cM 0181 S STANDARD CHINESE A MODULAR APPROACH STUDENT WORKBOOK MODULE 1: ORIENTATION MODULE 2: BIOGRAPHIC INFORMATION SPONSORED BY AGENCIES OF THE UNITED STATES AND CANADIAN GOVERNMENTSThis publication is to be used primarily in support of instructing military personnel as part of the Defense Language Program (resident and nonresident). Inquiries concerning the use of materials, including requests for copies, should be addressed to: Defense Language Institute Foreign Language Center Nonresident Training Division Presidio of Monterey, CA 93944-5006 Topics in the areas of politics, international relations, mores, etc., which may be considered as controversial from some points of view, are sometimes included in the language instruction for DLIFLC students since military personnel may find themselves in positions where a clear understanding of. conversations or written materials of this nature will be essential to their mission. The presence of controversial statements--whether real or apparent--in DLIFLC materials should not be construed as representing the opinions of the writers, the DLIFLC, or the Department of Defense Actual brand names and businesses are sometimes cited in DLIFLC instructional materials to provide instruction in pronunciations and meanings. The selection of such proprietary terms and names is based solely on their value for instruction in the language. It does not constitute endorsement of any product or commercial enterprise, nor is it intended to invite a comparison with other brand names and businesses not mentioned. In DLIFLC publications, the words he, him, and/or his denote both masculine and feminine genders. This statement does ‘not apply to translations of foreign language texts. The DLIFLC may not have full rights to the materials it produces. Purchase by the customer does net constitute authorization for reproduction, resale, or showing for profit. Generally, products distributed by the DLIFLC may be used in any not-for- Profit setting without prior approval from the DLIFLC.ORY Workbook, Unit 2 Exomple: (This example is limited to surnames.) The surnanes HG, HG, HU, ‘and Hi are listed on the chalkboard. Speaker 1 has teken the card for Hi from the deck of surname cards. NY xing HG ma? WS bG xing HG. NI xdng HO ma? WS ba xing Ho. BY xing #0 nat WS bG xing Ri. 82: WY xing Hi Sl: WS xing Ho. Practice Points: Xing, ji8o, and Also, the Pronunciation and Romanization Module through Tape 4 (or through Tape 5 if you have studied P&R 5).PREFACE Standard Chinese: A Modular Approach originated in an interagency conference held at the Foreign Service Institute in August 1973 to address the need generally felt in the U.S. Government language training community for improving ané updating Chinese materials to reflect current usage in Beijing and Teipes. The conference resolved to develop materials vhich vere flexible enough in form and content to neet the requirements of a wide range of government agencies and academic institutions. A Project Board was established consisting of representatives of the Central Intelligence Agency Language Learning Center, the Defense Language Institute, the State Department's Foreign Service Institute, the Cryptologic School of the National Security Agency, and the U.S. Office of Baucation, later joined by the Canadian Forces Foreign Lenguage School. The represen- ‘tatives have included Arthur T. Melfeill, John Hopkins, and John Boag (CIA); Colonel Join F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff IIT (FSI); Kazuo Shitana (NSA); Richard T. Thompson and Julia Petrov (OE! Lieutenant Colonel George Kozoriz (CFFLS). ‘The Project Board set up the Chinese Core Curriculum Project in 1974 in space provided at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies provided funds end other assistance. Gerara P: Kok vas appointed project coordinator, and e planning council vas formed consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia O'Connor of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James Wrenn of Brown University. In ‘the fall of 1977, Lucille A. Barale was appointed deputy project coordinator. David W. Dellinger of the Language Learning Center and Charles R. Sheehan of ‘the Foreign Service Institute also served on the planning council and contributed material to the project. The planning council drew up the original overall design for the materials and met regularly to review their development. : Writers for the first half of the materials vere John H. T. Harvey, Lucille A. Barale, end Roberta S. Barry, who worked in close cooperation with the planning council and with the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the instructional formats of the comprehen- sion end production self-study materials, and also designed the communica tion-vased classroom activities end wrote the teacher's guides. Lucille A. Barale and Roberta S. Barry wrote the tape scripts and the student text. By 1978 Thomas E. Madden and Susan C. Pola ned joined the staff. Lea ty Ms. Barale, they have vorked as @ team to produce the materials subsequent to Module 6. iitAll Chinese languege material was prepared or selected by Chuan 0. Chao, Ying-chih Chen, Hsiso-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunbui C. Yang, assisted for part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Heu Wang. Anna Affholder, Mei-11 Chen, and Henry Khuo helped in the preparation of a preliminary corpus of dialogues Administrative assistance vas provided at various times by Vincent Basciano, Lisa A. Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, ‘Thomas E. Madden, Susan C. Pola, and Kathleen Strype. The production of tape recordings was directed by Jose M. Ramirez of the Foreign Service Institute Recording Studio. The Chinese script vas voiced by Ms. Chao, Ms. Chen, Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read wy Ms. Barale, Ms. Barry, Mr, Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype. The graphics were produced ty John McClelland of the Foreign Service Institute Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of Audio-Visual. Standaré Chinese: A Modular Approach was field-tested with the co- operation of Brown University; the Defense Language Institute, Foreign Language Center; the Foreign Service Institute; the Language Learning Center; the United States Air Force Academy; the University of Tllinois; and the University of Virginia. Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandant of the Defense Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for preparation of this edition of the course materials. This support included coordination, graphic arts, editing, typing, proofreading, printing, end materials necessary to carry out these taske owe Sal, Jemes R. Frith, Chairmen U/ chinese Core Curriculum Project Board ivCONTENTS Ero 05000000000000G000dD50GgG0ad00 8 MODULE 1: ORIENTATION About Communication Games... ee ee UNIT 1 Communication Game... 1... ee ee eee UNIT 2 Communication Game... eee eee ee ee ee 10 About the C-2 and P-2 Tapes... 1 ee ee eee UNIT 3 0-2 Workbook + ee ee eee PEEa Morag es ees ee es et ee ee ees soa) GootrcriC) oGcgGuGGGdGUGanGGUuaG a ¢r UNIT & GPO) Mock och ee 30) [eal Wor bOOk eg cece ee ee ee eect 94) Communication Game... ~... +... --. MODULE 2: BIOGRAPHIC INFORMATION UNIT 1 c-2 Workbook... « an Pog Workbook so eee ee AB Communication Game As ee WS Communication Game Boss. ee eee 50 unrr 2 C-2 WORKBOOK te ee es 56 PeQWorkbook ss eee eee 59 Communication Game A ss ee eee Communication Game Boss ee eee 8 wnIt 3 €22 WorkbOOk 2 eee ee eee B Pe2 Workbook 2 1 ee ee ee ee ee ee ee W Communication Game As ee ee es 86 Communication Game Bo... ses ttt tte es Ol unr? 4 ©-2 Workbook 6 ee eee ee 1 Po2 Workbook oe ee ee ee ee 10h Communication Game A +... te ee 10T Communication Game Bos... eee ese 6 uni 5 C22 Workbook 6 ee ee ee 15 BQ Workbook sees sees aah Communication Game As see te 138 Communication Game Boss. ee ee ee ee ee USunit 6 (C-2 Workbook . . P-2 Workbook . Communication Game Communication Gane UNIT 7 0-2 Workbook . - P-2 Workbook . - wees Communication Game . unir 8 (0-2 Workbook . - P-2 Workbook . . Communication Game Vocabulary... +--+ - vi 156 165 169 173 176 178 186 188 19 203ORN Workbook MODULE 1: ORIENTATION ABOUT COMMUNICATION GAMES For the classroom activities called Communication Games, the vord "communication" is clearly appropriate. You are communicating. That is, you are purposefully exchanging information. ‘The word "gemes," however, has the drawback of suggesting a lack of seriousness, except perheps for seriousness in competition. Communica- tion Games are not meant to be entertaining breaks in the work of language learning, or revards for that work. They are, instead, meant to be the most serious language-learning vork of all. In fact, the only element of the games thet is not serious is the occasional competition which may occur. Once the intent of the activity is understood, the word "games" turns out to be handy and apt. As in other games, you will find that situations, rules, and goels have been made up for the Communication Gemes. Also, as in other games, the Communication Games succeed in imitating reality in various ways. While expecting Communication Ganes to be serious vork, you may find them entertaining and revarding after all. If you do, 1t will probably be because you are communicating. You are learning Chinese to be able to communicate in Chinese. Language has other functions. People often talk with each other merely to avoid an. avkverd silence. They often talk right past each other, to let something out, or talk to themselves, to vork something out. But the essential function of language is communication. You vant to understand and be understood. In this course the assumption is made that you learn ty doing. You" learn to communicate by communicating. A lot of study time and even some class time must be spent on preparing to use the language, but no amount of preparation can take the place of trying