ge shi shéi? xìng Chén dōu shi zhèiyàng Xiăo Zhāng, nĭ hăo? dōu shì
Shi dì-èr ge ma? Bú shì. Shi shéi de? Wŏ de. Xiăo Lĭ hĕn lèi.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Exercise 2
第一: 她姓毛,是女学生;今天有一点儿累。
第二: 他姓陈,是男学生;他有一点儿忙。
第三: 他姓张,是大学的老师;今天是第一天,他很忙。
第四: 她姓白,是小学 的老师;昨天很累,可是今天好了。
第五: 她姓林,是中学 的老师;今天没有课。
第六: 他姓周,是男学生;是张老师的学生。
第七: 他姓马,是男学生;今天有点儿饿,还没吃饭呢。
第八: 她姓王,女的;是老师,昨天是她的生日。
第九: 他姓林,男的;中文老师,还没上班。
第十: 她姓李,女的,学中文;中文不太难。
Questions
1. 姓马的是男的,对吗?
2. 姓毛的是不是学生?
3. 姓周的没有老师,对不对?
4. 姓张的是小学的老师,对吗?
5. 姓白的今天很累,对吗?
6. 姓林的已经上班了,对吗?
7. 姓马的今天怎么样?
8. 今天是王老师的生日,对吗?
9. 姓张的今天怎么样?
10. 谁是学生,谁是老师?
11。姓林的是男的还是女的?
12。老师是不是都是男的?
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
高 緊張 個 現在
10+0 6+9 3+8 2+8 4+7 3+3
紧张 个 现
6+4 3+4 2+1 4+4
gāo jǐn zhāng gè xiàn zài
tall tight spread individual manifest now
起來 看報 以前
7+3 2+6 5+4 4+8 2+3 2+7
来 报
1+6 3+4 2+2
qǐ lái kàn bào yǐ qián
rise come look report [take] before; front
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
但 可 那 哪 走
2+5 3+2 3+4 / 2+4 3+7 / 3+6 7+0
dàn kě nà; nèi nǎ; něi zǒu
but able that which walk; leave; go
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
2.3.1 Compounds
不高 姓高 很紧张 但是 不紧张 可是
bù gāo xìng Gāo hěn jǐnzhāng dànshi bù jǐnzhāng kěshì
以前 现在 在哪儿? 三个 看报 起来
yǐqián xiànzài zài nǎr? sān gè kànbào qǐlái
不太難 男的 哪年 日文 生日 老王
bú tài nán nánde něi nián Rìwén shēngrì lǎo Wáng
Exercise 3
Answer the questions at the end, taking your cue from the information given in the ‘chart’
below. Note that the chart takes the form of lists: ‘3 students: 1 male, 2 female’. The
questions (like your responses) have the form of sentences: ‘The students are all female,
right?’
第一: 三个学生,一个男的,两个女的;
他们都已经起来了, 可是还没看今天的报。
第二: 一个学生,一个老师,都是男的;
他们以前很累,但是现在好了。
第三: 两个老师,一个中文老师,一个日文老师;
他门已经下班了。
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
第四: 一个中文学生,没有老师;
中文很难,他很累。
第五: 四个学生,都很紧张;
都是陈老师的学生。
第六: 五个学生,两个老师;
学生很紧张,老师很忙。
第七: 一个男的,一个女的;
男的起来了还没吃饭呢;女的已经走了。
第八: 两个学生,一个对,一个不对;
一个是 MIT 的,一个不是。
第九: 两个学生,一个姓张,一个姓高。
姓张的很紧张,可是姓高的还好。
第十: 十个学生,都是张老师的学生。
张老师的学生很忙也很累。
Questions
1. 第六个,学生,老师都很紧张吗?
2. 第二个,他们还是很累吗?
3. 第三个,那两个老师是中文老师吗?他们下班了没有?
4. 第八个,谁对,谁不对?
5. 第四个,学中文,没有老师,难不难?
6. 第十个,谁的学生都很忙很累?
7. 第五个,那 四个学生怎么样?
8. 第一个,学生都是女的,对吗? 今天的报看了,但是昨天
的 还没看,对不对?
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
9. 第七个,他们两个已经走了,对吗?已经上课了。
10. 第九个,姓陈的是学生但是姓张的不是,是老师,对吗?
_____________________________________________________________
(甚)麽 東西 手機
5+4 3+11 4+4 6+0 4+0 4+12
什 么 东 机
2+2 1+2 1+4 4+2
shénme dōng xī shǒu jī
what east west hand machine
書包 筆 車子 傘 貴
4+6 2+3 6+6 7+0 3+0 2+10 7+5
书 笔 车 伞 贵
1+3 6+4 4+0 2+4 4+5
shū bāo bǐ chē zǐ sǎn guì
book pack; writing vehicle (child) umbrella expensive;
bundle implement with nouns worthy
字典 行 您
3+3 2+6 6+0 4+7
zì diǎn xíng nín
character records walk; go; be okay you [POL]
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
a) Simplification is not a new process; it has been going on since the creation of
the writing system. It continues even in the traditional set. The first character of
什麽, for example, is an older simplification of 甚 that substitutes the phonetically
close 十 for the more complicated original, then marks it with rénzìpáng. The 台
of 台北 is another substitution that has gained currency in the traditional font as
an alternative for original 臺. Both simplifications have a long history, and have
now gained acceptance in Taiwan and traditional communities. Both can now be
used in the traditional set.
b) East, in its traditional form (東) shows ‘dawn in the east, with the sun (日)
coming up through the trees (木)’. The characters, 東西/东西, suggest that the
compound is derived from ‘east-west’, ie the plane of existence, ‘where all things
are’. 東 was employed as a phonetic element in 陳, and the relationship remains
in the simplified forms: 东/陈.
c) 手 ‘hand’, itself a radical (with a pictographic origin), has a rather different
combining form, seen on the left of characters such as 报,把,拉,押. The
traditional version of the two graphs (機/机), with its complicated right-hand
element, is more suggestive of the meaning ‘machine’. (Cf. 飛機/飞机 feījī
‘airplane’.)
e) The rule of 5: characters like 書(or 筆 bǐ ‘writing implement’ that also contains
聿), which exhibit many horizontal layers are sometimes difficult to resolve.
Fortunately, for many such graphs, the RULE OF 5 applies. The rule of 5 states
that if the character seems to have a lot of horizontal levels, it has five! Boxes
count as one layer; boxes with an internal horizontal (日) count as 2, etc. 書 (as
well as 聿, 筆) is an example; so is the left-hand side of nán 難 (the top counts for
2, the box 1 and the lower horizontals, another 2, for a total of 5).
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
h) 貴/贵 guì ‘expensive’ introduces the important element 貝/贝 bèi, a graph that
is said to originate as a drawing of a cowrie shell, used as currency along the
southwest coast of China in ancient times. 貝/贝 appears as radical in characters
for many word involving transactions, such as 買 mǎi ‘buy’, 賣 mài ‘sell’ and 寶
bǎo ‘valuable’.
2.4.1 Compounds
东西 车子 字典 行李 您好 行吗
dōngxi chēzi zìdiǎn xíngli Nín hǎo. Xíng ma?
什么东西 很贵 车子 姓李 手机不贵 没笔
shénme dōngxi hěn guì chēzi xìng Lǐ shǒujī bú guì méi bǐ
很緊張 可是 三個 現在 起來了 走了
hěn jǐnzhāng kěshì sān ge xiànzài qǐlái le zǒu le
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
看報 以前 現在 在這兒 在報上 起來
可是 不對 老高的 緊張 還可以 但是
2.4.3 Readings
王明是中文老師,有十二個學生。他們已經上課了。中文很難,但是
學生都好,都行。今天九月一日,上學第一天。老師學生都很緊張,
很忙,也很累。那兒有個學生姓陳,男的。小陳的中文很好。他也是
王老師的學生。他今天沒有飯吃,很餓。 很餓,上課,不行, 對嗎?
Questions
1. 王明是學生嗎? 2. 老師有二十個學生,對嗎?
3. 他們上班了嗎? 4. 中文怎麽樣?
5. 王老師的學生怎麽樣? 6. 學生緊張嗎?
7. 姓陳的是男的嗎? 8. 小陳的中文怎麽 樣?
9. 他是誰的學生? 10. 不吃飯,上課,行不行?
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
b) A Dialogue
小马 小张
小张,你好。 小马,你好。今天怎么样?
很累,你呢? 我今天也有一点儿累-- 我没
吃饭。你呢?你饿不饿?
我呢,不饿,我已经吃了。 好吃吗?
还行。好,那,我走了。 上课去 (qù ‘go’) 吗?
不,今天没课。 好,那,明天见吧。
明天见。
Exercise 4.
Answer the questions below by checking the information in the following table:
第一 手机 高老师的 有一点贵
第二 毛笔 学生的 不太贵
第三 小车子 大学的 有一点儿贵
第四 书包 小李的 不贵
第五 中文字典 周老师的 不贵
第六 伞 李明的 好看,可是不贵
第七 书 小毛的 不贵
Questions
1. 第一是什么东西? 2. 第一是谁的?
3. 毛笔贵不贵? 4. 学生有毛笔 吗?
5. 小车子很贵,对不对? 6. 小李的东西是什么?
7. 周老师有什么样的字典? 8. 李明的伞怎么样?
9. 有书的姓什么? 10. 您贵姓? 你是不是学生?
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一 二 三 上 下 中 心 必 火 雨
yī èr sān shàng xià zhōng xīn bì huǒ yǔ
one two three on below middle heart must fire rain
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then 必 bì ‘must; have to’ can be viewed as representing the notion of obligation as ‘a
line crossing the heart’. Conversely, the pictorial origins of some graphs may have been
obscured by historical change. The graph 象 used for xiàng ‘elephant’ may not look like
an elephant until someone makes the case either by citing a more realistic earlier graph,
or by drawing attention to a trunk, head, body, tail, in the modern character.
Beginning students show great skill at creating nonsense etymologies (even for
compound characters). Thus the character 哭 kū ‘to cry’ is seen as ‘two eyes and a tear’;
or 電/电 diàn ‘electricity’ is seen as ‘an appliance with an electrical cord running out the
bottom’. Or – to cite a more extreme case – 會 (会 in simplified form) ‘to be able;
capable’ (among other meanings) is seen as Darth Vader, complete with helmet and
breathing equipment – a man of impressive capabilities. But while it is useful to find
representational elements in complex characters, it is often not possible even with a high
degree of creative license. There is not much to be said for, say, 皮 pí ‘skin’, 衣 yī
‘clothes’, or 豆 dòu ‘beans’. They are simplex (and may well derive directly from
representations) but their forms are difficult to account for without historical research –
or a very creative imagination.
a) Semantic blends
尖 jiān ‘sharp’, made up of 小 xiǎo ‘small’ and 大 dà ‘big’, ie ‘wedge shaped’;
乒乓 pīngpāng ‘pingpong’, whose graphs suggest a pingpong table, but which also take
their sound from the graph, 兵 bīng ‘soldier’.
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Blends are one of the traditional character types (one of the liùshū), but most
cases represent more of an apparent than a real historical process of character creation.
As with the simplex characters, students and teachers frequently ignore the historical
facts and enlarge the category of blends with their own etymologies: 名 míng ‘name’
from 夕 xī ‘evening’ and 口 kǒu ‘mouth’, explained as ‘at dusk, you have to call out
names to identify people’; or 東 dōng ‘east’, made up of 日 rì ‘sun’ superimposed on 木
mù ‘wood’ (originally ‘tree’) and explained as ‘sunrise through the eastern trees’; or 杯
bēi ‘cup’, made up of 木 mù ‘wood’ and 不 bu ‘not’, because ‘cups aren’t make of
wood’.
Many phonetic sets are quite regular, like the 馬 set, or the following set based on
青 qīng (which, as a free form, means ‘green’ or ‘young’):
請, 情 , 晴 , 清 , 氰, 蜻 ,鯖
qǐng qíng qíng qīng qíng qīng qīng
invite feelings clear clean hydrogen dragonfly mackeral
In some cases, phonetic correspondences that were once regular have been
obscured by historical changes in the language; such is the case for 饿 and 我, or 陳 and
東, where the pronunciation of members of the set (è and wǒ, in the first case, chén and
dōng in the second) remains close but no longer identical. But even the ‘irregular’ sets
show patterns of correspondence, as illustrated by the set based on 重 below, which either
begins with zh or with d (initials that differ only slightly in their place of articulation).
The common sound elements, the phonetics, are called shēngpáng in Chinese; the
specifying elements, the radicals are bùshǒu. As shown at the beginning of this lesson,
radicals do have concrete meanings (言 ‘speech’, 心 ‘heart’, 日 ‘sun’, 水 ‘water’ etc.),
and initially the selection of a particular radical to form a compound character would
have been inspired by meaning. But in many cases, the original impetus has been
obscured by linguistic and cultural change. The presence of the water radical in 海 ‘sea’,
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河 ‘river’ and 洗 ‘wash’ reflects a connection with water; but its presence in 漢 Hàn
‘Chinese’, 溫 wēn ‘warm’ and 活 huó ‘to live’ is harder to explain. Ultimately, the
function of radicals in compound characters is one of differentiation (活 is not 适 or 括;
漢 is not 難, 嘆 or 艱); and classification (活 and 漢 are found under the water radical).
Eventually, by Qing times, with the publication of the great Kangxi dictionary,
the number of radicals was settled at 214, ordered by numbers of strokes in each.
Students of the language, like literate Chinese, who had to be able to look up characters
efficiently or search through indexes ordered by radical, came to know the radical chart
virtually by heart. Because of their important classificatory role, and because they are
stable (each character having one radical assigned to it) and of fixed number, introductory
textbooks have tended to focus on radicals (noting general meanings where possible)
rather than phonetic sets. Yet both are useful, and in fact, the information on
pronunciation obtained from phonetic elements is probably more useful to the learner (in
allowing dictionary searches by pronunciation, for example) than the information on
meaning provided by radicals, which is often too general to be of much use.
The radical system of retrieval is not the only one in use, but it remains one of the
more popular systems for looking up characters in dictionaries or other reference works
in cases where the pronunciation is not known. Adoption of the simplified set of
characters was accompanied by some changes in the assignment of radicals, and altered
the arrangement and number of radicals in the chart. The new system has 189 rather than
the traditional 214.
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The main difficulty in using the radical system is identifying the radical –
particularly in simplex characters which are not themselves radicals and which were
assigned a radical to make them conform to the system. Nowadays, most dictionaries are
organized alphabetically by the pinyin pronunciation of the first character, but they also
contain lists organized by radicals that allow a user to look up characters when the
pronunciation is unknown. Only one dictionary, The ABC Chinese-English Dictionary
(cited in the bibliography) is organized by pinyin and word (rather than character), so that
words are ordered uniquely, irrespective of the particular character of the first syllable.
2.5.5 An illustration
The couplet pictured on the next page was observed on a shop door in the city of
Zhenjiang, not far downstream from Nanjing. It provides some good examples of
phonosemantic characters. Despite being a product of the Mainland, the ‘scroll’ reads
vertically in the traditional fashion, right to left, ie Jùn jì ào chí, etc. Each character
contains the now familiar element 馬, but this time, not as a phonetic, but as a radical, so
that the set of characters shows no particular commonality of sound. Rather, they all refer
to types of horses or to attributes of horses.
The word-for-word glosses below are only very rough indications of meaning.
Each set of 4 characters in a column forms a sentence consisting of an adjective and a
noun, followed by an adverb and a verb. The sense is one of aspiration and hope.
↓ ↓ ↓
驤 駿 xiāng Jùn Adj galloping Outstanding
駒 驥 jū jì N foal fleet+horse
驩 驁 huān ào Adv joyously proudly
騰 馳 téng. chí, V soars. races,
The saying is not a well known one; in fact, though they would get the gist of the
meaning, many Chinese would be hard pressed to say precisely what the difference was
between a jì and a jū , (the second characters of each [vertical] line).
Chinese encountering rare characters such as [some of] those in the couplet, are
quite likely to make use of radical and phonetic to remind them of meaning and
pronunciation, respectively. Students of the language need the hints even more. With
some allowance for 馳 which needs to be referred to other compounds (池 chí, 弛 chí)
rather than just the right-hand element (也 yě), the pronunciation of the phonetic element
alone matches that of the compound (except in tone). Thus 驥 and 冀 are both
pronounced jì; 驁 is ào, 敖 is áo, 驤 and 襄 are both xiāng, etc.
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2.6 Miscellany:
2.6.1 Tone sets
a) Jiǎntǐzì
老师 很好 再见 不热 很忙 不高
紧张 还好 看报 不累 很难 上课
Fántǐzì
緊張 還好 看報 不餓 很難 上課
老師 很好 再見 不熱 很忙 不高
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
b) 甲 乙 丙 丁
不忙 很好 不太累 忙吗?
不饿 很累 不太好 紧张吗?
不累 很忙 不太忙 饿吗
不紧张 很高 不太高 好吗
不高 很饿 不太饿 累吗
上車 字典 東西很貴 您好!貴姓? 手機
shàngchē zìdiăn dōngxi hĕn guì. Nín hăo! Guìxìng? shŏujī
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歡迎光臨 公話
欢迎光临 公话
huānyíng guānglín gōnghuà
welcome bright-presence public+speech
Welcome [to you our] guests. public phone
推 拉 空車 / 空车
tuī lā kōngchē
push pull empty-vehicle
[written on doors] [on taxis]
Notes
a) The formal expression for welcoming customers huānyíng guānglín, or
thanking them xièxie guānglín, is often written at the entrances of shops (eg on
entrance doors, on walls, on floors).
b) Pay phones in China (at least up until the current year of 2005) can be found on
the street or in other public places. While they do accept coins, most customers
make use of one of the many brands of phone cards that can be brought from
newspaper stands and small shops (at about 30 – 50% or more below face value).
However, many people prefer using the ordinary telephones that small shops
make available for public use. These are announced by small signs with 公話
written on them. Normally, before making your call, you let the shopkeeper know
the type of call (shìnèi ‘within the city’, shìwài ‘out of the city’ or guójì
‘international’ – though the last are not always possible from shop phones). You
are charged afterwards; fees are usually very modest.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT
MIT + A I Lesson 2
The number before each stroke indicates where the stroke starts as well as
the stroke order.
shi niin de
ni'i di xi50
JZh Page 1 of 8
Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT
MIT Qk I Lesson 2
JZh Page 2 of 8
Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT
MIT + A I Lesson 2
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JZh Page 3 of 8
Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT
JZh Page 4 of 8
MIT QA I Lesson 2
3% 3% TL
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bao (T)
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, MIT
MIT Q aI Lesson 2
I bi (T) I
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Learning Chinese: A Founhtion Course in Manhrin Julian K. Wheatley, MIT
MIT 9 %I Lesson 2
zi/zi zi di5n
JZh Page 7 of 8
Learning Chinese: A Foundation Course in Manhrin Julian K. Wheatley, MIT
MIT 4% I Lesson 2
xinglhang nin
JZh Page 8 of 8
Unit 3
Contents
3.1 Pronunciation
3.2 Amount
3.3 Nationality
3.4 The Cardinal Directions: NSEW Exercise 1
3.5 Yes and no Exercise 2
3.6 Thanks and sorry Exercise 3
3.7 Things to drink Exercise 4
3.8 Why, because, so Exercise 5
3.9 Money Exercises 6,7
3.10 Other numbered sets Exercise 8
3.11 Courses and classes Exercise 9
3.12 Dialogue: courses and classes Exercise 10
3.13 Sounds and pinyin Exercise 11
3.14 Summary Exercise 12
3.15 Rhymes and rhythms
Appendix: Cities, countries and nationalities
The row-4 initials, the retroflex consonants pronounced with the tongue tip raised
[!], also present difficulties, not just for English speakers, but for the many Chinese in
southern regions (including Taiwan) who, in colloquial speech, pronounce zh, ch and sh
as z, c, and s, respectively. [Standard] Mandarin is unique to the region in having both the
dental (row-3) and retroflex (row 4) series. Speakers of regional Chinese languages such
as Cantonese and Hakka, or those who speak Southeast Asian languages such as Thai and
Vietnamese usually have one or other of the series, but not both.
The following sets, then, focus on lines 3 and 4 of the initial consonant sounds.
Read them across, assigning a single tone; ! reminds you to raise the tip of your tongue.
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4. duo > zuo > zh!uo > tuo > cuo > ch!uo > suo > sh!uo
5. tou > cou > ch!ou > zh!ou > zou > dou > sou > sh!ou
3.2 Amount
3.2.1 Larger numbers
As you know, numbers in Chinese are well behaved: 11 is 10-1, 12 is 10-2; 20 is 2-10
and 30, 3-10; 41 is 4-10-1, etc. Higher numbers, also quite regular, are based on bǎi
‘100’, qiān ‘1000’ and wàn ’10,000’.
Notes
a) Notice the use of the apostrophe to clarify syllable boundaries in those cases
where a final vowel of one syllable meets an initial vowel of another: shí’èr. In
large numbers, pinyin conventions write spaces between numbers built around a
particular multiple of ten, eg: yìbǎi bāshíbā ‘188’.
b) You will have more need to use large numbers when the subject is population,
as in §8.3. In Chinese, there is a root for 10,000 (wàn), but not for a million; the
latter is based on wàn: liǎngbǎiwàn ‘2 million’ (ie 200 x 10,000).
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yì bĕn shū liăng bĕn zìdiăn sān bĕn shū shí bĕn
a book 2 dictionaries 3 books 10 [of them]
yí liàng chēzi liăng liàng qìchē yí liàng zìxíngchē sān jià dānchē
a car 2 automobiles a bike 3 bikes [Taiwan]
3.3 Nationality
3.3.1 Country names
Some country names – mostly those with a history of independence and national power –
are composed of a single syllable plus guó ‘country; nation’, on the model of Zhōngguó
‘China (middle-country)’. For these countries, the first syllable is chosen for its sound as
well as meaning: Měiguó ‘the USA (beautiful-country)’; Yīngguó ‘England; Britain
(hero-country)’; Fǎguó ‘France (law-country)’; Déguó ‘Germany (virtue-country)’;
Tàiguó ‘Thailand (peace-country)’.
Countries with deep historical ties to China retain their old names. Nippon, a
name that is cognate with the English name Japan, is the source of the Chinese name,
Rìběn, literally ‘sun-root’, ie from the Chinese perspective, the direction of the sunrise.
Vietnam, a name that contains the Chinese root nán ‘south’ and the name of an ethnic
group called Yuè in Chinese, is Yuènán in Mandarin. Most other countries are simply
transliterated: Jiānádà, Yìdàlì, Fēilǜbīn, Yìndù. City names, except for those in Japan and
Korea, are almost all transliterated: Zhījiāgē, Bèi’érfǎsītè, Tèlāwéifū. A few are translated
rather than transliterated, eg Salt Lake City, Yánhúchéng ‘salt-lake-city’. A more
extensive list of country and city names, with English equivalents, is provided in the
appendix to this unit.
There are several ways of asking about nationality, all of them involving the categorial
verb shì. Recall that nǎ and něi represent the same word, as do nà and nèi; the first
members of each pair (nǎ, nà) tend to be ‘free’ forms; the second (něi, nèi) tend to be
bound to measures: nǎ but něi ge.
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iv) Nĭ shi <cóng> shénme dìfang (‘you be from what place come one’)
lái de?
Options (ii- iv) do not, strictly speaking, ask about nationality, but about place,
and can be answered with a city or town, as well as a country name. The last, (iv)
represents two options: with cóng [ts-] ‘from’, the question is, strictly speaking, about the
country of residence – or by implication, where you were born. Without cóng, it could
simply mean ‘where do you [happen to have] come from’.
The responses to the questions usually take the same form as the question, eg:
Nĭ shi < cóng > shénme dìfang lái de? Where are you from?
Wŏ shi <cóng> Rìbĕn lái de. I’m from Japan.
Occasionally in conversation, people will ask about nationality using the more
formal word, guójí ‘nationality’:
3.3.3 Foreigners
‘Foreign’ in Chinese is wàiguó ‘outside-country’; ‘foreigners’ are wàiguó rén. Foreigners
are also called yángrén. Yáng actually means ‘seas’, but with implications of ‘overseas’;
cf. words such as yángwáwa ‘a doll [with European features]’ or the now archaic
yánghuǒ ‘matches ([over]seas fire)’.
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Note that responses to questions with guò retain the guò in negative responses as well as
positive. The negative response, like that with le, is formed with méi<you>.
In this book, the two uses of guò are kept distinct by a convention not found in
standard pinyin: the guò from Unit 1, that co-occurs with le, follows the verb directly
(chīguo); the one introduced in this lesson, not associated with le and meaning ‘have ever
done something’, follows the verb with a hyphen (chī-guo). In fact, even without this
signal, context resolves most cases of potential ambiguity, just as it does in English with,
eg ‘Have you eaten sea-cucumber?’ and ‘Have you eaten?’.
1 Nĭ shi Zhōngguó shénme dìfang Where abouts in China are you from?
lái de?
Wŏ shi Xī’ān rén. I’m from Xi’an.
Xī’ān, wŏ qù-guo Xī’ān. Xī’ān Xi’an, I’ve been there. Xi’an’s famous!
hĕn yŏumíng!
Shì ma? Is it?
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Notes
a) hěn yǒumíng ‘quite have-name’; the Chinese speaker responds unassumingly
even though he probably feels that Xi’an, with 2500 years of history, should be
hěn yǒumíng.
b) xiǎng, literally ‘think; think of’ but often, as here, used to indicate intention
‘want to; feel like’.
An actual distance may be substituted for jìn and yuăn. Distances in Chinese are
measured in lǐ (low tone), equivalent to half a kilometer (or a third of a mile), or in gōnglǐ
‘kilometers’, but not usually in English miles (Yīnglǐ). All are M-words, so 100 kms.
would be yībǎi gōnglǐ. The noun lù ‘road’ can, in certain cases, be added to the measure
phrase, optionally mediated by de: yībǎi gōnglǐ <de> lù ‘100 kms [of road]’. Since
mileage is a noun, a verb still has to be provided, and in Chinese it is usually yǒu ‘have’
(unlike English, which uses ‘is’). Distances are often approximate, of course, so it is also
useful to learn the adverb dàgài ‘approximately’.
Xīníng lí Xī’ān dàgài yǒu yīqiān Xining is about 1000 kms. from Xī’ān –
gōnglǐ – hĕn yuăn. [it]’s a long way off.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
The ordering of the directions in Chinese reflects the primacy of the east-west
axis, a primacy that is underscored in the names of the diagonal quadrants: dōngběi ‘NE’,
dōngnán ‘SW’, xīběi ‘NW’ and xīnán ‘SW’. Dōngběi (with a capital intitial) is also the
name of the northeast region of China that includes the three provinces of Hēilóngjiāng
(‘black-dragon-river’), Jílín, and Liáoníng. This is roughly the area that was colonized by
Japan before World War II and at the time, referred to (in English) as ‘Manchuria’ (ie,
home of the Manchus, who ruled China as the Qing [Ch’ing] dynasty from 1644-1912).
Although Beijing and Tianjin might be considered to be in the northeast of China, they
are usually described as being in the north, zài běibiānr, with dōngběi reserved for cities
that are actually in the Dōngběi region. The northwest region that includes Xīnjiāng and
Qīnghǎi, is referred to as the Dàxīběi ‘The Great Northwest’; while the southwest region
that includes Yúnnán, Sìchuān and Guìzhōu, is called the Xīnán.
On the whole, the directions require two syllables to function as nouns. So the
diagonals may stand alone: Jílín zài dōngběi; Kūnmíng zài xīnán. But otherwise, the
direction words need to combine with either biān<r> ‘side; bank’, bù ‘part’, or fāng ‘side;
region’.
The three options differ. Fāng, in particular, refers not to relative direction, but to
a quadrant of the country: běifāng ‘the northern region’ or ‘the North’; nánfāng ‘the
southern region’ or ‘the South’. Xīfāng and dōngfāng not only mean ‘the western region’
and ‘the eastern region’ respectively, but also (capitalized) ‘the West’ (ie the Occident)
and ‘the East’ (the Orient). Combinations with bù (a combining version of bùfen ‘part’)
refer to position within a whole; combinations with biānr are the least restricted, simply
indicating a direction. So the southern province of Guǎngdōng is zài nánbù (since it is
within China) as well as zài nánbiānr. But Yuènán ‘Vietnam’, since it is a separate
country, is only zài nánbiānr, not zài nánbù (at least, with reference to China).
Location with reference to the country is expressed with the larger unit first,
unlike the English order: zài Zhōngguó běibù ‘in the north of China’. There is usually the
option of inserting a possessive de between the country of reference and the direction (zài
Zhōngguó de běibù, zài Zhōngguó de běibiānr). De makes a nuance of difference, and
reveals the source of the Chinese word order as a possessive (or more accurately, an
attributive) construction: ‘in China’s north’.
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
[bĕifāng]
dōngbiānr
xīnán<bù> nánbù dōngnán<bù>
[nánfāng]
Exercise 1.
State, then write down the following geographic facts:
Tiānjīn’s in the north of China, about 100 kms. from Běijīng. Shěnyáng is in the
northeast, not far from Běijīng either. Shěnyáng is in Liáoníng. Chéngdū is in the middle
of Sìchuān, Chóngqìng is south of Chéngdū, but it’s not in the southern part of Sìchuān;
it’s a zhíxiáshì [ie under central administration]. Kūnmíng is in Yúnnán. Yúnnán isn’t
Yuènán. Yúnnán is a part of China (yí bùfen), but Yuènán isn’t part of China – it’s
southwest of China.
3.4.1 Dialogues
a) At a reception, Jiǎ, a student in London, finds himself next to Chén Yuè, a Chinese
graduate student, and initiates a conversation in Chinese:
Jiă Qĭngwèn, nín guìxìng? May I ask what your name is?
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Jiă Chén Yuè, nǐ shi Zhōngguó Chen Yue, you’re from China, I
lái de ba. take it.
Ch Chángchūn. Changchun.
Jiă Lí Běijīng bǐjiào yuǎn ba. Quite far from Beijing, right?
Ch Ng, lí Běijīng hěn yuǎn, dàgài Yes, quite far from Beijing – about
yìqiān gōnglǐ! 1000 kilometers!
b) Léi Hánbó, an overseas student, thinks she recognizes Zhāng Yīng from an encounter
earlier in the week:
Léi Nín shì bu shi Zhāng Yīng? Are you Zhang Ying?
Léi Zhāng Yīng, wŏ shi Léi Hànbó, Zhang Ying, I’m Lei Hanbo,
Wèi lăoshī de xuésheng. Prof. Wei’s student.
Zh O, Léi Hànbó, nĭ hăo. Nĭ shi O, Lei Hanbo, how are you. You’re
Mĕiguó rén ba? American, right?
Léi Shì, wŏ shi Mĕiguó Bōshìdùn rén. Yes, I’m an American from Boston.
c) Jiă, a foreigner, and Yǐ, a Chinese, are looking at a series of numbered illustrations of
political leaders in an old copy of China Reconstructs; Jiă – the foreigner, is asking
questions about who’s who:
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Jiă Nà, dì-yī ge shi Máo Zédōng ba. Well, #1 is Mao Zedong, I take it.
Jiă Máo Zédōng shi Húnán rén ba? Mao Zedong’s from Hunan, right?
Jiă O, Zhōu Ēnlái. Tā shi shénme Oh, Zhou Enlai. Where’s he from?
dìfāng rén?
Yǐ Zhōu Ēnlái ne, tā shi Huái’ān rén. Zhou Enlai, he’s from Huai’an.
Jiă Huái’ān ne, zài Jiāngsū, shì bu shi? Huai’an, [that]’s in Jiangsu , isn’t it?
Jiă Péng Déhuái a, tā shi cóng shénme Peng Dehuai, where’s [he] from?
dìfāng lái de?
Yǐ Péng Déhuái hǎoxiàng yĕ shì Seems like Peng Dehuai’s also from
Húnán rén ba. Hunan.
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When the main verb is itself shì, then shì confirms, with initial duì available for
emphasis, and bù ~ bú shì denies:
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It is this incongruency between English and Chinese that gives rise to the observation that
Chinese (along with Japanese and other languages in the region) has no equivalent to
English ‘yes’ and ‘no’.
What if, in the last example, counter to new expectations (but in conformity to the
original ones), the people in question turned out to be Americans after all? In that case,
the responses in both Chinese and English are less predictable. But typically, Chinese
would change the value of the verb to positive and put emphasis on it: Tāmen shì Měiguó
rén. And an introductory negative – bù, bù – would indicate the change from the new
expectations back to the old.
Tāmen bú shi Měiguó rén ba? They’re not Americans, are they?
Bù, bù, tāmen SHÌ Měiguó rén. Yes they are.
Here again, while the English ‘yes’ matches the positive verb (‘they are Americans’),
Chinese bù (or bú shì) denies the anticipated answer (‘it’s not the case that they aren’t
Americans’).
3.5.2 Tag-questions
Sometimes, it is appropriate to indicate doubt, or seek confirmation by the use of tag-
questions. The addition of questions formed with shì or duì to the foot of the sentence
serve such a function.
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Zhōngwén lǎoshī shì bu shi hěn yán? Is it the case that Ch. teachers are strict?
Duì, tāmen shì hěn yán. Yes, they [really] are!
Zhèr de lăoshī shì bu shi zǒngshi Is it the case that the teachers here are
hĕn lèi? always tired?
Tāmen shì hĕn lèi, kĕshì xuéshēng They are quite tired, but aren’t students
bú shi gèng lèi ma. even more tired?
Tāmen shì bu shi dōu yĭjing qĭlái le? Is it the case that they’re all up already?
Bù, xiăo Liáng hái méiyou qĭlái, No, young Liang isn’t up yet, he’s not
tā yǒu yìdiănr bù shūfu. very well.
The appearance of shì with SVs in such sentences should not undermine your
understanding that shì does not appear with SVs in neutral, unemphatic contexts.
Exercise 2.
Provide Chinese equivalents for the following interchanges:
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Notes
a) Yòng’s core meaning is ‘to use’; yào’s is ‘want’.; but in the above contexts, the
meanings of both are closer to ‘need’. Béng is a telescoped version of bú + yòng.
b) Kèqi is composed of roots for ‘guest’ and ‘air; spirit’, so the literal meaning is,
roughly, ‘adopt the airs of a guest’. Kè appears in expressions such as qǐngkè
‘entertain guests; to treat [by paying] (invite-guests)’ and words like kèrén ‘guest
(guest-person)’ and kètīng ‘living room; parlor (guest-hall)’. Qì appears in words
such as tiānqì ‘weather’ and qìfēn ‘atmosphere’.
c) Yīnggāi de, containing the ‘modal verb’ yīnggāi ‘should; ought’ (cf. gāi), is a
common response to a serious expression of gratitude. Xièxie nǐ lái jiē wǒ! /
Yīnggāi de!
When someone fills your glass when you are conversing at a meal, or at other
times when you might want to indicate appreciation without actually saying anything,
you can tap the index finger, or the index and middle fingers on the table to express
thanks. The practice is said to represent with bent fingers, the act of bowing.