to use the language. It is not enough, however, for the teacher to say "Let's talk.” For one thing, you need something to talk about. ‘The subject must be fairly definite if you are to be able to determine vhether you have said vhat you vanted to say. Communication Games set up defined, limited situations ‘to talk about. For another thing, as a speaker you need to know something the listener does not knov. Similarly, as a listener you should not have the informa- tion the speaker has. Otherwise, nothing that is said vill really tell anybody anything, or have any real effect. You would lose the best evidence aORW Workbook ‘that you have said vbat you meant to say or have understood what you vere meant to understand, In Communication Games, therefore, the players are provided with different information so that they can exchange this informa tion. ‘To communicate, you need purpose. You need reasons for choosing to say or ask specific things. Your intention gives significance to vhat happens as a result of what you say. In Communication Games you will be given goals, such as the solution of a puzzle. Different ways to achieve the goals will occur to you as your knowledge of the situation changes and indeed as the situation changes. ‘The Communication Games in this course make rether different demands on you than most classroom language-learning activities. You may find yourself groping for the right vords and for the right way to put them together, or groping for the right meaning. But when you work these problems out for yourself, you are really learning the lenguage. You are doing exactly what you will have to do when you speak Chinese on your own later on-—but somewhat more slowly and consciously, as is generally the case when beginning something nev. In other vords, in Communication Games you are given opportunities to make mistakes. Without such opportunities, you have no chance to try out your understanding of how the language works. ‘The time for help from the teacher is after you have seid something. After you put @ sentence together, partly consciously and partly uncon- sciously, you are particularly sensitive to what it contains. You know vet words you selected, vhat grammar you applied, what pronunciation you attempted, and what meaning you intended. A correction is likely to meet a recognized need, or at least to click neatly into place. Saying the sentence once or twice after the instructor seys it wil} pull things together for you. Often you vill find that you do not need specific help ‘but can pick up hints from the conversation--again, partly consciously and partly unconsciously. Obviously, you vill "play" these Communication Games in Chinese. You should be able to say everything in Chinese, even to ask what an expression means or how to say something. Whatever you say in English is likely to tip your hand, to give away just enough of whet you are trying to say to invalidate your attempt to say it in Chinese. (Nonverbal shortcuts cen also ruin @ game. ) At times, a word or two in English between you and the teacher may straighten out a problem, but these instances will be few. Fight that occasional temptation to lepse into English, particularly when commenting on a game or on your performance. By fer the best policy is to swear off, English for the duration.ORW Workbook, Unit 1 UNIT 1 COMMUNICATION GAME INSTRUCTIONS: Type: Fact~Gathering Situation: You meet three people and exchange names. Goel: To ask end find out the names of other people and to tell then your nane. umber of Players: Groups of four students or fever. Materials: A work sheet for each player. (See Sample Work Sheets, which follow.) For the first round of the game, each male player assumes the man's nome vhich is written on his work sheet. Female players asswte vomen's nemes. For a second round, each male player assumes the vonan's nane written on his vork sheet, and female players assume men's names. This arrangenent vill allow maximum practice in pronouncing different names. Procedure: For these conversations, you should use the "mingling" epprosch fas you would mingle at a party); that is, mix freely with the other pleyers in your group to exchange information (no fixed order). Write down the names you learn in the empty boxes on your work sheet, using the correct Kinyi Pinyin romanization, including tone marke. Example: You are Speaker 1 (S1). You are talking with your first partner (82): 8) NY shi shéit 82: WO shi MK MinglY. NY xing shénme? 51: WS xing Fing. WS ohi Fang Biolén. Additional Note: If you don't catch a name, ask again, ag many tines necessary. You may algo use the polite request Qing ni z@i shud yfct, "Please say it again" (from the first tape of the resource module on Clessroom Expressions). Qing ni is actually pronounced gfng ni. Practice Points: Everything in Unit 1. Also, the Pronunciation end Romanization Module through Tape 2.