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3.6.2 Sorry
Regret for minor infractions or potential shortcomings is most commonly expressed as
duìbuqǐ, an expression built on the root duì ‘to face squarely’ (and hence ‘to be correct’),
plus the suffix bùqǐ ‘not-worthy’. The typical response makes use of the culturally very
significant noun, guānxi ‘connections’.
Duìbuqǐ, lǎoshī, wǒ lái wǎn le. Sorry, sir, I’m late. (come late LE new sit’n)
Méi guānxi. Never mind.
In a more serious context, regret may be expressed as hěn bàoqiàn ‘[I]’m very sorry’,
literally ‘embrace shortcomings’.
3.6.3 Refusal
No matter whether you are stopping by someone’s home or office, or staying for a longer
visit, your host will usually serve you tea or soft drinks, often together with some fruit or
other snacks. Depending on the situation and the degree of imposition, it is polite to
ritually refuse these one or more times, and then if you ultimately accept, to consume
them without showing desperation (much as you would in other countries). Some phrases
for ritual refusal are provided below:
Offers
Lǐ Dān, hē yì bēi chá ba. Li Dan, why don’t you have a cup of tea?!
Zhāng lǎoshī, hē diǎnr shénme? Prof. Zhang, what’ll you have to drink?
Responses
Bú yòng le, bú yòng le. No need, I’m fine. (‘not use’)
Often, phrases pile up: Bú yòng le, bié máfan le, wǒ bù kě le!
More abrupt refusals are appropriate when there is a perceived violation, as when
merchants try to tout goods on the street:
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3.6.4 Don’t
The several responses to thanking and apologizing actually provide examples of the three
main words of negation, bu, méi, and a third found in imperatives [orders], bié ‘don’t’.
The last can be combined with the verb wàng ‘forget; leave behind’, as follows:
Exercise 3.
Provide Chinese interchanges along the following lines:
Nowadays, soup, tea and boiled water (kāishuĭ ‘open water’) are still probably the
main beverages, but with increasing affluence and foreign commercial influence,
drinking practices are changing, particularly in urban areas. Iced drinks, which were
traditionally regarded as unhealthy – as they probably are – are now common. Soy milk
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drinks are popular, and even cow’s milk is gaining acceptance (despite widespread
lactose intolerance). With the rise of fancy restaurants and cocktail bars, alcohol drinking
practices are changing too. A Franco-Chinese joint enterprise is producing wines made
with grapes under the Dynasty (Cháodài) label. Brandies and whiskeys are quite popular.
Foreign wines and spirits (yángjiŭ), are drunk in different fashion in China. Grape wines
and spirits, for example, are sometimes mixed with carbonated drinks, or are watered
down and drunk with meals. Spirits, served in small glasses or cups, are more compatible
with Chinese practices of toasting (cf. §8.4.5) than are grape wines served in larger
amounts.
Non-alcoholic
chá tea kāfēi coffee
kĕlè cola [generic] kāishuĭ boiled water
qìshuĭ carbonated drinks; soda júzi shuǐ orange juice
guǒzhī fruit jiuce níngméngzhī lemonade
niúnăi milk dòujiāng soybean milk
kuàngquánshuǐ mineral water (mineral-spring-water)
Alcoholic (jiŭ)
yángjiŭ (‘foreign-wine’); any foreign alcoholic drinks,
both wines and spirits
The syllable pí in píjiŭ derives from the English word ‘beer’; jiŭ is generic for
alcoholic drinks. Nowadays, there are a large number of popular beers in China, eg
Yànjīng píjiŭ (from Yànjīng, an old name for Bĕijīng), Shànghăi píjiŭ, Wŭxīng píjiŭ (‘5
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star’), Xuĕlù píjiŭ (‘snow deer’) and Qīngdăo píjiŭ, named after the city of Qīngdăo in
Shandong. The Qīngdăo Co. was originally a German brewery, set up in the German
concession in Shandong.
Exercise 4
You can practice ordering drinks in succinct language, stating the item first, and then the
amount: Niúnǎi, yì bēi. ‘A glass of milk.’ Typically, soft drinks are now served cold
(albeit sometimes at a slightly higher price), but if not, you can request a cold one by
saying bīng de ‘ice one’, or yào bīng de ‘want ice one’. In ordinary places, ice is not
usually added to drinks, possibly because people are aware that it may be made from non-
potable sources. But to be sure, you may want to add bú yào bīngkuài ‘not want icecubes’
or, more politely, qǐng bié jiā bīngkuài ‘request don’t add icecubes’. Now, following the
model above, try ordering the following:
_______________________________________________________________________
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3.7.1 Dialogue
Huáng Jūrén (male) hears a knock on the door and recognizes his friend, Zhèng Chūnhuá
(female). He addresses her with the personal xiǎo+last syllable of míngzi:
Hg. O, Xiăohuá, qǐngjìn, qǐngzuò. Oh, Xiăohuá, come on in, have a seat.
Zh. Xièxie. Ài, jīntiān rè jíle! Thanks. Gosh, it’s so hot today!
Hg. Ng. Nà nĭ hē yìdiănr shénme? Sure is. What’ll you have to drink?
Yǒu kĕlè, níngméngzhī, píjiŭ. There’s cola, lemonade, beer.
Zh. Hăo, nà lái <yì> bēi lǜchá ba. Okay, bring a cup of green tea, please.
Hg. Hăo, lǜchá….Nĭ zuìjìn zĕnmeyàng? Okay, green tea….How are you doing
these days?
Zh. Hái kěyǐ. Zuótiān yǒu diănr I’m okay. I didn’t feel too well
bù shūfu, dànshì xiànzài hăo le. yesterday, but I’m okay now.
Zh. Shì yǒu diănr máng! Nĭ yĕ shì. I am a bit! You too! Students are
Xuéshēng zǒngshi hĕn always tired and busy.
máng hĕn lèi a!
Notes
1. Other teas: lóngjǐng chá a type of green tea; wūlóng chá ‘oolong tea’; júhuāchá
‘chrysanthemum tea; [Yīngguó] nǎichá ‘(English milk-tea)’.
2. Zuìjìn ‘recently; these days’.
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Notes
Kǎoshì and shíyàn are also [two-syllable] verbs, meaning ‘to do a test’ and ‘do an
experiment’. ‘To test someone’s ability in a subject’ is simply kǎo: Yīnggāi kǎo
tāmen de Zhōngwén ‘[We] should test their Chinese’. For now, concentrate on the
use of these words as nouns.
Dialogues
3.8.1 A lot of
Duō (a word to be carefully distinguished from dōu ‘all’) is a SV meaning ‘much; many;
lots, etc.’ Its opposite, shǎo, can mean ‘few; not many’ but is also common as an adverb
meaning ‘seldom; rarely’. Duō has some rather idiosyncratic properties: it may modify
nouns directly (without de), but to do so, it requires the presence of at least a modifying
adverb, such as hěn:
Instead of hěn, the two more or less synonymous adverbs zhème ‘in this way; so;
such’ and nàme ‘in that way; so; such’, can also be used in conjunction with duō (and
shǎo):
Duō and shǎo can also be used as predicates – that is, main verbs. English finds
the literal translation of the construction awkward (ie ‘exams are numerous’), preferring
instead an existential ‘there is/are’, or a possessive ‘we have’:
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Reference can be made to the course by simply presenting it at the head of the
sentence as a ‘topic’:
Sentences of the above type can usually be re-formed with yǒu, ‘have’, which
makes them look rather more like the English:
Exercise 5.
In Chinese:
1. Explain that students have lots of homework each day so they’re always tired.
2. Ask why Japanese doesn’t have a lot of tests.
3. Explain that there are no classes tomorrow because it’s May the 1st.
4. Explain that your Chinese teacher is quite strict, and that you have lots of tests.
5. Explain that you didn’t have any homework yesterday.
6. Ask why they have so many reports.
7. Explain that you feel quite nervous today because you have a test.
8. Explain that you have lots of tests, and even more assignments.
9. Explain that physics [class] isn’t hard, but it has lots of homework.
10. Ask why they all have so many keys?
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3.9 Money
G.E. Morrison, who wrote a book called An Australian in China, about his journey across
southwest China to northern Burma at the very end of the 19th century, described how he
managed his money:
Money in Western China consists of solid ingots of silver, and copper cash. The
silver is in lumps of one tael or more each, the tael being a Chinese ounce and
equivalent roughly to between 1400 and 1500 cash. … From Hankow to Chungking
my money was remitted by draft through a Chinese bank. … I carried some silver
with me; the rest I put up in a package and handed to a native post in Chungking,
which undertook to deliver it intact to me in Yunnan city, 700 miles away,
within a specified period. … Money is thus remitted in Western China with complete
confidence and security. [Morrison 1902: 95]
Round coins (often bearning a niánhào or ‘reign name’) with square holes in
the middle (round said to be symbolic of heaven, square, of earth) were in use in China
from several centuries BCE. In later times, these were often called ‘cash’, a translation of
qián. Carried in strings of 1000, they were the medium of exchange for small purchases.
Morrison also carried lumps of silver, useful for larger transactions. These were measured
in taels [from Malay tahil], a weight that often translates the Chinese liǎng. Liǎng is still
a regular measure of weight in markets in China. Originally 16 liǎng made up a jīn, but in
the modern system, it is 10. Jīn is usually translated with another term derived from
Malay, the ‘catty’. Paper money, reimbursable for silver (at least in those periods when
the economy was well managed), has been in circulation in China for well over 1000
years. Dollars, that come into circulation in China from the 16th century, were not US
dollars but Spanish (or Mexican).
Modern currencies
Nowadays, currency on the Mainland is the Rénmínbì ‘people’s-currency’, often
abbreviated in English as ‘RMB’. Its main unit is the yuán, called kuài colloquially and
translated as ‘dollar’ or ‘Chinese dollar’. Below the yuán is the jiǎo (máo colloquially)
‘ten cents’ and the fēn ‘cent’. Thus, in speech, $1.25 is yí kuài liǎng máo wǔ ‘one dollar
two dimes five’ (rather than a dollar and 25 fēn). Bills (as of 2003) have values of one,
two, five, ten, fifty and a hundred. There are some small sized bills for values below one
yuán. Coins are for low values only (some of which duplicate bills), including a one yuán
piece, a 5 máo (50 cents), one máo (10 cents) and various very small denominations.
During the height of the communist period, foreign currencies were exchanged
not for RMB, but for wàihuìjuàn, ‘Foreign Exchange Certificates’ or simply ‘FEC’. FEC
were denominated like RMB and had the same official value, but since FEC were
required for the purchase of foreign goods, they gained value on unofficial ‘black’
markets. FEC were abandoned in the early 90s. [The Chinese government, apparently,
sold their remaining FEC to the government of neighboring Burma [Myanmar], who
adopted the FEC system at about the time the Chinese abandoned it.]
In Taiwan (the ROC), the unit of currency is the Xīn Táibì, called the ‘new
Taiwan Dollar’ in English (and abbreviated $NT). Like its Mainland counterpart, it is
called the yuán (kuài colloquially), with smaller units called jiǎo (máo) and fēn. Hong
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Kong also retains its own currency, called Gǎngbì. Current (9/05) exchange rates for
RMB are approximately 8.1 to the US dollar; for $NT, approximately 31 to the dollar,
and for HK$, approximately 7.7 to the dollar.
In Unit 2, you learned that money, qián, is counted with kuài ‘yuan; dollar’. In
fact, in formal language, yuán itself is the M-word, so that yí kuài qián is usually written
(and sometimes spoken) as yì yuán (一圆 or 一元 ; both characters are used, but the latter
is more common).
informal, formal,
spoken literal meaning written value
Note that qián is the noun, kuài, máo, fēn etc. are M’s by which qián is counted:
yí kuài qián liăng kuài qián sān kuài qián wŭ kuài qián shí kuài qián
yí kuài liăng kuài sān kuài wŭ kuài shí kuài
RMB 1 RMB 2 RMB 3 RMB 5 RMB 10
liǎng máo bā máo sān fēn <qián> jiǔ fēn <qián> liǎng máo wǔ
RMB 0.8 RMB 0.4 3 cents 9 cents 25 cents
Notes
Kuài and máo are the normal spoken forms. However, yuán and jiǎo, while
primarily written forms that appear on currency, on menus, and bills, are, in
certain formal settings like hotels and banks, sometimes spoken: eg: sì yuán wǔ
jiǎo ‘Y4.50’.
Exercise 6.
Practice citing the following prices until fluent:
1. 30 cents 11. 25.00
2. 50 cents 12. 11.85
3. 1.00 13. 35.00
4. 1.40 14. 39.95
5. 2.00 15. 19.35
6. 85 cents 16. 15 cents
7. 95 cents 17. 75 cents
8. 3.60 18. 1.85
9. 9.95 19. 99.00
10. 15.00 20. 102.00
______________________________________________________________________
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b) Jǐ ge?
When the expected number is low, the question word is not duōshao, but jǐ + M. Smaller
than expected numbers and amounts may attract the adverb zhǐ ‘only’.
c) Prices
Prices can be asked with duōshao (usually without M) or jǐ + M; the item in question can
be placed first, with the sense of ‘cost’ left implicit:
Where items are sold by particular amounts, Chinese will use an appropriate M:
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sharp phrases. We will start with food and drink. To earlier drink vocabulary, we can add
some fruit. (For health reasons, Chinese peel fruit before eating – many even peel
grapes.)
These are purchased as wholes (yí ge), as parts (yí kuài ‘a piece’, yí piàn ‘a slice’), or
bunches (yí chuàn ‘a bunch; cluster’). Or they are bought by weight (typically by the jin
or ‘catty’ in China).
Notes
a) Not so long ago, the liǎng was 1/16 of a jīn (hence the term ‘Chinese ounce’).
b) People say èr liǎng ‘2 taels’ rather than the awkward *liǎng liǎng .
Other items:
Notes
a) bǐng is the generic for tortilla or pancake like foods; gān means ‘dry’.
b) gāo is generic for ‘cakes’; diǎn is ‘a bit’ or ‘a snack’.
c) bīngjilín, also pronounced bīngqilín (and sometimes bīngjilíng) ‘ice-cream’
(with jilín ~ qilín, etc. representing English ‘cream’); ice-cream comes on a stick
(yì gēn), in tubs (yì xiǎobēi) and in cartons (yì hé).
Exercise 7.
What would you say to purchase the following items in the amounts indicated?
Work with a partner, if possible, with one of you buying and the other selling. Keep the
small talk to a minimum. The buyer should begin with a perfunctory (but friendly)
greeting (hǎo), then state the item – pointing to it if possible – and the number needed.
The seller is likely to volunteer the price (per unit, if relevant), and the buyer can then
repeat it to himself, or for confirmation, and close with: Hǎo, jiu zhèiyàngr ba. You
would be expected to bargain a bit at street stalls (cf. §8.4) – less so in shops. For now,
you are buying small things and you won’t lose much!
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<Nǐ de> diànhuà <hàomǎ> shi duōshao? What’s your phone number?
<Nǐ de> diànhuà <hàomǎ> shi shénme?
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Since the variable for days of the week is a number, the question is formed with jǐ
‘how many’: lǐbàijǐ ~ xīngqījǐ ‘what day of the week’. Notice that there is no *lǐbàiqī or
*xīngqīqī to confuse with lǐbàijǐ and xīngqījǐ.
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Notes
Recall that in giving dates, eg jīntiān xīngqīyī, shì is often omitted if no adverbs
are present. In the negative, shì would appear as support for the adverb, bu:
Jīntiān bú shì xīngqīyī.
Èrshíwǔ hào hěn máng – yǒu [We]’re busy on the 25th – there’s
Zhōngwén kǎoshì. a Chinese test.
Wǔyuè yí hào shi Guóqìng jié May 1st is National Day so there are
suǒyǐ méiyou kè. no classes.
Notice that expressions that designate ‘time when’ precede their associated verbs!
3.10.4 Siblings
The collective for brothers and sisters is xiōngdì-jiěmèi. Older brother is gēge; xiōng is
an archaic equivalent; but the other syllables are all single-syllable reflections of the
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independent words for siblings: dìdi ‘younger brother’, jiějie ‘older sister’ and mèimei
‘younger sister’.
Hăoxiàng nĭ yǒu <yí> ge gēge, Seems like you have an older brother, right?
duì ma?
Méiyou, zhǐ yǒu <yí> ge jiĕjie. No, only an older sister.
Note
In object position, the yí of yí ge is often elided, as indicated by <yí> ge.
Exercise 8.
1. Tell them what your phone number is.
2. Let them know today’s date.
2. Ask how many students there are today altogether?
3. Explain that you have a younger brother and an older sister.
4. Explain that there’s an exam on October 30th.
5. Explain that you only have a dollar.
6. Explain that you’re feeling quite anxious -- because you have so many exams!
7. Explain that you have an exam everyday from Monday to Thursday.
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Tǐyù ‘physical education’, however, is more ‘sports’ than a subject of study, so it does
not usually occur with xué.
Nouns may be counted with different measures, each conveying slightly different
nuances. Kè, as a noun meaning ‘subject’ or ‘class’, for example, can be counted with the
M mén (whose root-meaning is ‘door’) when the sense is ‘a course’; with jié (root-
meaning ‘segment’) or táng (root-meaning ‘hall’), when the meaning is ‘a class session’.
Examples
M: mén Zhèi ge xuéqī, nĭ yǒu jǐ mén kè? How many courses do you have
N: kè Wŏ yǒu sì mén kè. this term? / I have four.
N: kè Jīntiān hái yǒu biéde kè ma? Do [you] have other classes today?
M: táng Hái yǒu liǎng táng. I still have two more.
M: jié Nà, míngtiān ne, míngtiān yǒu Well, what about tomorrow, how
jǐ jié? many [classes] tomorrow?
Míngtiān zhǐ yǒu yì jié: shùxué. Tomorrow, I just have one –
mathematics.
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N: kè Jīntiān yŏu kè, kĕshi míngtiān There’s class today, but not
méiyŏu! tomorrow.
Besides the noun kè ‘class’, the noun bān, whose root meaning is ‘shift’ or
‘session’ (cf. shàngbān ‘go to work’), is also relevant to the subject of taking classes.
Large sessions (or ‘lectures’) are dàbān; small sessions (or ‘sections’) are xiǎobān. These
are counted with the general-M, gè:
Like kè, bān can also be a M, but not for classes or the like. Bān is common as a
M for trips of regularly scheduled transport, such as busses and airplanes: Xīngqīyī-sān-
wǔ yǒu yì bān. ‘There’s a flight/bus/train on MWF.’
b) ‘Taking’ classes
In the examples under a), ‘taking a class’ was construed as ‘having a class’: yǒu wǔ mén
kè. However, you should be aware that just as English allows the option of saying ‘how
many courses do you have’ and ‘how many are you taking’, so Chinese offers options
with shàng ‘(attend) take’; and [particularly in Taiwan] xiū ‘(cultivate) take’, along with
yǒu ‘have’:
Nĭ zhèi ge xuéqī shàng / yǒu / xiū How many courses are you taking
jǐ mén kè? this semester?
Wŏ shàng / yǒu/ xiū wŭ mén. I’m taking 5.
Xīngqīliù yídìng méi kè ma? Is [it] certain that there’s no class on Sat.?
Xīngqīliù, xīngqītiān yídìng For certain there are no classes on Saturday
méiyou kè. and Sunday.
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Kǎoshì dōu hěn nán ma? Are the tests all difficult?
Bù yídìng. Yǒude hěn nán, Not necessarily. Some are difficult,
yǒude bù nán! some aren’t.
Xuésheng yídìng hěn lèi ma? Are students necessarily always tired?
Bù, lǎoshī hěn lèi, xuéshēng No, teachers are tired, students aren’t
bù yídìng. necessarily.
Exercise 9.
Express the following:
1. In all, you’re taking 5 courses this semester, and they’re all hard.
2. In Beijing, November isn’t necessarily cold but July is certainly hot.
3. You have lots of classes on Tuesday and Thursday, but only one on Wednesday.
4. The lecture has 120 students, but the sections only have 12.
5. The mathematics teacher isn’t too strict, but the tests are hard.
6. You don’t have any more classes today.
7. You were nervous yesterday, but you’re okay today.
8. The physics teacher’s very strict, so I’m nervous in class.
Méi shénme wèntí. [I] don’t have any questions [in particular].
Duìbuqǐ, nǐ xìng shénme, wǒ wàng le. Sorry, what was your name – I’ve forgotten.
Méi shénme. Wǒ xìng Zōu. That’s all right. My surname’s Zou (sic!)
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Jiǎ Èi, nǐ hǎo, jīntiān zěnmeyàng? Hi, how are you? How’s it going today?
Yǐ Hěn duō, kěshi hěn yǒuyìsi! There’s a lot, but it’s interesting!
Jiǎ Nǐ hái yǒu shénme biéde kè? What other classes do you have?
(you still have what other classes)
Yǐ Jīntiān, hái yǒu wùlǐ, shùxué, I still have physics and maths today,
míngtiān yǒu lìshǐ. tomorrow I have history.
Jiǎ Zhōngwén měitiān dōu yǒu ma? Do you have Chinese everyday?
(Chinese daily all have Q)
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Jiǎ Zhèi ge xuéqī yígòng shàng You’re taking 4 courses altogether this
sì mén kè ma? semester? (‘this M term altogether take…’)
Yǐ Yígòng shàng wǔ mén, hái yǒu tǐyù. Five altogether; there’s PE as well.
Kěshì tǐyù méi shénme gōngkè. But PE doesn’t have any homework.
Jiǎ Wǔ mén kè, yídìng hěn lèi! Five courses, [you] must be tired!
Variations:
Instead of: Nǐ jīntiān máng bu máng?
Exercise 10.
Here are some sentences written by students learning Chinese; identify the likely
mistakes and explain (if you can); then correct them.
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13 14 15
kāfēi bù nán Táiwān
fēijī dàxué Chéngdū
cāntīng shùxué zuótiān
3.13.2 Initials
Recall your initials chart, and the complementary distribution of initial and rhymes for
rows 3 and 4 on the one hand, and 5 on the other:
Exercise 11.
a) Write lines 3, 4, and 5 of your initial chart (z, c, s etc.) on a small sheet of paper, one
for every three students. Then, as your teacher recites the list of words twice, determine
by consensus which initial is involved:
[Samples: xie, chu, xi, qu, su, shu, zhun, jun, xian, ci, shuai, xu, cai, shi, xi, shun etc. ]
Notice that row-5 initials do not appear in this exercise; why is that?
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3.14 Summary
Numbers yìbǎiwàn (~ yībǎiwàn)
M-words yì bēi chá; yí ge bēizi
Nationality Nĭ shi nĕi guó rén? Tā shi cóng shénme dìfang lái de?
Ever been? Nǐ qù-guo Zhōngguó ma? / Méi qù-guo.
Miles away Jīchǎng lí wŏ jiā zhǐ yǒu sān lĭ <lù>.
NSEW Bĕijīng zài Zhōngguó běibiānr; Wúhàn zài zhōngbù.
Yuènán zài Zhōngguó de nánbiānr.
Confirmation Nĭ shi dì-yī ma? / Shì de; Tā bú shi Mĕiguó rén ba. / Shì.
Jīntiān shì hĕn rè!
Tag-Qs Nĭ de sǎn, shì bu shi?
Thanks Xièxie. / Bié kèqi.
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Exercise 12.
Distinguishing words. Read each row aloud, then provide a distinguishing phrase for each
word, eg, for the first set: Wǒ bù shūfu; Gāo shīfu, hǎo; Shùxué hěn nán ba.
Sheila Yong, from Boston University, made up an equally good – or better – version:
On the money!
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Addition of rén to the country name regularly gives the name of the person from that
country.
Countries (Guójiā)
Cities (chéngshì)
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San Francisco. The Cantonese name, pronounced Sānfānshì (shì ‘city’) in Mandarin, is
obviously a transliteration of the English. The name commonly used in Mandarin,
Jiùjīnshān means literally ‘old gold mountain’, a reference to Gold Rush days, when
numerous Chinese migrated to California from the coast of Canton province.
Paris and Bali: If Paris is Bālí, you may wonder what the Chinese name for the island of
Bali [Indonesia] is. It’s also Bālí. The distinction is made by adding dăo ‘island’ to the
latter: Bālídăo. Cf. Hǎinándǎo ‘Hainan Island’ (off the southern coast of China).
Tokyo. Dōngjīng, literally ‘eastern capital’; cf. Bĕijīng ‘northern capital’ and Nánjīng
‘southern capital’.
Russia. Éluósī or Éguó on the Mainland, but often Èguó in Taiwan. The USSR was called
Sūlián, ie Sū from Sūwéi’āi ‘Soviet’ + lián meaning ‘unite’.
Canton, Chungking, Nanking, Peking etc. English spellings of Chinese names are not as
irrational as they may at first seem. These spellings reflect spelling conventions adopted
by the British and probably based on Cantonese pronunciation. In the Wade-Giles
transcription, which still has some currency, the distinction between (pinyin) b, d, g and
p, t, k etc. was represented as p, t, k and p’, t’, k’, respectively. In common practice, the
apostrophes were omitted, hence Peking, Taipei, the Tao Te Ching (the Taoist classic)
rather than pinyin Beijing, Taibei, Dao De Jing (the Daoist classic). The name ‘Canton’ is
based on the name of the province, Guǎngdōng, rather than the city, Guǎngzhōu.
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第三課 Dì-sān kè
Lesson 3
三人行,必有我師焉。
Sān rén xíng, bì yǒu wǒ shī yan.
[Among] three people walking, surely exist my teacher among+them.
[Even] a party of three will surely include one from whom I can learn.
Confucius, The Analects (Classical Chinese)
3.0 Review
a) Fántǐzì
馬: 你好,我是馬小東。
王: 哦,馬小東,我是王老師。
李: 王老師,您好,我是李明。
王: 李明,你好。
李: 還有他呢,他姓毛,叫毛明。
王: 毛明,你好。三個人了。你呢?
張: 我是張生明。
王: 張生明,你好。那好,歡迎你們來北京。
馬, 李…: 謝謝。
王: 你們很累吧。
馬, 李…: 不累,還好。
王: 餓嗎?吃飯了嗎?
馬, 李…: 不餓,在飛機上吃了。
王: 那,你們的行李呢?
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馬, 李…: 在這兒,一二三四五。都在這兒。
王: 那好,我們走吧,上車吧。
馬, 李…: 好,好。
王: 今天有一點兒熱,你們熱嗎?
馬, 李…: 不熱,還好。
王: 行李,雨傘,書包呢?
馬, 李…: 都在這兒。
王: 好,那我們走吧。
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
名字 叫 地方 美 吧
3+3 3+3 3+2 3+3 4+0 3+5 3+4
míng zì jiào dì fāng mĕi ba
name-character be named; place region beautiful BA
name be called; call [USA] consensus
國 英 過 氣 想去 兩
3+8 4+5 3+9 4+6 4+9 2+3 2+6
国 英 过 气 两
3+5 3+5 3+3 4+0 1+6
guó yīng guò qì xiǎng qù liǎng
country hero pass air; spirit think; go 2 [+M]
[England; UK] ever feel like
Notes
a) 名 contains the elements 夕 ‘evening’ (originally a drawing of the setting
moon?) and the ‘mouth radical’ (口); for mnemonic purposes, think ‘moon, low in
the sky at evening, so you need to call out your name to identify yourself’.
b) 字 zì ‘character’ contains 子 zĭ (‘child’) as phonetic; think ‘a pupil under a roof,
studying characters’. (Míngzì means ‘the characters which form the name’.)
Distinguish 字 from 子 zĭ and 了 le.
c) 叫 mouth plus ‘4’, so: ‘calling out ‘4’ on the golf course’.
d) 地 is a third character to show 也 as right-side element; cf. 她 and 他. The
presence of 也 in these characters seems to have resulted from orthographic
confusion, and does not represent its use as a phonetic element. 地 exhibits the
radical form of 土 tǔ ‘earth, called tǔzìpáng.
e) 美 is a compound made up of 羊 ‘sheep; goat’ (with its stem truncated) and 大
‘big’, and the usual ordering of its strokes (with 大 beneath truncated 羊) reflects
that fact. 美 obeys the ‘rule of 5’ if the top two strokes are made to count as a
horizontal.
f) Like many of the other final particles (吗, 呢, 啊), 吧 is phonosemantic, with 巴
bā as phonetic, and 口 as radical.
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3.1.1 Phrases
名字 叫什么 地方 美国 美国人 走吧
英国 很想去 两个 天气 去过 有名
něiguó rén nèi ge dìfang Zhōng-Yīng zìdiǎn tiānqì hǎo le Yīngwén xìngmíng
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1. 小白,女的,名字叫美文,中国人,去过美国;没去过英国,不
过很想去。
2. 老高,男的,名字叫英明,美国人,去过中国,中文很好。
3. 周老师,男的,名字叫以天,中国人,昨天很紧张,现在好了。
4. 李四方,男的,中国来的,以前是小学的老师,现在是大学的。
5. 姓陈的,名字叫现中,英国的中国人,英文中文都很好;去
过美国,很想上美国的大学。
6. 美国的天气,现在有的地方冷,有的地方热;中国呢,一样,有
的地方冷,有的 地方热。英国呢?
Exercise 1
Answer the questions given below, according to the information given in the chart:
1 王 美月 女 中国人 很累 还没吃过饭呢
2 高 太白 男 中国人 很忙 已经吃过饭了
3 陈 贵儿 男 美国人 现在好了 还没吃过饭呢
4 周 班贵 女 美国人 很紧张 吃过了
5 张 林生 男 中国人 很饿 还没吃饭呢
6 毛 在中 女 英国人 不冷不热 吃过了
7 林 明月 女 美国人 还好,不累 吃了
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Questions
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
北京 南 西 安 海
2+3, 1+4 2+6 2+7 6+0 3+3 3+7
běi jīng nán xī ān hǎi
north capital south west peace sea
外 到 近 省 川 州
3+2 2+6 3+4 5+4 1+2 1+5
wài dào jìn shěng chuān zhōu
outside arrive; to be close province (river) admin. div’n
從 離 遠 邊 錯 部
3+8 8+10 3+10 3+15 8+8 3+8
从 离 远 边 错
2+2 2+8 3+4 3+2 5+8 2+8
cóng lí yuǎn biān cuò bù
from dist. from be far side mistake; wrong part
Notes
a) 北 běi could be said to resemble ‘two people sitting back to back for warmth
against the cold north wind’, hence ‘north’. 北 can be contrasted with 比 (bǐ
‘compare; than’, as in 比较 bǐjiào), in which the two parts are in line (and
therefore easier to compare).
b) 京, meaning ‘capital’. Think: ‘the gateway to the capital with a slit window
and buttresses’. Chinese cities are oriented towards the south; the emperor sat
with his back to the north. 南 nán ‘south’, then, might be said to be a drawing of
‘an elaborate southern gate to a city, with observation tower, wide opening, and
customs check beneath’.
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c) 西安, literally ‘western peace’. Contrast 西 and 四 (and later 酒 jiǔ ‘liquor’,
whose right side has an extra stroke). 安 shows 女 under a roof, for some ‘an
image of peace’.
d) 海 consists of 氵(the water radical) plus 每 měi ‘each; every’, originally
probably phonetic, and now also found in eg 悔 huǐ. Shanghai does not mean on
the sea (which would be hǎishàng) but ‘rising to the sea’.
e) 外 composed of 夕 xī ‘evening’ (seen also in 名) and 卜. Think of ‘the wall of
the house, with the moon setting outside’.
f) The right-hand element of 到 dào ‘arrive; to’ is the ‘knife-radical’ (dāozìpáng),
a combining form of 刀 dāo ‘knife’ that appears in characters for words having to
do with cutting, as well as sharply demarcated events, such as ‘arriving’.
g) 省 contains 少 shǎo and 目 mù ‘eye’ as radical. 州 zhōu was originally a
representation of islands or high ground in a river valley, but came to refer to
towns or administrative centers that grew up in such places. So it is a common
second element for cities, eg 廣州 Guǎngzhōu, 蘇州 Sūzhōu, 杭州 Hángzhōu , 徐
州 Xúzhōu. It is also used to translate ‘state’ in US state names: 加州 Jiāzhōu
‘California’, 德州 Dézhōu ‘Texas’, 康州 Kàngzhōu ‘Connecticut’. The original
graph has been differentiated into 州 and 洲 (also zhōu), with the latter used as
the second element in the names of continents, eg: 亞洲 Yàzhōu ‘Asia’ and 歐洲
Ōuzhōu ‘Europe’. 川, without the ‘islands’, shows just the river, and is an old
word for ‘streams’, now associated only with the province of 四川, named for the
four rivers which flow south into the Yangtze River.
h) 從’s core meaning of ‘follow; obey’ is suggested by the two 人 in the upper
right – which also form the basis of the simplified character (从).
i) 離 is a particularly complicated character (with a total of 18 strokes). The
simplified form (离) drops the traditional radical (隹) and assigns the first two
strokes (on the top) as radical. That element can be viewed as ‘a diagram of a
route, with the first two strokes and x marking the starting point, the lower box
and its contents, the destination, and a line connecting the two, indicating
distance’.
j) 邊 with the ‘movement radical’ and a complex of three components: 自, 穴 and
方; the simplified graph seems to be based on the last of those three.
k) 錯 cuò consists of the metal (or ‘gold’) radical 金 (cf. 錢) and an element, 昔,
pronounced xī on its own, but also found in 厝 cuò and 措 cuò, where its phonetic
value is clearer. 錯 has an ancient meaning of ‘grindstone’, which accounts for the
metal radical and suggests an evolution from ‘burrs’ to ‘errors’.
l) 遠 has 袁 yuán (a surname) as phonetic; the simplified form substitutes a
simpler phonetic 元 yuán (the unit of Chinese currency). 近 combines the same
‘movement’ radical with the phonetic element 斤 jīn ‘catty’ (see below).
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3.2.1 Phrases
北京 南京 西安 上海 西北
Běijīng Nánjīng Xī’ān Shànghǎi Xīběi
外国 到明天 从昨天 很近 北边
wàiguó dào míngtiān cóng zuótiān hěn jìn běi biān
四川 南方 四川省 广州 广东省
Sìchuān nánfāng Sìchuān shěng Guǎngzhōu Guǎngzhōu shěng
不错 离北京 东北 东京 海边儿
bú cuò lí Běijīng dōngběi Dōngjīng hǎi biānr
Exercise 2
Answer the questions based on the information given in the chart:
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Questions
1. 第一个人姓什么? 是哪国人? 什么地方来的? 那儿的天气怎么
样? 他去过英国吗?