‘ORN Workbook, Unit 1 SAMPLE WORK SHEETS: Full Name co) (Ms) ME Minglt (Ms) Fing Biolén (Me) (ma) co)ORN Workbook, Unit 1 Full Name (Me) Hué Fanghit (Ms) Lin Wénféng (Mr) (Ms) (Me) (Ms) (Me) 4ORM Workbook, Unit 1 Full Name (Me) LY Hufnliang (Ms) La Winféng (Me) (Me,ORN Workbook, Unit 1 ar) (ms) we) Hong YSuréi (ms 1nd BKiySo Me)ORN Workbook, Unit 1 Full Name (Me) a) (Me) (Ms) (Mr) Fan Héléng (Me) Méo WantingORN Workbook, Unit 1 ‘BLANK WORK SHEET: Full Name (Ma) (Me)ORN Workbook, Unit 2 UNIT 2 COMMUNICATION GAME INSTRUCTIONS: Type: Guessing Situation: You are one cf four people with similar-sounding surnames and similar-sounding given names. You know all the names involved but have to guess which name belongs to which person. Goal: To guess people's surnames and given nane: Yunber of Players: Groups of four students or fever. Materials: One deck of cards with surnames written on them an@ another deck with given names. (There are enough names and cards for one group of players to play several rounds.) Setting up: First, your teacher will yrite on the chalkboard a list of fhe surnames and given names to be used in the game. ‘Then, one player is selected to be the first person questioned, and he picks @ surneme card and a given-name card, For these conversations, you should use the "questioning by roach; that is, each player takes a turn at being questioned by all the other players After the player to be questioned has selected his surname card and given-name card, the other players should then take turns trying to guess his surnane and given name from the neues on the chalkboard. Use ma questions to guess his surname, unless there is only one possibility left, in which case the more appropriete choice is a simple statement of vhat his surnane is. When the players have gueased the first person's nane, a surname card and a given-name card are given to another player, who is then questioned. Continue until each player has been questioned. When you are questioning @ player, do not follow the order in whtch the names are listed on the chalkboard. Instead, skip around. If you follow a recognizable order, everybody will know vhich nene you are trying to pronounce. The purpose of the game, which is to be understood when pronouneing Chinese naxes, vould thus te defeated. 10ORM Workbook, Unit 2 Example: (This example is limited to surnames.) The surname. ‘and HB sre listed on the chalkboard. Speaker 1 has taken the car. from the deck of surname cards. 82: NY xing HG ma? WS ba xing Ha. NE xing #0 ma? WS ba xing HO. WS xing HO ma? WS bd xing Ha. : NX xing Ht. Sl: WS xing Hi. Practice Points: Xing, ji8o, and ma, Also, the Pronunciation and Romanizetion Module through Tape 4 (or through Tape 5 if you have studied Par 5). nORN Workbook, Unit 2 CARDS--GIVEN NAMES tnSyine, zhiying zhiying zntying Baoyi Faoyt Edoyt —————— Qhiéng crfiéce 2Mbre Shiiéne 12ORN Workbook, Unit 2 CARDS--~SURNAMES zane Cane Shing sang Zhang Chane Sine fing cs sa shi ME 13ORN Workbook ABOUT THE C-2 AND P-2 TAPES ee oir Me amen erates ened ee etree ce eany eomeric communication practice as possitle in self-study materials. The idea of Gcmnnisarion Wien a tape’ fartend of a partner contradicts Steeles of Course. he tape hes no need to Imov of to tell, Tt has none of the flexibility cf a human speaker. Put practice with theee tapes is the Eraceeheoef canta cas teste comm ieacice} rest ize out sUie|cns cieearoce na outside real 2ife- Sone of tke situations for the exercises are rot like situations you vill deal with in real life. The exercise cituaticns are not intended to be realistic ix this sensu tut are intended te ruke the exercises nore ‘concrete.* In the exercizes, the axount of concentrated practice with constructions and vocatulury iters ‘ring a few minutes of conversation might equal your exposure to these exprvosions over a period of days or Weeks during a trip te China. for thir reucon you right find yourself, forexanple,playing. the role of @ hotel ranuyer or clerk, dealing with dozens of guest, rather thar nore, realisti a5 a ruect. ;*Approact. the comm tapes uu you appreacked Uke Communication Games: expect to ve challerged; expect te work out Lew to say specific whings to fit the facts and requirerents of a situation; and expect to Jearr. fron correcticr and repetitien uf wf nade your Lest stat at jan answer. Don't te concerned atout ma sistakec. Youvare very likely to make mistakes at the tecinnine of an exercise, when you are petting the feel of it. Soretines, you ray still te naki exercise, in which. case you rickt profit trc ‘The communication tares contain ercugh raterial in erourh variety to merit repeated use, either for initia! learning or for review. Rerenber thet these tapes are intended not 2c teste you should pess handily or as assignments you mist conplete but rather as orrorturities for you te learn from the rough-and-turtle of tre language in use. Despite the authors’ test efforts, instructions may not afford immediate understendirg of an activity, rarticulerly if you tave not atready conpleted a siziler activity in the classroor. After