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美國 去過 美人 天氣 不想去
Měiguó qùguo měirén tiānqì bù xiǎng qù
別 忘 非常 家 本
2+5 4+3 1+7 3+8 3+7 4+1
bié wàng fēi cháng jiā běn
don’t; other forget not often home; family (root; stem)
說 得 電 話 碼 裏
7+7 3+8 8+5 7+6 5+10 6+7
说 电 话 码 里
2+7 1+4 2+6 5+3 7+0
shuō de; děi diàn huà mǎ lǐ
speak; talk DE; must electric words; lg (number) inside; in
Notes
a) 别 has the ‘knife radical’ on the right (cf. 到 dào ‘arrive’). The core meaning is
‘separate’, with the knife suggesting a line of separation; hence ‘other’ and ‘don’t’.
b) 忘 organizes the same components as 忙, ie the heart radical and the phonetic
亡 wáng, but arranges them vertically rather than horizontally. If 亡 on the right
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side of the graph is ‘a container busily hoovering up things that need doing’, then
placed above the heart, and empty, it represents ‘those things you forgot to do’.
c) 非, an older negative; the graph may represent two sides in opposition. 常
contains the cloth radical 巾(said to be a drawing of a kerchief and also found in
帽子 màozi ‘hat’) and the phonetic element 尚 shàng, seen in 裳 shāng,廠
chǎng,當 dāng.
d) 家 contains 豕 shǐ, an archaic word for ‘pig’ (derived from a drawing) placed
beneath the ‘roof radical’.
e) 木, now ‘wood’ but originally ‘tree’; 本 marks the stem or trunk, hence the M-
word for ‘books’ (一本書), and by extension, ‘root; origin’ (本來).
f) 說 is sometimes printed as 說, with the upper right-hand strokes written as 八.
說 shuō, the verb, obviously needs to be distinguished from 話 huà, the noun. The
latter contains 舌 shé ‘tongue’ (protruding from the mouth 口), so ‘words;
language’. In many cases, you can be guided by the order of the words,
verb+noun: 說 話. But note that the reverse order can also appear in certain
syntactic constructions, eg: 中國話說得很好 。
g) 得 pronounced dé, is a verb meaning ‘obtain’; untoned, it is the particle (+de)
that connects verbs with a SV phrases; pronounced děi, it is a modal verb
meaning ‘have to; must’.
h) The form of the graph 裏 lǐ, with phonetic 里 lǐ inserted into the radical 衣 yī
‘clothing’ (cf. 褒 and 哀), recalls another sense of the word, ‘lining of clothes’,
that is clearly related to the meaning ‘inside’. The graph is also written 裡, with
the same components organized horizontally – the clothing radical on the left of
the phonetic. The simplified graph isolates the phonetic element, with the result
that the two words, lǐ ‘inside’ and ‘mile’ get written with the same graph, 里.
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3.3.1 Phrases
别人 忘了 别忘了 非常 日本
biérén wàng le bié wàng le fēicháng Rìběn
本来 以前 现在 二三得六 电话
běnlái yǐqián xiànzài èr sān dé liù diànhuà
上海 外國 海邊 四川 不遠 很近
Shànghǎi wàiguó hǎi biān Sìchuān bù yuǎn hěn jìn
北京 英國 四川省 南邊 離這兒 東北
Běijīng Yīngguó Sìchuān shěng nán biān lí zhèr dōngběi
不錯 還好 從昨天 到今天 北部 中部
bú cuò hái hǎo cóng zuótiān dào jīntiān běi bù zhōng bù
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王: 你的伞,别忘了。 李: 不是我的,我没有伞。
白: 我的手机呢? 周: 在我这儿。别忘了。
毛: 你家离这儿很远吗? 林: 不太远,两里。
张: 你中文说得很好。 高: 哪里,说得不好。
安: 你是中国人吧?! 林: 不是,我是日本人,日本东京人。
高: 广州天气怎么样? 周: 七月八月非常热,一月二月不错,
不冷也不热。
张: 你的书包,别忘了。 毛: 不是我的,我的在家里。
李: 这儿有没有电话? 王: 这儿没有;学生中心有一个,
你可以从这边去,不太远。
张: 你的字典,别忘了。 马: 哦,太好了,上课没有字典不行。
Questions
1. 小李有没有伞?
2. 伞现在在哪里?
3. 小白的手机在哪儿?
4. 林家离这儿远不远?
5. 姓高的中文说得怎么样?
6. 姓方的有手机吗? 号码呢?
7. 姓林的是中国人吗? 东京在日本什么地方?
8. 广州天气怎么样?
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9. 姓毛的,书包在哪里?
10 学生中心离那儿远不远?
11 学生中心有没有电话?
12 上课,没有字典行吗? 那,上班呢?
______________________________________________________________________
喝 渴 多少 斤百
3+9 3+9 3+3 3+1 4+0 5+1
hē kě duōshao jīn bǎi
drink thirsty many few a catty 100
杯 酒 再 瓜
4+4 3+7 1+5 5+0
bēi jiǔ zài guā
cup liquor again gourd
幾 塊 錢 見 茶
3+9 3+10 8+8 6+0 4+6
几 块 钱 见 茶
2+0 3+4 5+5 4+0 3+6
jǐ kuài qián jiàn chá
how many piece; $ money see; meet tea
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Notes
a) 喝 hē and 渴 kě share the phonetic element 葛 gě. ‘Drink’ is suggested by 口
‘mouth’, ‘thirst’ by 氵’water’.
b) 多少 is composed of the opposites ‘many’ and ‘few’; the former is made up of
夕 xī ‘evening’; the latter is based on 小 xiǎo ‘small’ (from which it needs to be
distinguished). For 多, reduplication suggests many.
c) 斤, was originally a drawing of an axe (now 斧 fǔ); early weights were
apparently shaped like small axes, hence modern ‘catty’. For 百 ‘100’, cf. 白
‘white; surname’.
d) 杯 apparently composed of 木 and 不 (the latter possibly originally phonetic).
‘Cups are not make out of wood.’
e) 酒 is composed of 氵 and 酉 yǒu (as phonetic). ‘Liquor in a bottle with a bung;
the horizontal dash in the bottom is sediment.’
f) 再’again’: ‘a plunger for setting off explosives, blowing up bridges, which have
to be built again’. Contrast 在 ‘at’. 見 ‘see’ is actually the same root as the 現 of
現在, the latter originally meaning ‘cause to be seen; be manifest’, hence ‘now’.
g) 瓜, originally a drawing of a gourd on the vine (?), appears as radical in a few
graphs for words associated with gourds (瓠).
h) 幾: the radical is the top left cluster of three strokes. 幾 contains 戈 gē ‘spear’
on the right, also seen in 國. The simplified graph uses 几 jī ‘a stool; bench’,
instead of the much more complicated 幾.
i) 塊 composed of 土, the earth radical, with 鬼 guǐ as phonetic. 錢 is composed
of 钅 ‘gold’, plus the element seen in characters such as 淺. The piled up ‘spears’
(gē) on the right can be regarded as ‘weapons guarding the money’.
j) 茶, with the grass radical (on top) and a unique component on the bottom,
which can be regarded as ‘a shed, where tea from bushes or trees (木) is drying’.
3.4.1 Phrases
喝什么 很渴 多少 不多 喝酒
hē shénme hěn kě duōshao bù duō hē jiǔ
不太渴 一百 喝茶 喝 咖啡 一斤
bú tài kě yìbǎi hē chá hē kāfēi yì jīn
多少钱 不少 不喝酒 两杯 杯子
duōshao qián bù shǎo bù hē jiǔ liǎng bēi bēizi
西瓜 木瓜 三块钱 再见 南瓜
xīguā mùguā sān kuài qián zài jiàn nánguā
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已經吃飯了不過還是很餓 說外國話很難
yǐjing chīfàn le búguò háishi hěn è shuō wàiguó huà hěn nán
他有個日本人的名字 已經起來了,但是還沒吃飯
Tā yǒu ge Rìběn rén de míngzi. Yǐjing qǐlai le, dànshi hái méi chīfàn.
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Exercise 4
东西 几块钱 / 多少钱
西瓜 一个 四块二一斤
冬瓜 一块 三块五分钱一斤
南瓜 一个 四块八毛五一个
茶 一杯 五块四毛一杯
咖啡 一杯 一杯二十五块钱
白酒 一瓶 (píng) 一百十五块钱
汉(Hàn)英字典 一本 二十八块钱
英汉字典 一本 三十二块钱
杯子 一个 十八块
手机 一个 一百二十五块钱
伞 一把 (bǎ) 二十二块
笔 一只 (zhī) 两块五毛钱
中文报 一份 (fèn) 一块二
英文报 一份 六块八毛钱
Questions
3. 南瓜呢,美国南瓜很多,可是中国呢,中国也有南瓜吗? 南瓜
贵不贵? 多少钱一个? 你说一个南瓜有几斤?
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6. 美国一块钱是中国几块? 你去过中国吗?
8. 美国人吃饭喝不喝酒? 中国人呢?
9. 汉英字典多少钱? 上课没有字典难不难?那,英汉字典呢?
11 中国人说: “再见”,那美国人怎么说?
12 中国人说:“你渴吗?想喝一点什么?“ 美国人怎么说?
13 伞多少钱? 那,伞在中国多少钱?
Barber at the Saturday market on the Dàlǐ to Lìjiāng road. [JKW 2005]
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Characters, you now know, represent words; and since words are constantly being added
to spoken languages, there needs to be some way for new words to be represented in the
writing system. In language, new words are typically formed from old by processes such
as extension (‘shuttle’ extended from ‘part of a loom’ to ‘reusable spacecraft’),
compounding (‘spaceship’), coinage (‘blooper’), borrowing (‘sputnik’), or sound
symbolism (‘screech; blip’). In alphabetic languages, these can easily be represented in
writing. But in logographic scripts, the process is more contrived. In Chinese, where new
characters are needed (to represent new words) they are almost always formed on
phonosemantic principles: a graph chosen for its suitable sound is combined with a
radical of appropriate meaning. We can illustrate from the graphic representation of two
types of words: onomatopoeia (words inspired by sound) and terms for chemical
elements in the periodic table.
As befits the genre of anime, onomatopoeia are usually drawn in highly stylized
animated graphs whose very size and shape adds to the effect. In the examples below, the
radical element is consistently the ‘mouth’ radical, 口, which has the effect of signaling
that the graph represents a sound. (In the list, boxes 嘞 appear where a version of the
character with 口 is unavailable in the standard character set. Speakers may give different
readings for the graphs, particularly their tones.)
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啪 pā 拍 pāi bang
啪嘞 pāle 拍,勒 pāi, lè exploding noise
嚓 cā 察 chá screech
唧 jī 即 jī spurt
嘭 pēng 彭 péng popping noise
叮 dīng 丁 dīng light metallic noise; ping
噹 dāng 當 dāng heavy metallic noise; bong
嘞 lóng 隆 lóng reverberating noise; boing; boom
嘞 fú 伏 fú swishing noise
嘞 shā 夏 xià hissing or whizzing noise
嘞 kǎ 卡 kǎ enormous crashing noise
啵 bō 波 bō rain drumming on the ground
Thorium 釷 tǔ 土 tǔ 金 metal
Palladium 鏷 pú 菐 pú 金 metal
Uranium 鈾 yóu 由 yóu 金 metal
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Notice that, unlike the graphs for onomatopoeia which are often the result of
informal coinage, making use of imperfect phonetic elements, the graphs for new atomic
elements (like other technical additions to the language) are formal coinages that display
complete regularity. A reader unfamiliar with the name of a particular element can read
off the pronunciation in terms of a common word with which s/he is sure to be familiar.
Regardless of whether it proceeds formally or informally, the phono-semantic principle
of character construction reduces the complexity of the writing system by reducing the
amount of information needed to read or write it.
Note that while the compound construction of characters may be useful for native
speakers encountering highly specialized words in written texts, or for language learners
trying to find useful connections between characters that will allow them to retain them,
the way a character is or has been constructed is unlikely to bear directly on the process
of reading. Regardless of how they came to have their current form, characters are
processed as words or parts of phrases, and even if the eye occasionally comes to rest on
a character and sees the aptness of its form, such actions are – with the possible exception
of reading certain kinds of poetry – a lapse from reading rather than part of the process.
3.6 Miscellany
喝酒 很渴 多少錢 一斤四塊
hē jiǔ hěn kě duōshao qián yì jīn sì kuài
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到-别 百- 白 川-州 毛 -笔
3.6.3 In the following compounds or phrases, provide the missing characters, which
have similar or identical sounds:
1. 车 __ 名 __ 9. 姓 __ 一 __ 钱
2. 一块 __ 以 __ 10. __ 哪儿? __ 见!
3. __ 有 __ 国 11. __ 以 很 __
4. __ 这儿不远 在家 __ 12. __ 机 __ 话
5. __ 经 可 __ 13. 上 __ 很 __
6. __ 女 不太 __ 14. __ 个 还没 __来
7. 号__ 好 __ ? 15. __ 儿? __ 儿!
8. 一 __ 儿 __ 话号码 16. __ 张 __ 天
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Notes
路 lù ‘road’, with 足 ‘foot’ as radical and 各 gè as an orphaned phonetic –
one whose original motivation has been obscured by language change.
街 (not illustrated) jiē ‘street’, consisting of 行 ‘crossroads’ as radical and
圭 guī, another obscured phonetic.
b) Airlines
航空公司 hángkōng gōngsī ‘airline company’
中国航空公司 中国东方航空公司
中国北方航空公司 中国南方航公司
中国西北航空公司 中国东方航空公司
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MIT I Lesson 3
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Learning Chinese: A Foundation Course in Mandarin Julian K. Wheatley, 4/07
Unit 4
Hǔ sǐ liú pí, rén sǐ liú míng.
‘Tiger dies leaves skin, person dies leaves name!’
Classical Chinese saying
Contents
4.1 Tone contrasts
4.2 Existence and location
4.3 Time phrases Exercise 1, 2
4.4 DE revisited Exercise 3
4.5 Names in detail
4.6 Years
4.7 Studying and working Exercise 4
4.8 Forms of address Exercise 5
4.9 Introductions Exercise 6
4.10 Dialogue: on the bus to Mianyang
4.11 Food (1)
4.12 Pinyin: initial w and y Exercise 7
4.13 Summary Exercise 8
4.14 Rhymes and rhythms
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Notes
a) Several generic words for various kinds of buildings or rooms are to be found
in last position in a number of these compounds: jiān; guǎn; suǒ; shì; diàn; etc.
Because these forms only occur in compounds (at least in modern Mandarin), it is
difficult to give them distinct meanings, so the [syllable] glosses provided above
are only suggestive.
b) Cèsuŏ (‘leaning-place’) is the standard word for ‘toilet’, and is often found on
signs; xǐshǒujiān ‘wash-hands-room’ is the term commonly used in public
buildings and hotels. (Cf. §4.2.4.)
c) In spoken language, fànguăn<r> is often generic for restaurants, along with
cānguăn and càiguǎn (neither with the ‘r’ option). Dining halls or cafeterias at
universities or businesses are often called cāntīng. However, other terms,
including several that contain the word jiǔ ‘wine’, also appear in restaurant
names. These include fànzhuāng ‘food-place+of+business’ [large restaurants],
and jiǔjiā ‘wine-house’ and jiǔlóu ‘wine-building’ [the last two common in Hong
Kong]. Words for hotel also vary. Lǚguǎn is generic for small, local hotels.
Kèzhàn (‘guest-shelter’) is used for inns in picturesque regions such as Lijiang in
northwest Yunnan. Large hotels of the sort deemed suitable for foreigners are
often referred to as fàndiàn (which, as the name suggests, were originally known
for their fancy restaurants). Chinese government offices, universities, and even
businesses often have at their disposal zhāodàisuǒ ‘hostels (reception-places)’,
with basic amenities, for official (non-paying) or other (paying) guests.
4.2.2 Locations
Earlier, in §2.7.3, you encountered a number of position words, like shàng ‘on’ and lǐ
‘in’, that could be attached to nouns to form location phrases to follow zài ‘be at’: zài fēijī
shàng ‘aboard the airplane’, zài sùshè lǐ ‘in the dormitory’.
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When position words are used alone (directly after zài), with no reference noun,
they have to appear in more substantial form, with suffixes miàn<r> ‘face; facet’, biān<r>
‘border; side’ or (more colloquially) tou (which, in its toned form, tóu, means ‘head’): zài
fēijī shàng ‘on the airplane’, but zài shàngmian<r>, zài shàngbian<r>, or zài shàngtou, all
‘on top; above; on board’. The choice of the two-syllable position word is not ruled out
by the presence of a reference noun. Rhythmic considerations play a role, with a single-
syllable noun being more likely to attract a single-syllable position word; thus, jiā lǐ ‘in
the house’ rather than jiā lǐtou, and shān shàng ‘on the hill’ rather than shān shàngtou.
But that is a tendancy rather than a hard and fast rule.
The repertoire of position words together with their possible suffixes is presented
in the following table:
Position nouns
Notes
a) Though dǐxia is more common than xiàmian and the other xià-combinations,
this may be a product of the slight difference in meaning between xià ‘below’ or
‘lower’ and dǐxia ‘underneath’; thus, shān xià ‘at the foot of the mountains’ but
chēzi dǐxia ‘underneath the car’.
b) While lǐ and its compounds are used for ‘in; inside’, nèi (with no compound
forms) usually has a more abstract sense of ‘within’: guónèi ‘within the country’
(versus guówài); shìnèi ‘in town’ (versus shìwài).
c) Biānr, untoned in most combinations, is fully toned in pángbiānr ‘next to’
d) Zhōngxīn, literally ‘center (middle-heart)’, eg shì zhōngxīn ‘the town center’,
xuésheng zhōngxīn ‘student center’.
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To begin with, you can focus on some combinations of noun and position noun
that are particularly common. Here are some examples, along with some other phrases
that can act as locations (after zài):
Note that although zài is not usually present, the type of phase that can constitute
locations in this pattern are the same as those that typically follow zài, ie places (Běijīng),
position words (qiántou, zuǒbianr) or combinations of noun and position words (jiā lǐ, shì
zhōngxīn):
Huŏchēzhàn zài shì zhōngxīn ma? Is the train station in the town center?
Fùjin yǒu liăng ge huŏchēzhàn: There are 2 stations in the vicinity:
yí ge zài shì zhōngxīn, yí ge one’s in town, one’s out of town.
zài chéngwài.
In many cases, a question about existence will elicit a response about location.
Location, as noted earlier, is conveyed by a pattern built around zài, with the thing to be
located mentioned before the position noun: zài chéngwài ‘out of town’.
Usage
Zhèr yǒu xǐshǒujiān ma? Is there a ‘lavatory’ here?
Yǒu, xǐshǒujiān zài hòutou. Yes [there is]; the lavatory’s in the back.
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Zhèr fùjin yǒu fànguănr ma? Are there any restaurants around here?
Yǒu, lí zhèr bù yuăn. There are, not far away.
Qĭngwèn, dìtiě zài nǎlǐ? May I ask where the Metro is, please?
Dìtiě ne, dìtiě zài qiánmian – The Metro, the Metro’s ahead – not far.
bù yuăn.
Qĭngwèn, diànhuà zài nǎr? May I ask where the phone is?
Diànhuà ne, diànhuà zài nàr, The phone’s over there – on the
zài zuǒbiānr. left.
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Note
Liúxuéshēng, literally ‘remain-students’, are students studying abroad (‘overseas
students’). At Chinese universities, they are frequently placed in a single
dormitory or dormitory complex, often with better facilities.
Qǐngwèn, zhèr yǒu méiyǒu cèsuǒ? Excuse me, is there a toilet [around] here?
Cèsuǒ ne, hǎoxiàng zài lóuxià. A toilet…uhm, [I] believe it’s downstairs.
Qǐngwèn, zhèr yǒu xǐshǒujiān ma? Excuse me, is there a lavatory here?
Xuésheng Zhōngxīn yǒu. There’s one in the Student Center.
In the countryside, you are also likely to hear máofáng ‘outhouse (thatched-
house)’. The actual item, the bowl – the commode – is mǎtǒng ‘horse-tub’or gōngtǒng
‘public-tub’. The acts are sāniào ‘to piss (release urine)’, niàoniào ‘to urinate; piss’, or
more euphemistically, xiǎobiàn, literally ‘small-convenience’, which can be a noun
‘urine’ as well as a verb ‘urinate; pee’. Its larger complement is, unsurprisingly, dàbiàn N
‘excrement’ or V ‘to defecate’. The less euphemistic version is lā shǐ ‘to shit (pull shit)’.
While it is interesting to know the gritty details, as a novice, you should probably limit
yourself to questions about location, of the kind illustrated above; if someone needs to
know ‘what kind’, then xiǎobiàn and dàbiàn are appropriate: qù xiǎobiàn, qù dàbiàn.
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Tā shēng zài Bĕijīng, yĕ zhǎng She was born in Beijing and grew up in
zài Bĕijīng, kĕshi xiànzài zhù zài Beijing, but now she lives in Xi’an.
Xī’ān.
However, time phrases – but not usually location phrases – may also appear before the
subject:
The difference – position before or after the subject – has to do with what you are
talking about. Typically, first position in a Chinese sentence introduces the topic, and
what follows is a comment on that topic:
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Like English, where the term ‘o’clock’ derives from ‘of the clock’, clock time in
Chinese is based on the word zhōng ‘clock’ (originally ‘bell’). Zhōng is measured out by
diǎn ‘dots; points’ (cf. yìdiǎn ‘a bit’) to form phrases such as jiǔ diǎn zhōng (reduceable
to jiǔ diǎn) ‘9 o’clock’. Time is questioned with jǐ: Jǐ diǎn zhōng? ‘What time is [it]?’ In
asking or giving clock time, le is often present in final position, suggesting ‘by now’.
Complex time phrases in Chinese move, like dates, from large units to small: zǎoshàng
jiǔ diǎn ‘9 in the morning’; míngtiān xiàwǔ sān diǎn ‘tomorrow afternoon at 3’.
Zǎoshàng jiǔdiǎn dào shídiǎn I have a class from 9 -10 in the morning.
yǒu kè.
b) Details
Fēn, literally ‘divide; a part’, is used for minutes (as well as cents); seconds are miǎo –
both are measure words (so they can be counted directly):
jiǔ diǎn shí fēn 9:10 sān diǎn sānshíwǔ fēn 3:35
shí’èr diǎn líng sì 12:04 liù diǎn shíwǔ fēn 6:15
The half hour is either 30 minutes (sānshí fēn) or bàn ‘half’ (after diǎn, the M-word):
Quarter to and quarter past are expressed with kè, literally ‘a cut’ (from the notch
that marked the measuring stick on old water clocks): yí kè ‘quarter’. ‘Quarter past’ is yí
kè (some say guò yí kè) added to the hour; ‘quarter to’ is chà yí kè ‘less by one quarter’,
placed either before or after the (coming) hour. Older speakers, and people from Taiwan,
sometimes use sān kè ‘three quarters’ for ‘quarter to’.
In general, time past the half hour can be expressed as a lack, using chà + minutes, placed
either before or after the hour:
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In colloquial language, wǎnshàng extends until bedtime, even if it’s very late;
similarly, zǎoshàng is when you get up, even if it’s very early:
Where needed, more specialized time words are available, of course, eg: yèlǐ ‘in the
night’, bànyè ‘at midnight; late at night’, língchén ‘very early in the morning; before
dawn’, qīngzǎo ‘early morning’.
Exercise 1.
Buying train tickets
To buy a train ticket, you need to state the time and destination. Tickets are usually one-
way, so that is not a variable. On short-distance express trains, such as the one from
Shànghǎi to Nánjīng (stopping at Sūzhōu, Wúxī and Zhènjiāng), there is an option
between soft seat (first class) and hard seat. But on long distance inter-city trains, there
are commonly four types of ticket, plus a standing ticket.
Zhànpiào are sold (often for the same price) when yìngzuò ~ xí are sold out. Berths are 4
(ruǎnwò) to a cabin, or 6 (yìngwò) to a section, with egress to toilets and washrooms as
well as dining car by way of a corridor along the station side of the carriage. A team of
service staff (fúwùyuán) keep the cabins clean, make beds, sell snacks and reading
matter, and on some lines, even rent out portable TVs and other electronic equipment for
the duration of the journey.
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It is possible to buy tickets through hotels up to three days in advance, and most travelers
do that (paying a service fee, shǒuxùfèi ‘procedure-fee’). Buying at the station is more
difficult. There, you generally have to work your way up to a small ticket window and
state your needs succinctly, along the lines indicated below. Tickets are counted with
zhāng, the measure for flat things (tables, maps, photographs, etc.)
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Recall that it is possible to express some uncertainty about time with the adverb
dàgài ‘approximately; probably’. Other ‘hedging’ words include yěxǔ ‘maybe; probably;
possibly’ and chàbuduō ‘approximately (less-not-much)’.
For now, it will only be possible to ask generic questions, such as ‘at what time do
you eat breakfast’; questions about the past introduce a number of complications that will
be dealt with later. So in addition to měitiān ‘everyday’ it will be useful to learn the
following expressions, all built on cháng ‘often’, that have to do with habitual events:
Usage
Mĕiguó rén ne, jīngcháng jiŭ diǎn Americans generally start work
shàngbān. Yĕxŭ qī diǎn bàn, bā at 9. So maybe they eat breakfast
diǎn chī zăofàn. at 7:30 [or] 8:00.
2. Xuéshēng ne, yīnwèi hĕn máng, Students, because they are so busy,
chángcháng zhǐ hē kāfēi bù chī they often just drink coffee and don’t
zǎodiǎn. eat breakfast.
Zhōngguó xuéshēng hĕn shǎo shi Chinese students are rarely like that.
zhèi yàngr. Zhōngguó xuéshēng Chinese students regularly eat breakfast.
tōngcháng chī zǎodiǎn.
3. Jĭdiăn shàngkè? Jĭdiăn xiàkè? What time does class start? What time
do [you] get out of class?
Wŏmen chàbuduō shí diǎn shàngkè We start class at about 10 and end at 11.
shíyī diǎn xiàkè.
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Nĭ bú shi jiŭ diǎn yǒu kè ma? Isn’t is the case that you have class at 9:00?
Zěnme hái méi chī zǎofàn ne? How come you haven’t eaten breakfast yet?
Ai, wǒ bù xiǎng chī, wǒ hē I don’t feel like [any], I’ll just have
kāfēi jiù xíng le. coffee [and that’ll be fine].
Notes
a) Xīfàn ‘watery-rice’, a kind of gruel, to which pickles, preserved meats,
vegetables and other items are added; similar to what is often called zhōu in some
parts of the country.
b) Miàntiáo ‘wheat[flour]-lengths’, generic for noodles.
c) Nǐ bú shi…. ‘isn’t it the case that…’
d) Xiǎng ‘think > feel like’
Most urban communities in China have long operated on international business hours,
often with adjustment for a longer lunch hour than most English speaking countries.
Business hours (banks, offices) vary with region, but typically they are M-F, 8:30 – 5:30.
Shops often keep much longer hours, and stay open on the weekend. Lunch breaks can
run from 12 – 1:30 or even 2:00. Any sort of official meeting begins punctually. Here,
more for reference at this point, are some basic queries about business hours:
Yíngyè shíjiān jǐ diǎn dào jǐ diǎn? What are [your] business hours?
Nǐ jǐ diǎn kāimén? When do you open (open door)?
Jǐ diǎn guānmén? When do you close (close door)?
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Exercise 2.
Ask or explain:
1. What time do you bathe?
2. I generally bathe in the morning at 6 or 7.
3. I don’t eat any breakfast, I just have some tea.
4. But I usually eat lunch and dinner. Lunch at noon, dinner at 7.
5. We start class at about 2 and end at 3.
6. I have two classes today, one at 10 and one at 2.
7. The lecture is at 9, the section at 10.
8. From 2:00 to 4:00 this afternoon, we have a Chinese test.
9. I’ve already bathed, but I haven’t eaten yet.
10. Do you always eat a breakfast? / Not necessarily.
11. What time do you close, please?
12. Have you ever been to Xichang? It’s in Sichuan, about 400 kms from Chongqing.
____________________________________________________________________
4.4 DE revisited
As noted in §2.4.2, the addition of de turns a noun into an attribute of another noun,
serving a function similar to the apostrophe-s of written English, or to prepositions such
as ‘on’ or ‘of’:
Shìjiè Bēi de xiāoxi hěn yǒuyìsi. The news about the World Cup is quite
interesting.
Notes
a) Shìjiè Bēi ‘World Cup’; cf. Ōuzhōu Bēi ‘Euro Cup’; Àoyùnhuì ‘Olympics
(Ol[ympic]-sports-meeting)’.
b) Xiāoxi ‘report; news’.
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Zhè shi tā de xíngli. > Zhè shi tā de. These are his.
Shi xuésheng de zuòyè ma? > Shi xuésheng de ma? Are [these] the
students’?
Nà shi zuótiān de bào. > Nà shì zuótiān de. That’s yesterday’s.
Xìng Máo de yě shi lǎoshī ma? Is the person named Mao also a teacher?
Wǒ bú tài qīngchu. I’m not sure.
Xìng Zhào de shi lǎobǎn, The person named Zhao’s the boss; the
xìng Lǐ de shi tā qīzi. one named Li is his wife.
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Zhè shì Chén lăoshī de jiĕjie. This is Prof. Chen’s older sister.
but Zhè shì tā jiĕjie. This is her older sister.
But bare (unmodified) SVs (especially single-syllable ones) may be so closely associated
with a following noun that de does not intercede – or at least, is not required. Such
combinations verge on becoming compound words. Compare the following:
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Zhèi ge dìfang wèishénme yǒu How come this place has so many
nàme duō rén? people?
But sometimes, having several de’s in the same phrase is unavoidable. The presence of
several de’s in the following sentence is just as awkward and unavoidable as the several
of’s in the English equivalent:
Exercise 3.
1. Explain that big ones aren’t necessarily tasty, and small ones aren’t all bad. [tomatoes]
2. Introduce your good friend, Liú Shíjiǔ.
3. Ask her if the keys belong to her.
4. Explain that your bags aren’t here; they’re still on the plane.
5. Explain that he’s not your brother; that you don’t have any brothers.
6. Explain that she’s the boss’s wife.
7. Explain that his older brother’s wife is your Chinese teacher.
8. Announce that there’s a report on the Olympics in yesterday’s paper.
9. Ask how he (the addressee) feels about present day music [yīnyuè]?
10. Explain that you don’t usually drink coffee in the morning.
11. Ask how to say ‘tomato’ in Chinese; then ask how it’s written.
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Notice that two-syllable xìng, like two-syllable míngzi are, by convention, written
without spaces. (English syllabification practices are not suitable for pinyin; so, for
example, a name like, Geling, will by English syllabification rules ‘wrap around’ as Gel-
ing rather than the correct Ge-ling.)
4.5.2 Xìng
Xìng are rather limited in number. In fact, an expression for ‘the common people’
lǎobǎixìng ‘old hundred names’ suggests that there are only 100 xìng, though in fact,
there are considerably more (and bǎi in that expression was not intended literally). Most
[Chinese] xìng are single-syllable (Zhāng, Wáng, Lǐ), but a few are double-syllable
(Sīmǎ, Ōuyáng, Sītú). Sīmǎ, you should know, was the xìng of China’s first major
historian, Sīmǎ Qiān (145-86 BC), who wrote the Shǐ Jì, a history of China from earliest
times to the Han dynasty, when he lived.
The character primer called the Bǎijiāxìng ‘Multitude of Family Names (100-
family-names)’, that first appeared in the 10th century, gives over 400 single-syllable
surnames and some 40 double. In modern times, rare surnames would enlarge those
numbers, but relatively few surnames account for a large percentage of the population. It
has been estimated that 20 surnames account for about 50% of the population; people
named Lǐ alone may number as many as 100 million. Some xìng have meanings: Bái
‘white’, Wáng ‘king’. But others are (now) just names, eg Wú (of persons, as well as the
name of several historical states). Some names are homophonous, differing only in
character (eg the two Lù’s [路,陆] cited in an earlier example); others differ only in
tone, eg: Wáng (王) and Wāng (汪).
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It is worth examining the first lines of traditional biographical entries to see how
names are cited. Here are two examples, one about a modern leader, Dèng Xiǎopíng
(from an exhibit in the Hong Kong Museum of History), the other, from an entry in the
Cí Hǎi (‘word sea’), one of the more comprehensive of modern Chinese-to-Chinese
dictionaries. It is introducing Confucius, who lived in the 6th and 5th centuries BCE. Both
entries are rendered in pinyin, with underscoring and highlighting to make the
correspondences clearer:
Deng Xiaoping former name Deng Xiansheng, school [formal] name Deng
Xixian, 1904 [year] August 22 [day] born….
ii) Kǒngzǐ (gōngyuánqián 551 – gōngyuánqián 479): Chūn Qiū mòqī, sīxiǎngjiā,
zhèngzhìjiā, jiàoyùjiā, Rújiā de chuàngshǐzhě. Míng Qiū, zì Zhōngní. Lǔguó
Zōuyì (jìn Shāndōng Qǔbù dōngnán) rén.
Confucius (BC 551 – BC 479): End of the Spring and Autumn period; a
philosopher, statesman, educator and founder of the Confucian School. His
‘ming’ was Qiū, his ‘zi’ was Zhōngní. He was a man from Zōuyì in the state of
Lǔ (near modern southeast Qǔbù in Shāndōng).
4.5.5 Usage
At pre-arranged meetings, people will introduce themselves and immediately present a
business card. But at other times, people may wait to be introduced. If you do ask a
stranger a name (say, someone seated next to you on a train) you would – as noted in
Unit 2 -- use the polite form, guìxìng, often with the deferential pronoun nín. And
generally, the response would supply xìng and míngzi:
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In Taiwan, and sometimes on the Mainland, people may answer with humble
forms:
4.6 Years
4.6.1 Dates
As noted in §1.3.4, years in dates are usually expressed as strings of single digits (rather
than large numbers) placed before nián ‘year’. The only exception is the millennium year,
2000, which is sometimes expressed as ‘two thousand’ (making it, at a stretch, potentially
ambiguous with 2000 years [in duration]).
The question word used to elicit a year as a date is něi nián ‘which year’. [Recall
něi is the combining form of nǎ ‘which’, just as nèi is the combining form of nà.] But
asking about dates in the past introduces some grammatical features that will have to wait
until a later unit.
In the Republic of China – Taiwan, years are numbered formally from the
establishment of the Republic, with 1912 as year #1. Here are the dates on two
newspapers, one from the Mainland, and one from Taiwan:
Observe the year: Mainland 2002 - Taiwan 91. If you subtract the Taiwan year, 91, from
2002, you get 1911, the date of the fall of the Qing dynasty and the establishment of a
republic (gònghéguó). In Chinese, the official name of Taiwan is still Zhōnghuá Mínguó
‘The Republic of China [ROC]’; the Mainland is called Zhōnghuá Rénmín Gònghéguó
‘The People’s Republic of China [PRC]’. So to translate the ROC date into the PRC, or
western calendar date, you add 1911 years. In speech, the ROC year is only used on
formal occasions in Taiwan, but it is still usual in official writing.
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Traditionally, these tiāngān were used in combination with another set of 12, known as
the dìzhī ‘the earthly branches’. The two sets formed a cycle of 60 gānzhī.
tiāngān 甲 乙 丙 丁 戊 己 庚 辛 任 癸 (10)
jiǎ yǐ bǐng dīng wù jǐ gēng xīn rén guǐ
dìzhī 子 丑 寅 卯 辰 巳 午 未 申 酉 戌 亥 (12)
zǐ chǒu yín mǎo chén sì wǔ wèi shēn yǒu xū hài
The gānzhī sets are attested as early as the Shang dynasty (1523-1028 BCE) on
oracle bone inscriptions, when they were apparently used to count days (Wilkenson: 176).