stucying the instructions carefully, you may stizi find that you need to gc through the first few itens in an exercise tefore you understand fully what you are suppesed to do.. Exarples in the instructions.are usually the first itens in the taped exercises. *This comment applies as well to many of the clessroor communication activities. asORN Workbook There ere many appropriate answers to rost ‘questions in these exercises, and the tape can provide only one correct response. Often the ansver Pro— vided will be a fuller response than would te giver. in everyday conversation, on the princigle that a fuller answer vill imply the correct thorter.ansver and vill be more worthwhile to repeat. At the cone tine, the answer will alvays be as Girect as possible, never including more than is actually, asked for. : You must use your ovm Judgnent in deciding whether four answer was acceptable. If you recognize that the suggested unever given cn tape is vhat you intended to suy and if you are reasonably sure that your vay of saying it is just as cood; note that the anewer could te said two ways. If you can see where ycu Went Wrenc, note that. If you are rot sure about your answer, the best thing you can de is cory down the question anu’ your ansver and consult either the text cr your instructor. Lon't let it vother you if a fev protlene rerein urresclvel. Some additional vecatulary itere are introduced on the cormunication tapes for rost units end are usc? for the aril] tages and in clace. There fare just enough of these items tc ailos you te uxpleit the sentence types you are learning and to explore the situatior topies yeu are coverine. The items are included in the instructions for the C-7 and F-2 exercises and may also be found in the, text Target Lists, Peference Lists, and Vocabularies for the units. Sore itens are‘ulso in Resource odules. A few conprehensicn exercises contaiz. centences thet are over your head. These over-the-tead itens are inviuce! to rive you practice in Picking out the sentences you underster zn ctrear cf Chinede speech. You are not meart to try to learn these centences. 15ORN Workbook, Unit 3 UNIT 3 C-2 WORKBOOK EXERCISE 1 Display I is a map of part of China showing the birthplaces of the four people named in the margins. Exercise 1 is a series of yes/no questions about these four people. After listening to each question, consult the map and answer the question "yes" or "no" by putting a check mark in front of the appropriate response. If the pause on tape before the speaker answers @ question is not long enough, stop the tape. DISPLAY i Lin Déxtin Téngzhi Jidng Shiying Tongzhi Zhou Qing Téngzhi Nanchang pad SIANGXT Zhao Ziyin Téngehi 1. () Yes () to 1 () Yes () te 2 ()¥es = () Ho & () Yes () Ro 3. () Yes () tio 9. () Yes () to u. () Yes () to 10. {) Yes () Bo 5. ()¥es = () No 1. (+) Yes () te 6. () Yes () ko 12. (+) Yes () Xo 16ORN Workbook, Unit 3 EXERCISE 2 Display II is a map indicating the names and birthplaces of four people now Living in Taipei. Exercise 2 is a series of questions about the people. After listening to each question-word question, put a check mark in front of the response that gives the information requested. After each yes/no question, check "yes" or "no." There is a pause on tape before the speaker answers each question. (Notice that a21 the "yes" and "no" answers start out’ with shi and bG shi.) DISPLAY It Téng Zhanhin xiinsheng ‘Shandong Gio Dali Taina Wing Danién Xiénsheng Fang Minzhén Xiojié 1. () Californian = (_) American () Yes () No 2. () Californian —() American C) yes (1 Ro : 3. (/) from J4angsi (_) Chinese C)xes () No 4, (/) from Zhéjiang ( ) Chinese C) yes (.) No 5. ( ) from Shandéng ( ) Chinese (Ces = (ho, 6. ( ) from Zhejiang ( ) Chinese () Yes () fo T. () Californian — ( ) american () Yes () No 8. ( ) from Jiangsi ( ) Chinese C) yes () Wo 9. (\) from Zhéjiang ( ) Chinese () ves) to 10. ( ) from Shindéng ( ) Chinese () Yes () No Ll. (/) from Shandéng ( ) Chinese () Yes) to 12. () from Jiangsi (-) Chinese ()¥es () to 1ORN Workbook, Unit 3 EXERCISE 3 In this exercise you will work on your comprehension of questions which ask who different people are and what their names are. For each item, a speaker will ask a question about the person whose name is written in this workbook after the item number. All the information you need to answer each question is in the underlined full name and title. Put e check mark in front of the answer that gives the information requested. Example from the Tape: Sl: Ta shi shéi? (pause on tape to ellov you to mark your ansver) $2: Ta shi Lin Déxién Téngzht. Example from the Workbook: 1. Lin Déxifn Téngzhi Lin Déxién Téngcht «= (-) Lin () Déxim = (+) Yes, () No 1. Lin Déxifn Téngzht (() Lin Déxién Téngzht () Lin (_) Déxién () Yes () No 2, Jing Shiying Téngzht () diding Shiying Téngzht ( ) Jing = (_) Shiying () Yes () Wo 3. Zh@o Ziyan Téngzht (\) thao 2iyan Téngzht ( ) ho (+) yan () Yes () No 4. Zhou Qing Téngzht (() Ghéu Qing Téngzht = ( -) Zhou (+) Qing (Eyes) 2 2 ())) Bo) 5. Téng Zhénban Xiansheng, (() Téng Zhénhan Xiansheng ( -) Téng = (_-) 2hénhn () Yes () Wo 6. Gio Dal Taitai () Gao paix Taitai = ( ) Gdo (+) Dat (even (1) ol T. Fang Minghén xidoJié (\) Fang Minzhén Xi8ojié (+) Fang = (_) Minzhén () Yes ( ) to 168ORK Workbook, Unit 3 8, Wang Dinién Kigngheng () Wang Danién Xiansheng ( ) Wing = (_) Danién C) Yes ( ) to 9. Lin Déxién Téngeht () Lin Déxiin Téngsht = (-) Lin (_-) Déxién Cred ae 10. Jiting Shiying Téngeht () Jing sniying Téngzht () diimg (_-) Shiying () Yes () No 11. Zhdo Ziy8n Téngzh? (/) Bho 2¥yan Téngzhi () th8o | () Ziyan () Yes (No 12. Zhou Qing Téngzht () thdu Qing Téngzht = (+) znd (-) Ging ()xes () flo 13. ‘Téng Zhénhan Xiansheng, (/) Téng Zh@nhan Xidnsheng (_-) Téng = (_-) Zh€nhiin () Yes () No 14, Gio DALY Taited () Gao palt Taitai () Gao () par () Yes () Wo 15. Fang Minzhén Xi8oJi8 ( ) Fang Minzhén Xikojié = ( -) Fang = (+) Minzhén () Yes (-) No 16. Wang Danién Xtansheng () Wang Danifs Xi@nsheng ( ) Wing © () Danién () Yes () Yo EXERCISE 4 For each item in this exercise, a speaker will introduce himself. Indicate by © check mark which of the tvo romanized names is the one he gave, Then the speaker will tell you hich one is and which one is not the one he gave. For example, if the speaker says WS shi Wing Danién 19ORN Workbook, Unit 3 you should answer in your workbook () Weng Dantén () Hufing Danién Then the speaker will say WS shi Wang Danian, dG shi Hudng Danién. (iotice that he mentions the nanes in left-to-right order.) For another example, the speaker says WO shi Huéing Danién. You should answer in your workbook () Wang Danién W) tulng Daniée n the speaker will confirm: WS ba xing Wing, xing Huéng. (Again, you can rely on his mentioning the choice on the left first and the choice on the right second.) 2. () Lin Déxtén () bin Déqién 2. () Jitng Shiying () Siang zhtying 3. () Zh&o 2iyan () Zhao ZtyBn 4. (-) Zhdu Qing € ) tha Qing 5. () Téng Zh@ohin () T@m zh’nhan 6. () Gao Dat Taitai —(_-) Gao DaLY Taitei 1. () Féng Minzkén () Féng Minzhén 8. () Wang Danién () Hung Danién 9. () ME 2iqiéng () Me zntgiéng 10. () Sin Méi24én () Sin einén al. (_) Jiang Hutvén () Jing Hutwén 12. () Jiang Yngpfng () thang Yéngping 33. (J LY Hulrén () Lf Hutrén 1s. (_) Chang Liréng () zhang Ltréng 15. () Méo Shining () Héo stning 16. () Gud Shlowén () Gud Shiovén 27. (/) Léu Chéng () 106 chéng 18. (/) Zhang MBizhén () thudng méiznén 19. () thio J48shi () zhao J18snt 20. ( ) sf Daiwés () shi Daiwes 20ORN Workbook, Unit 3 EXERCISE 5 For each item, the speaker will tell you where he is from, twice. Write the place name in romanizetion, including the tone marks. If you need more time to complete an answer, stop the tape. 10. | EXERCISE 6 In this exercise you will fill in the boxes below with information from a recorded dialogue. You vill hear the dialogue three times. As you listen to it for the third time, stop the tape vhenever you hear information vhich you need to fill in a tox. (The third time, there will be enough tine between sentences for you to stop the tape and start it up again without missing anything. )* MALE SPEAKER | FEWALE SPEAKER | OTHER PERSON TALKED ABOUT | ‘SURNAME GIVEN NAME NATIONALITY PLACE OF ORIG? *A good bit of the dialogue is over your head, but all the information you need ig in sentences you should be able to understand. a1ORN Workbook, Unit 3 UNIT 3 P-2 WORKBOOK EXERCISE 1 Display I, on the next page, is @ map of part of China shoving the birthplaces of the four people named in the margins. Use the information in the display to answer the questions in this exercise. The speaker will ask each question twice. Then he will pause to allow you to ansver. (You may stop the tape to give yourself more time if you cannot come up with an answer right away.) After this pause, the speaker will give you @ correct answer and then pause again to allow you to repeat it. An example precedes the first item on the tape. Your ensver may be different from the speaker's answer but still perfectly correct. If you are not sure whether yours is right or not, make a note and consult your instructor later. EXERCISE 2 Display II, on the next page, shows the names and birthplaces of four people now living in Taipei. Use the display to answer the questions in this exercise. The speaker will follow the procedure used for asking questions in Exercise 1. EXERCISE 3 The nenes of the eight people in Display I and Display II are numbered. When the speaker says "Number One," that means that the following questions will be about the person with the number 1 next to his name, After the speaker says "Sumber Two," your ansvers should be atout Méo Zhinfn Téngaht. And s0 forth. Questions will not be repeated. After each question there will be a pause for your answer, then a confirmation from the speaker, end then a pause for repetition. 