But the sets, individually as 10 or 12, or in combination as a set of 60, also came to
designate other temporal units, such as years and hours. The 60 gānzhī were used to
specify the dates of specific historical events. This was done by specifying the ruling
emperor, either by name, or more usually, by reign name (niánhào), and then by counting
from the first year of his reign using the gānzhī pairs.
Reign names of which several were often used over a single reign, were chosen
for their auspicious meanings. The better known emperors are often known only by their
reign names. Thus, Kāngxī, meaning ‘vitality and brilliance’ is the reign name of the
great Qing emperor who ruled from 1661-1722. The well-known dictionary compiled
during his reign is referred to, in English, as the Kangxi Dictionary. It contains almost
50,000 entries, and is still sold in Chinese bookshops. Kangxi’s grandson, the Qiánlóng
emperor (also known by is reign name) is also well-known in the West. His long and
eventful rule from 1736 - 96 just exceeded a 60 year gānzhī cycle. Some historical events
are still commonly referred to by their gānzhī names, eg the Xīnhài Gémìng ‘the 1911
Revolution’ (xīnhài being year 48 of the 60 cycle).
The 12 dìzhī were also used to designate time of day, each one being assigned a
two-hour period, beginning with 11pm to 1 am. These ‘hours’ (or shí) also correlated
with the shēngxiào, the 12 animals of the zodiac (§4.6.4), so that the first dìzhī, 子 zǐ,
linked to the first animal shǔ ‘rat’, designated the two hours from 11 pm to 1 am, the
second, 丑 chǒu , linked with niú ‘ox’, designated the ‘hour’ 1 am to 3 am, and so on.
The five ‘hours’ that fall in the night (at least in the most populated regions) were also
called the wǔgēng, or ‘five changes’ or ‘shifts’ (yìgēng to wǔgēng). In cities, daytime
‘hours’ were announced by rhythmical beats from the official drum (gŭ), often lodged in
drum towers (gŭlóu) of the sort that survive in cities such as Xi’an and Beijing. The
drumming would then be repeated in more distant neighborhoods.
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In addition to the dìzhī ‘hours’, from very early times time was also kept by
means of water clocks or ‘clepsydra’ (a word derived from Greek roots for ‘steal’ and
‘water’). Water clocks measured time by the flow of water through a small aperture.
Chinese water clocks traditionally divided the day into 100 equal divisions, called kè.
The root meaning of kè is ‘to inscribe’, suggesting markings on a gauge; the usage
survives in the modern terms for for ‘quarter past’ and ‘quarter to’ the hour, yíkè and
sānkè. One kè represented 14.4 minutes, or approximately 1/8th of a ‘double hour’ (or
1/100 of a day).
In 1912, the new Republic of China officially adopted the Gregorian calendar,
and 1912 was named year one of the new era (so 2004 is year 93). In the modern era,
Chinese have sometimes dated from the birthdate of Huángdì ‘the Yellow Emperor’ (one
of the five mythical founding emperors). At the beginning of the Republic, this date was
fixed as 4609 years before year one of the Republic, ie 2698 BCE.
4.6.3 Age
While in English, age and duration are both given in years (‘3 years old’, ‘for 3 years’), in
Chinese there is a distinction. Years of duration are counted with nián (originally ‘a
harvest’ or ‘harvest year’): sān nián ‘3 years’; sānshí nián ’30 years’. But years of age are
counted with suì (originally used for the planet ‘Jupiter’, with its revolutionary period of
12 years, then for the yearly cycle of seasons). Thus: shíbā suì ’18 years old’, èrshíyī suì
’21 years old’, jiǔ suì ‘9 years old’.
Asking about the age of adults, one can safely use the following expression:
The addition of the noun niánjì ‘age’ makes the expressions a little more formal, and
therefore more appropriate for a direct inquiry:
As the examples show, age can be expressed without a verb, much like dates in, where
shì can be omitted in cases where there is no adverbial modification. Shì may also appear
when rejecting an age:
But otherwise, when a verb has to be supplied for an adverbial modifier, it is usually yǒu
(rather than shì):
Tā duō dà? How old is he?
Tā zhǐ yǒu bā suì. He’s only 8.
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With children, it is possible to ask about age directly using the basic expression:
Nǐ jǐ suì? ‘How many years old are you?’ There are also deferential ways of asking about
the age of older people. Sometimes, using the respectful form of address for old people,
lǎorénjiā, will convey sufficient deference:
<Lǎorénjiā> jīnnián duō <Kind sir> may I ask how old [you]
dà niánjì? are this year?
Other expressions are also available that convey the tone of English ‘May I ask your age,
sir?’
Notes
a) Notice that duō in duō dà functions as a question word meaning ‘ to what
degree’.
b) Le often appears with expressions of age in the sense of ‘so far; by now’;
however, the restrictive adverb zhǐ, is not compatible with final le.
d) Suì can be omitted where the number is above a single digit: èrshíbā <suì>.
shǔ > niú > hǔ > tù > lóng > shé > mǎ > yáng > hóu > jī > gǒu > zhū.
rat > ox > tiger > hare > dragon > snake >horse >goat > monkey >chicken >dog > pig
1984 > 85 > 86 > 87 > 88 > 89 > 90 > 91 > 92 > 93 > 94 > 95
1972 > 73 > 74 > 75 > 76 > 77 > 78 > 79 > 80 > 81 > 82 > 83
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Comments about birth signs generally make use of the verb shǔ ‘belong to’: Wǒ
shǔ mǎ, tā shǔ tù! ‘I’m the horse [year], she’s the hare.’ So to discover a person’s age,
you can ask:
Qǐngwèn, nǐ <shi> shǔ shénme de? What’s your animal sign, please?
Wǒ <shi> shǔ lóng de. I’m the year of the dragon.
Notes
a) The pattern here with shi and de translates literally ‘you be belong [to] what
one’, which suggests a permanent status rather than a fleeting one; however,
people do ask the question in its leaner form as well: Nǐ shǔ shénme?
b) In 2005, a person born in the year of the dragon is either 17, 29, 41, etc. In
most cases, the correct choice will be obvious.
Though traditionally, they have played a relatively small role in the casting of
horoscopes and predicting the future, in recent years, particularly in more cosmopolitan
places such as Hong Kong, the zodiac signs have come to play a more important role in
the matching of couples for marriage, as well as in other social activities.
N N or V V+O V+O V V
zhuānyè zhǔxiū dúshū niànshū xuéxí xué
a major [PRC]; a major; study; attend read; study to study; study;
a specialty; to major in school [Tw] to learn; learn;
a discipline [Tw] emulate imitate
[PRC]
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In later units, you will discover that the difference between a two-syllable verb such as
xuéxí or gōngzuò and a verb + object (V+O) such as gànhuór or bìyè is that the latter
combination is much less stable. With V+O constructions, the O can be detached from
the verb: Gàn shénme huó ne? ‘What’s [he] doing?’
4.7.3 To study
There are a number of verbs used for studying and learning, with differences in usage
between the Mainland and Taiwan.
a) One set includes the verbs xué and xuéxí ‘study; learn’, the latter rarely used in
Taiwan. Xuéxí is often used for the activity of studying (often expressed as niànshū in
Taiwan).
But in many contexts, both the single and [except in Taiwan] the disyllabic form are both
possible:
However, xué is preferred in the following examples (both of which translate ‘learn’
rather than ‘study’):
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Tā hěn cōngmíng, xué+de hěn kuài. She’s quite bright -- [she] learns fast.
b) Xuéxí also means ‘emulate’, with the model, usually introduced by xiàng ‘towards’:
Xiàng Léi Fēng xuéxí! ‘Learn from Lei Feng (Emulate Lei Feng)’. [Lei
Feng is a well-known labor hero from the 1960s.]
c) When the question ‘what are you studying’ is not about what you happen to be
studying at that moment, but rather what field of study you are committed to, then the
question (and answer) is usually cast as a nominalization, ie ‘you be one [de] who studies
what’. (cf. Nǐ <shi> shǔ shénme de? in §4.6.3.)
It turns out that zài ‘be at’ not only occurs with noun objects to form location
phrases (zài bàngōngshì ‘in the office’; zài wàitou ‘outside’) and post-verbal phrases (tā
shēng zài Sūzhōu), but it occurs in the adverb position, before a verb, to emphasize
‘action in progress’ – often in conjunction with a final ne, which suggests a level of
immediacy and engagement.
Ongoing action need not always be explicitly marked with zài; sometimes the
final ne suffices to suggest that the action is in progress:
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However, in the following interchange, where the sense is ‘go to school; begin
school for the day’, shàngxué is more likely:
‘To begin the term at a school (or university)’ is kāixué (the kāi of kāihuì ‘hold/attend a
meeting’ or kāichē ‘drive [a vehicle]’):
4.7.6 Work
Students graduate and get jobs. In which case, the interchange in the previous section
might read:
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Other examples
The other does not use zài, but rather, the nominalizing pattern but with shi and final de,
along the lines of the earlier statements of a major: wǒ shi xué wùlǐ de ‘I study physics.’
Jiă. Qĭngwèn, nĭ shi nĕi ge dàxué de? Which university are you at?
Yǐ. Wŏ shi Bĕijīng Dàxué de. I’m at Peking University [sic].
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Jiă. O, Běi Dà; nà nĭ shi xué Oh, Bei Da; so what are you
shénme de? studying?
Yǐ. Wŏ shi xué guǎnlǐxué de. I’m studying management.
Jiǎ Zài něi ge xì? In which department?
Yǐ Zài Jīngji xì. Economics.
Exercise 4.
Explain: that you are [years old];
that you’re at [university / school];
that you’re an [grad / undergrad];
that you’re a [grade-level] student there;
that your major is […];
that you’re in the department of […];
that you are taking [number] of subjects this semester; [list]
that you have [number] of classes today;
that you have classes today at [time] and [time];
that you have classes everyday except Wednesday.
that you were born and grew up in Chengdu, but now you live in Nanjing.
________________________________________________________________________
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Shīfu, qǐngwèn, Pān yuànzhǎng de Excuse me sir, [could you tell me]
bàngōngshì zài nǎr? where Dean Pan’s office is?
Chinese, like many cultures often uses kin terms for address where no actual
relationship exists, in the same way that English-speaking children often use the terms
‘uncle’ and ‘auntie’ for adults of their parents’ generation. In China, usage varies greatly
with region and age of speaker, but some typical examples are listed below – more for
reference at this point than for usage. Unless otherwise stated, these terms are not used as
titles (ie not with a xìng).
xiǎo dì; xiǎo mèi<r> ‘little brother; little sister’: used by some to address young
waiters or other attendants, acquaintances; can be patronizing.
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Notes
a) Titles such as xiānsheng can also follow full names: Wáng xiānshēng; Wáng
Nǎi xiānshēng. For a time, xiānshēng was also used as a deferential title for older
and eminent professors – male or female; this usage now seems rarer.
b) Tàitai ‘Mrs. (great; grand)’ and fūrén ‘Lady’ are both used with husband’s
xìng. Téng xiǎojie married to, say, Zhū xiānsheng could be addressed as Zhū
tàitai, or Zhū fūrén, if appropriate.
c) Nǚshì, a formal term for ‘Miss’, or ‘Ms’ – again always with the woman’s own
xing – might be starting to fill the gap left by the decline of xiǎojie, but at present,
the preferred form of address for women without professional titles seems to be
full name or mingzi (when appropriate). In certain regions, jiě ‘older sister’ is
appended to the xìng to form a name used between good friends: Hóngjiě ‘sister
Hong’.
d) Fūrén is a common form of address for wives of high officials, Zhū Róngjī
fūrén. Mrs. Thatcher, former Prime Minster of Great Britain is called Dài Zhuō’ěr
fūrén or Sàqiè’ěr fūrén, as well as Tiě Niángzǐ ‘the Iron Lady’.
e) Lǎoshī can be used for self, eg to students: Wǒ shì Liú lǎoshī. Though the
expression lǎoshī, hǎo does occur as a passing greeting or acknowledgement, a
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more considered greeting is more appropriate – one that includes the xìng: Wèi
lǎoshī, hǎo, etc.
Chén lǎo used to address older people (male or female) of some eminence.
Chén gōng to engineers or others who have, or had, positions in industry; gōng
is short for gōngchéngshī ‘engineer’.
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The titles on this list can be prefixed with fù- ‘vice; deputy; associate’. But while
fù- might appear on a business card as part of the description of a person’s rank, office or
function, it is not usually used in direct address. Thus a Mr. Lee who is a fùzhǔrèn
‘associate director’ would be introduced and addressed simply as Lǐ zhǔrèn. A variety of
possible fù-titles are listed below:
Another prefix, xiăo, is also used before xìng, as a term of endearment for young
adults, particularly women (xiǎo Bì ‘young Bi’) or by contrast with another of the same
surname who is older or has other features (size, maturity) that sets her or him apart.
Finally, it should be noted that intimates will (more in the northeast than south?)
sometimes use xiăo in front of the last syllable of a given name: thus Chén Bó might be
addressed as Xiǎobó (rather than lǎo Chén or xiǎo Chén, or simply, Chén Bó).
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Exercise 5.
Greet the following people appropriately.
Eg A teacher named Zhào >> Zhào lǎoshī, nín hǎo.
1 A middle-aged, married woman whose husband’s surname is Bái:
2 A young woman surnamed Guō Měifāng:
3 The wife of an important official named Zhū:
4 A CEO named Dèng:
5 The eminent Professor Xú:
6 The deputy manager of a company, named Qián:
7 The principal of a school, named Yuán:
8 An elderly man seated on a park bench; an elderly women:
9 Your bus driver, named Zhào:
10 Your teacher’s husband, whose surname is Huáng:
________________________________________________________________________
4.9 Introductions
Making introductions usually involves names and titles (Zhào Fāngfāng, Chén lǎoshī),
pointing words (zhè, nà), set expressions of greeting (nǐ hǎo) and often, some explanation
of the connection, provided in a phrase such as zhè shì wǒ de lǎoshī ‘this is my teacher’.
A host may express his intention to introduce someone, using the disyllabic verb, jièshào
‘introduce’, as follows:
Notice how gěi shifts in meaning from its core sense of ‘give’ to ‘for [your benefit]’
when it is subordinated to the main verb, jièshào. Instead of zhè shi, the polite measure
word for people, wèi will often be used: zhèi wèi shi….
a) With de
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b) Usually without de
Nèirén ‘wife (within-person)’ has a humble tone. Southerners often use xífu, a
variant on xífù ‘daughter-in-law’, for wife, eg: Sǎozi shi gēge de xífu. ‘Saozi [sister-in-
law] is the wife of one’s elder brother.’
The PRC used to promote the use of àirén ‘love-person’ as a egalitarian term for
spouse (husband or wife), and the phrase zhè shì wǒ àirén is still current on the Mainland.
The term causes some giggles among non-Mainlanders, for in Taiwan, àirén sometimes
has the meaning of ‘sweetheart’. (Aìrén is not the normal word for ‘lover,’ however; that
is qíngrén ‘feelings-person’, the word used for the Chinese title of the French film, The
Lover, for example.)
Another term that has come into vogue in informal situations on the Mainland is
nèiwèi for ‘spouse’ (literally ‘that-one’). Peculiarly, it combines with a plural possessive
pronoun even when the reference is singular: wǒmen nèiwèi ‘(our spouse) my
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husband/wife’. This may be because it derives from the phrase wǒmen jiā de nèiwèi ‘our
family DE spouse’. Thus: Nǐmen nèiwèi zěnmeyàng? ‘How’s the wife / the old man?’
Foreigners, though they may hear intimate or familiar terms, should be careful not
to use them unless their relationship warrants it!
4.9.3 Responses
A typical response to an introduction uses an appropriate title with the surname, and a
conventional expression of greeting:
Children and sometimes young adults may show respect by addressing elders as
shūshu ‘uncle’ or āyí ‘auntie’: Shūshu hǎo. ‘How are you, uncle.’
In English, we feel the need to confirm the worth of meeting someone by saying
eg ‘nice to meet you’, either after an introduction, or at the end of an initial introduction,
before taking leave. Traditionally, Chinese had no comparable expression, but nowadays,
people in the more cosmopolitan cities, particularly when they are talking to foreigners,
will use a phrase hěn gāoxìng rènshi nǐ (‘very happy know you’), or hěn gāoxìng jiàndào
nǐ (‘very happy see you’), in more or less the same situations as English ‘nice to meet
you’. The response may have a slightly different emphasis, expressed in the word order:
Rènshi nǐ, wǒ yě hěn gāoxìng! ‘Happy to meet you too! = my pleasure!’.
A, Qí lǎoshī, hěn gāoxìng rènshi nǐ. Oh, Prof. Qi, nice to meet you.
4.9.4 Dialogues
a) You [Wèi] are introducing your friend Chén Huībó to your classmate, a student from
China named Cài Wénjiā. You get Cài’s attention by calling out her name, and as you
guide her towards Chén, you explain to her who he is. Cài then (re)states her full name,
and the two acknowledge each other.
Wèi Cài Wénjiā, wǒ gěi nǐ jièshao Cài Wénjiā, let me introduce you;
jièshao; zhè shi wǒ de péngyou, this is my friend, Chen Huibo.
Chén Huībó.
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Cài Chén Huībó, nǐ hǎo; wo shi Chen Huibo, how are you? I’m
Cài Wénjiā. Cài Wénjiā
b) Now a relatively formal introduction, between people sharing a train cabin. (Hng =
xìng Huáng de, jiàoshòu; Zh. = xìng Zhōu de, jīnglǐ.) Note the word for business card,
míngpiàn, literally ‘name-slice’.
Hng Ei, nín hǎo, wǒ xìng Huáng, Hi, how are you? My (sur)name’s
zhè shì wǒ de míngpiàn. Nín Huang; this is my card. What’s
guìxìng? your [sur]name?
Note
Wēiruǎn de ‘of ~ from Microsoft (tiny-soft DE)’
Exercise 6
a) Introductions:
Liáng Mínmǐn, a teacher, meets Dèng Lìlì also a teacher (both female) and introduces her
student, Mǎ Yán (a male); fill in Dèng Lìlì' s responses:
b) Translate:
1) Miss Chén, this is my classmate, Wáng Bīnbīn.
2) This is my good friend, Bì Xiùqióng.
3) This is my younger sister, Chén Xiùxiù.
4) Professor Gāo, I’ve heard a lot about you.
5) Let me introduce you – this is Manager Wang, he’s at Intel.
6) This is Li Dawei, he’s been to China, and he’s studying Chinese.
_______________________________________________________________________
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Ōu-y: Zhè shi wǒ àiren, Xiāo Měifāng. This is my wife, Xiao Meifang.
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Méi Nín hǎo. Wǒde míngzi shi Theo Hello. My name’s Theo Meyering,
Meyering, Méi Tàidé: Tàiguó de Mei Taide: the tai of Taiguo, the de
Tài, Déguó de Dé. Duìbuqǐ, xiànzài of Deguo. I’m sorry, I’m already out
wǒ yǐjīng méiyou míngpiàn le. of business cards.
Xiāo: Méi Tàidé, Méi xiānsheng, nǐ hǎo. Mei Taide, Mr. Mei, how do you do?
Nǐ Zhōngwén jiǎng+de zhēn bàng! You speak Chinese reeeally well!
Méi: Nǎlǐ, nǎlǐ, jiǎng+de mǎmahūhū. Nice of you to say so [but] I speak
Wǒ hái zài xué ne, wǒ zài Sìchuān poorly. I’m still studying [it] – I’m
Dàxué xuéxí. studying at Sichuan University.
Ōu-y: Qǐngwèn nǐ shì cóng nǎ ge guójiā lái de? May I ask what country you’re from?
Méi: Wǒ shi Hélán rén; wǒ shēng zai Hélán. I’m from Holland; I was born in
Kěshì xiànzài wǒ shi Měiguó Mìxīgēn Holland. But at present, I’m a
Dàxué de xuéshēng. student at Michigan University.
Méi Bù, wǒ shì Jīngjì xì de, wǒ xué No, I’m in economics, I’m studying
Zhōngguó jīngjì…Ōuyáng xiānsheng, Chinese economics. [So] you work
nín zài Chángchūn gōngzuò a? in Changchun, Mr. Ouyang?
Ōu-y Duì, wǒ zài Chángchūn gōngzuò, Yes, I work in Changchun, but I’m
búguò wǒ shi Shěnyáng rén. from Shenyang.
Méi: Dōu zài Dōngběi, duì ba? Both in the Northeast, right?
Měi: Shěnyáng hěn dà, shì bu shi? Shenyang’s big, isn’t it?
Ōu-y Shì, yǒu chàbuduō wǔbǎiwàn rén … It is, it has about 5 million inhabit-
Nǐ chīguò zhōngfàn le ma? ants…Have you had lunch?
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Ōu-y Nǐmen zhōngfàn dōu chī You eat sandwiches for lunch,
sānmíngzhì, shì bu shi? right?
Méi: Bù yídìng. Kěshì zài Zhōngguó, Not necessarily. But in China, I eat
wǒ dāngrán chī Zhōngguó fàn. Chinese food of course.
Méi: Dāngrán chīdeguàn, zài Hélán, Of course I am, I often eat Chinese
zài Mèiguǒ, wǒ yě chángcháng chī food in Holland and in the US.
Zhōngguó fàn. …Dào Miányáng le ma? Have we reached Mianyang?
Ōu-y Hái méi dào ne. Zhè shì Déyáng. Not yet. This is Deyang. We get
Wǒmen zài zhèr xiàchē. off here. [You] get to Mianyang
Dàgài yì diǎn bàn dào Miányáng. at about 1:30.
Méi: Oh, nǐmen zài Déyáng xiàchē? Oh, you get off at Deyang?
Ōu-: Duì, wǒ yǒu ge jiějie zhù zài Déyáng. Yes, I have an older sister living in
Deyang.
Ōu-: Bù duō – zhǐ yǒu yí jiàn. Hǎo, wǒmen No, just one. Okay, we’re getting off.
xiàchē le. Zàijiàn! Good bye!
Notes
kàndedǒng ‘can understand [by reading] (look-able+to-understand)’. Kàndedǒng is an
example of what is sometimes known as the ‘potential construction’ (cf.
§7.1), which involves an action (kàn) and result (dǒng) and an intervening
+de (able to) or bu (unable to). Thus kànbudǒng ‘cannot understand [by
reading]’. Other examples: chīdeguàn, appearing later in this dialogue, ‘be
in the habit of eating (eat-get-accustomed)’; and earlier, in the rhyme at
the end of Unit 2, shuāibudǎo ‘won’t fall down (slip-not-fall)’. The
response to Ouyang’s question might have been kàndedǒng ‘I do’ but Méi
is more modest, and wishes to use yìdiǎnr ‘a little’. Kàndedǒng or
kànbudǒng do not permit gradations – either you do, or you don’t; so the
response with yìdiǎnr has to be néng kàndǒng yìdiǎnr ‘can understand a
bit’.
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Xiāo Měifāng Notice the Méi Tàidé refrains from addressing Ōuyáng’s wife with title or
name. Neither tàitai nor xiǎojie is appropriate, and using her name might
seem too familiar. So he just says nǐ hǎo.
zhēn bàng bàng is a noun, meaning ‘club’ or ‘cudgel’; but in colloquial speech, it has
come to function as a SV with the meaning ‘good; strong’; cf. English
‘smashing’. The expression is more common in certain regions than
others, and probably certain age groups than others.
jiàn M-word for ‘luggage’ (and, paradoxically, for ‘clothes’ and ‘business
affairs’ as well).
The basic distinction in food is between fàn and cài. Both words have core and
extended meanings, as follows:
Fàn in its extended meaning includes cooked rice, wheat, millet and other grains that – at
least in less affluent times – formed the main caloric intake. Cài in its extended meaning
would normally have been vegetables, with some dry or fresh fish, and very occasionally,
a small amount of pork. Now, of course, cài includes the vast repertoire of dishes that can
be served alongside the staples. Any ambiguity between core and extended meanings can
be eliminated through compounding:
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Rice is the staple of southern China where it is eaten cooked (mǐfàn), or ground
into flour for noodles (mǐfěn) and dumpling wraps. In the north, wheat is the staple and
forms the basis of wheat noodles (miàn ~ miàntiáo) and wheat dumpling-wraps. At
breakfast and lunch, Chinese often eat a rice gruel or ‘congee’ (xīfàn ‘watery rice’ or
zhōu), to which can be added various kinds of vegetables, meats and sauces, as well as
broken up yóutiáo ‘fried dough sticks’.
Notes
a) In combinations, parts of these citation forms are often dropped. In most cases,
it is the second element: niúròu-miàn[tiáo] ‘beef noodles’. But in some cases, it is
the first: niúròu-chǎo [mǐ]fěn ‘beef fried rice-noodles’.
b) On a menu, unspecified ròu usually means ‘pork’.
c) Many Chinese avoid eating beef because of Buddhist tradition, and because of
taboos about killing work animals.
d) Xiā is ‘shrimp’, rén<r> is ‘kernal’, so xiārénr ‘shrimp meat’.
e) Sea cucumber is a euphemistic name for a kind of slug that lives on the bottom
of the sea; eaten fresh, or dried, it is considered a delicacy.
Qīngzhēn xiānjī 'Muslim fresh chicken' at a street stall in Kunming. [JKW 1997]
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Yǒu péngyou wèn wǒ Zhōngguó rén zuì xǐhuan hē shénme. Wǒ shuō chuántǒng de
Zhōngguó rén xǐhuan hē chá huòzhě báikāishuǐ, kěshi xiànzài hěn duō Zhōngguó rén yě
xǐhuan hē qìshuǐ, kělè, hé niúnǎi. Zhōngguó nánrén yě xǐhuan hē píjiǔ. Qīngdǎo píjiǔ shi
zuì yǒumíng de Zhōngguó píjiǔ. Wǒ yě xǐhuan hē píjiǔ, kěshì bù néng hē tài duō, yì píng
jiu gòu le! Zǎoshàng, wǒ yĕ hē kāfēi – hē yì bēi wǒ jiù bú huì juéde lèi!
Nà, Zhōngguó rén zuì xǐhuan chī shénme? Zhè hěn nán shuō. Yīnwèi Zhōngguó rén chī
de dōngxi tài duō le. Kěyǐ shuō běifāng rén bǐjiào xǐhuān chī miànshí, jiùshi yòng
xiǎomàifěn zuò de shípǐn; nánfāng rén ne, tāmen bǐjiào xǐhuan chī mǐfàn. Měitiān
dāngrán chī qīngcài, yě chī yìdiǎnr ròu, xiàng zhūròu, jīròu, niúròu. Ménggǔrén yě tèbié
xǐhuan chī yángròu. Zhōngguó rén yě cháng chī hǎixiān, xiàng yú, xiārénr, hǎishēn. Yě
xǐhuan chī bāozi, jiǎozi; zhèi lèi dōngxi kěyǐ shuō shi Zhōngguó chuántǒng de kuàicān.
Língshí ne, tǐng duō de! Yǒu niúròugānr, guāzǐ<r>, huàméi.
Notes
yǒu péngyou While English comfortably begins a sentence with an indefinite
phrase such as ‘a friend’ or ‘someone’, Chinese makes use of the
existential yǒu ‘there is/are...’: Yǒu rén wèn wǒ ...; Yǒu rén shuō.
chuántǒng SV ‘traditional’.
báikāishuǐ ‘clear boiled water’
miànshí ‘cooked wheaten food’; cf. shípǐn. In Mandarin shí is a combining
root that appears in compounds having to do with food, eg shípǐn,
língshí, below. It is cognate with Cantonese sihk, the verb ‘to eat’.
jiùshi [in this context] ‘ie’
xiǎomài ‘wheat’; cf. dàmài ‘barley’, yànmài ‘oats’, qiáomài ‘buckwheat’
shípǐn ‘food; comestibles’
Ménggǔ Mongolia; cf. Nèi Ménggǔ ‘Inner Mongolia’.
tèbié SV ‘special’; ADV ‘especially’.
zhèi lèi ‘this type’, and particularly in the expression zhèi lèi dōngxi ‘these
sorts ~ categories of things’; cf. zhèi zhǒng ‘this kind’.
kuàicān ‘fast-food’
língshí ‘nibbles; snacks (zero; incidental-food)’
niúròugānr ‘beef jerky’; yí dàir ‘a bag’
guāzǐ<r> ‘water melon seeds’
huàméi ‘preserved plums’; yì bāo ‘a packet’
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However, if i, u, ü are themselves vowels (as in nǐ, shū, nǚ), then dropping the Ci
would leave only the vowels i, u, and ü, and if these were simply rewritten as y and w,
you would end up with rather curious looking syllables like ‘w’ (shu, drop the Ci to get u
> ‘w’) or ‘wn’ (shun > un > ‘wn’). So in such cases, instead of upgrading i and u to y
and w as before, y and w are added to them:
as a syllable
ji, drop the j: i > yi
jin, drop the j: in > yin
jing, drop the j: ing > ying
shu, drop the sh: u > wu
xu, drop the x: u [ü] > yu
jun, drop the j: un [ün] > yun
xue, drop the x: ue [üe] > yue
Yí duì fūfù (‘1 pair husband-wife’) zhǐ shēng yí ge háizi hǎo. [JKW 1997]
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Exercise 7.
Recognizing foreign place names: With your knowledge of pinyin, see if you can read
out and recognize these Chinese versions of English place names and other English loans:
b) Common nouns
qiăokelì or zhūgŭlì food
sānmíngzhì food
hànbăobāo
qĭsī ~ zhīshì hànbăobāo
shālā leafy food
pĭsà bĭng fast food (bĭng ‘biscuit; cracker’)
kĕkŏukĕlè
Màidāngláo
Hànbăowáng wáng ‘king’
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4.13 Summary
Existence Zhèr yǒu xĭshŏujiān ma? / Yǒu, xĭshŏujiān zài hòutou.
Location: Zhèr fùjin yǒu Zhōngguó fànguănr ma? / Yǒu liăng ge.
Born in… Tā shēng zài Běijīng, yĕ zhǎng zài Bĕijīng, kĕshi xiànzài zhù zài Xī’ān.
Clock time Xiànzài jǐ diǎn <zhōng> le? / Shí diǎn.
Wŏ wănshàng liăng diǎn shuìjiào, zăoshàng shí diǎn qĭlái.
Habitually Zhōngguó rén píngcháng jǐ diǎn chī zǎodiǎn?
Tickets Guìlín, jīntiān xiàwŭ 3:25, yìngzuò, yì zhāng.
DE Shìjièbēi de xiāoxi; bù hăotīng de yīnyuè
shēngrì de shēng, dàlù de lù
Tā shi IBM de.
No DE tā dìdi; lăo péngyou; zhème duō xíngli
Names Guìxìng? / Wŏ xìng Bái, jiào Bái Sùzhēn.
Age Nín <niánjì> duō dà le? / Zhǐ yǒu shíqī suì.
Sign Nĭ <shi> shǔ shénme de? / Shǔ mǎ de.
Level Nĭ shi jǐ niánjí de xuésheng? / Sān niánjí de.
Major Zhuānyè shi shénme? / Shi wùlĭ.
Department Nĭ zài nĕi ge xì? ~ Nĭ shi nĕi ge xì de?
Zài + V Tā hái zài dúshū.
Studying Tā zài túshūguăn xuéxí.
Titles Lĭ xiàozhăng; Qián jīnglĭ
Introductions Zhāng lăoshī, wŏ gĕi nĭ jièshao jièshao; zhè<i wèi> shi…
Nice to meet.. Jiŭyăng, jiŭyăng; hĕn gāoxìng rènshi nĭ.
Understand? Kàndedǒng ma? / Néng kàndŏng yìdiănr.
Work Tā zài Cháng Chūn gōngzuò. / Tā gàn shénme huó ne?
Used to doing Zhōngguó cài nĭ chīdeguàn ma?
Rice, wheat Běifāng rén bǐjiào xǐhuān chī miàntiáo, nánfāng rén bǐjiào xǐhuān chī
mǐfàn.
Someone… Yǒu rén wèn wǒ….
Exercise 8
Vocabularly practice: Incorporate each of the following in a brief phrase that shows you
know the meaning, eg: shàngwŭ > jīntiān shàngwŭ.
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Xīnnián dào, xīnnián dào, New year arrives, new year arrives
chuān xīn yī, dài xīn mào, wear new clothes, wear new hat
pīpī pāpā fàng biānpào! pipi papa set-off firecrackers.
b) This next rhyme tells the story of life in a factory – from the workers’ point of view:
Èrlóu sānlóu, chángzhǎng shūjì 2nd floor, 3rd floor, factory-head sect’y
sìlóu, wǔlóu, qīnqi guānxi, 4th floor, 5th floor, kin connections
gōngrén jiējí, dǐngtiān-lìdì, workers (social) class, salt-of-the-earth
zhīzú chánglè, zán bù shēngqì. be content with one’s lot, we not angry.
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engineering
gōngchéng<xué> engineering
jìsuànjī<xué> [Mainland] computer science (calculate+machine)
diànnăo<xué> [Taiwan] computer science (electric-brain)
diànzĭ gōngchéng<xué> electrical engineering
tŭmù gōngchéng<xué> civil engineering (earth-wood)
jīxiè gōngchéng<xué> mechanical engineering
hángkōng gōngchéng<xué> aeronautical engineering
hángkōng hángtiān<xué> aero-astro (aviation space+flight)
cáiliào gōngchéng<xué> material science (material engineering)
a) Non-Chinese
Kāngnǎi’ěr Dàxué ~ Kāng Dà Cornell University
Gēlúnbǐyà Dàxué ~ Gē Dà Columbia University
Hāfó Dàxué Harvard University
Yēlǔ Dàxué Yale University
Pǔlínsīdùn Dàxué Princeton University
Dùkè Dàxué Duke University
Shǐtǎnfú ~ Sītǎnfú Stanford University
Bókèlì Dàxué UC Berkeley
Mìxīgēn Dàxué University of Michigan
Míngdé Dàxué ~ Míng Dà Middlebury College, Vermont
Lúndūn Dàxué London University
Niú Jīn Dàxué Oxford University
Jiàn Qiáo Dàxué Cambridge University
Àozhōu Guólì Dàxué (Ào Dà) Australian National University (ANU)
b) Chinese:
Běijīng Dàxué ~ Běi Dà Peking University, in n.w. Beijing
Qīnghuá Dàxué Tsinghua University, in n.w. Beijing
Běijīng Shīfàn Dàxué ~ Běishī Dà Beijing Normal University
Běijīng Hángkōng (Hángtiān) Dàxué Beijing University of Aeronautics [and
~ Háng Dà Astronautics]
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Since many Chinese resident in the US and Europe are of Cantonese or other heritage, the
varied spelling of surnames frequently conforms to the sound of regional languages. To
give some sense of this range, Cantonese pronunciations are also provided, on the right,
in the Yale system of romanization. In this system, Cantonese is analyzed as having three
tones in two registers, one high and one low. The high set is marked as á, a, and à, and
the low set as áh, ah, and àh (with ‘a’ standing in for all vowels).
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