22ORN Workbook, Unit 3 OISPLAY I * 4 Song Chérg Téngthi a Zhang Shéowén Téngehi 3 Liéng.Tingténg Téngehi Mo Zhimin Téngzhi a NOTE: Wicbing is now part of a conglomerate of three cities. The conglonerate is known as Windn. DISPLAY II * 8 Chén Yéngping Taitai 5 1 Wing Dinién Hudng aa. Ziaiéng Xisnsheng ‘Jiding Liréng XiBoji8 6 *The numbers included in this display are for use in completing Exercise 3. 23ORN Workbook, Unit 3 EXERCISE 4 In the conversation on tape, Edvard Smith, from Pennsylvania, is meeting someone for the first time in Taipei. After each question addressed to Smith, try to give the answer before he does. (You may stop the tape before ansvering.) Further instructions are on the tape. Here is the information you vill need for this exercise: St Déhué (Favara Smith) Binzhou (Pennsylvania) 2kORN Workbook, Unit 3 UNIT 3 COMMUNICATION GAME INSTRUCTIONS : Type: Matching Situation: The setting 18 Taipei. You are one of four marriea people who meet and talk about vhat provinces they and their husbands or wives are fron. Gor To find people who come from the same province. Number of Players: Groups no larger than four players terials: A vork sheet for each player. (See Sample Work Sheets, which follow.) Your work sheet shows your name, your home province, and the home province of your spouse. Procedure: For these conversations, use the "mingling" approach; that is, mix freely with the other players in your group to exchange information (no fixed order). When you find someone from your province, say in Chinese "I'm also from... .” Complete your vork sheet by filling in the home provinces of the other players and their spouses as you learn them, Example: You are Speaker 1 (S1). Nin guixing? WS xing ME. NY shi snéi7 WS shi LY ShSutian. M& xiansheng, ni shi n&rde rén? WS shi Shindéng rén. Wi Taitai shi nirde rén? Ta shi Hest rén. WS yE ("also") shi Hévéi rén. Additional Note: Notice in the last line of the example that the new word yé, "also," is used before the verb shi. Yé is not introduced until Unit 4, but try to use it now when you point out e match. Practice Points: Narde rén, (province) rén. 25ORW Workbook, Unit 3 SAMPLE WORK SHEETS: Sugiieuz velba BugptugD — URNUDES 99H gus Runs “SN yuna gus “AW ogg 9x “UW prea OX AW Suptog tugs “SW Dupibez Bugs aw URnANIZ UNS “UW uendwz uns am,pues rays oes ays ogee 9x “UW oma 9X aN fyb Bugs “ayy waPAnZ ung “say uenkinz uns WN fuppueys —sSueye Suarez. wens SugpbuEND URNSORN Workbook, Unit 3 gus suis ow yung runs aw “grea Ox OW p90 OX AW upto Bugs “SW Supibyz Bugs “a SRPAINZ UNS “OW undquz uns “an, wens Cer ay s9HORN Workbook, Unit . Gugsleuz veld — Sugpbugn ——ugnyoes, aH ) ayanes as oan gad 9X “HA 90 OK AW bupio Ougs “uNORN Workbook, Unit & UNIT 4 C-2 WORKBOOK EXERCISE 1 ‘This exercise is based on @ conversation between Mr. Davis and Comrade Qign, who have just met. You will hear the conversation three times. As you listen to it for the third time, stop the tape as needed to write down information required to complete the chart below. Here are vocabulary items you will need for this exercise: Nityiézhou (New York State) Binzhdu (Pennsylvania) HOME STATE OR PROVINCE PRESENT LOCATION no Mr. Davis (Daivéisi) Comrade Qién Mrs, Davis Comrade Qign's husband 30ORN Workbook, Unit 4 EXERCISE 2 In this exercise you will listen to fifteen recorded passages in which the names of people's home provinces are mentioned. After hearing each passage, write in Pinyin romanization the name of the person's home province in the blank beside his neme. You will hear each passage twice. After listening for the second time, fi11 in the blank. You may stop the tape if you need extra time to write, end you may rewind if you need to listen again. HOME PROVINCE 1. Wéng Guifan 2. Hé Réngwiéng 3. Sin Guéping 4. Féng Guéan 5. 1X Boyt 6. Zhou Shiohué 1. WG yaran 8 chén Shy! 9. Zhdu DayBu 10, Sh&n Xidying 11. Téo Airing 12, Yéng Weigué 13. Qin Weiaé ik, zhang Zhtping 15. Hufing Futzhit 16. Zhi xitiméi 17. BSL Mingus aORN Workbook, Unit 4 EXERCISE 3 ‘This exercise is vesed on a conversation between Mr. Bailey and Comrade Fang which takes place when they happen to meet on the street. ‘They have been introduced previously tut have never had a chance to talk. ‘The conversation has deliberately not been edited to the point where you can understand everything, but you should ve able to understand enough to complete the chart below. Imagine yourself in China, listening to a conversation between two fluent speakers of Chinese. Try to understand as much es you can. You vill hear the conversation three times. As you listen to it for the third time, stop the tape as needed to write down information. ‘NOME STATE OR PROVINCE | PRESENT LOCATION Mr. Bailey (B2i1%) Comrade Fang Mrs. Batley Comrade Fang's husbendORW Workbook, Unit & UNIT 4 P-2 WORKBOOK EXERCISE 1 In this exercise you will practice talking about where people are in terms of "here" and "there. ‘The Diepley I diagram sets the scene. The two speakers on tape are standing in front of the BEijing Hotel. (They are represented by the solid triangle (the man] and the solid circle (the woman].) Comrade Gao and Comrede Zhao ere standing nearby, neer enough to be considered “here,” although neither is in the conversation. Comrade MK and Comrade Chén are in eight across the street, definitely “there.” (These four people are represented by the outline triangles and circles.) During the pause on tape after each question asked by ‘the First Speaker, try to give an ansver, Then you will hear the Second Speaker's ansver. Repeat it during the pause which follows. DISPLAY I STDEWALK conreae vx AN Ovcearade cnfa CHANGAN STREET conraae Gio) A conrase znd0 riret specter: Misecona spetker BEIJING HOTEL 33ORN Workbook, Unit & EXERCISE 2 In this exercise you will talk about where people ere from and where they are now. Display II contains the information needed to answer the questions on tape. This display shows the birthplaces and present locations of three people. The solid arrows show that Comrade LY vas born in Stchudn and that Comrade Li (his wife) and Comrade Lit were born in YGnnén. The broken arrows show that Comrade LY and his vife are presently in Stchudn and that Comrade Li is in Yinnfn. (This exercise does not make reference to the cities of Chéngdi and Kinmfng. ) Answer each question, and repeat the acceptable answers vhich follow your responses. If you need time to work out an answer, stop the tape. Keep in mind thet your answer may have been perfectly correct even if it was not worded exactly like the answer on tape. You should be able to ecide whether your ansver was correct or not. If you are not sure, vrite dow the question and your ansver, and consult your teacher later. DISPLAY I == Comrade LY Chufiny? ~~ comrade ui yanbing (Niadame 11 Chugay?) Comrade Li zhtchéng wy —— indicates birthplace d—~ indicates present location *ORN Workbook, Unit 4 EXERCISE 3 ‘This exercise is a continuation of Exercise 2 and is based on Display II. In this exercise the cities of Chéngdi and Kinming are mentioned. EXERCISE 4 ‘This exercise gives you a chance to answer questions you are likely to be asked vhen first meeting someone. In the recorded dialogue, Comrade Qién is beginning a conversation with Mr. Davis. They are in Béijing. Use the information in Display IIZ to answer each question asked by Comrade Qin. Then listen to Mr. Davis! ansver. Finally, repeat his ansver. DISPLAY 11 SURNAME Davis (Datwéied) COUNTRY U.S. (w&igué) HOME STATE "| ew York state || (nitiyteznsu) WIFE'S PRESENT LOCATION New York State | (uttytéendu) WIFE'S HOME STATE Pennayivania || (Binzhou) 35ORN Workbook, Unit 4 UNIT 4 COMMUNICATION GAME INSTRUCTIONS: Type: Matching Situation: The setting is Taipei. what provinces eight other people to be in now. You are talking with someone about from and what provinces they happen Goal: To find people from the same home province or people who are now in ‘the seme province. Number of Players: Pairs of students. Materials: A fact sheet for each player. (See Sample Fact Sheets, which ile} Each of the four arrows on a fact sheet is labeled with a person's nome and leads from his home province to the province where he is now. ‘The naxes of the four people your partner knows about are listed in the lower left-hand corner of the fact sheet. Procedure: Each player should ask about the hone provinces and current Locations of the four people his partner knovs about. (No fixed order for asking questions.) While questioning your partner, ecan your fact sheet for matches. When you find a match, point it out immediately, using the word y%, "als Example: You are Speaker 1. Téng YOngping 180Jié 2@i nar? TS lMojia 281 Hebei. TA xidnzdi 281 nr? TG xidnzi 281 Shandong. LY shimfn xianz&i y® 281 shdnaéng. 81 82 81 8 81 Additional Note: If you don't recognize the name of province or if you don't know where a province is, refer to the map in your textbook. You may also ask your teacher where a province is, but only in Chinese! Practice Pointe: [Moji 281, xianz&i cai, ys. 36ORN Workbook, Unit 4 ‘Ting Yagping Zhou Hutwén Jing Zhfyukn Gao Yizhén 39Biren ba baba bing Binzhou ba/ed bf shi bG 281 le céngaiéa a aafandian aio ashi aaxtié nde Dégud (DEguo) Déwén Dézhou ae atat Diy Dafnaian alan dng au aul, dutbugl sut le aud a aud Jat VOCABULARY Module & Unit (question marker) spouse (marker for a question which expresses the speaker's supposition as to what the answer will be) pepa, dad, father to become ill Pennsylvania not not to be to be deceased before, previously to be large hotel to arrive ambassador university (possessive marker) used in forming ordinal numbers younger brother First Hotel (name of a hotel in Taipei) address to understand all, both to be correct I'm sorry, excuse me yes, that's right how old how long Le Lk 1OTE: The * symbol appears after the module and unit reference for vocabulary items which are not required either for comprehension or production. 203Baud (Baud)(~gu0) FS Exyld (Bryte) érzi, Fhgué (Fgué)(-zu0) fanchéng fandian Fiwén (Fawén) sayin fhm fain firen ~ge eege gén eSngzud gubdng ed ~guo Guébin DafBnaian nt ni tn haizi no hilo n&n nSunién (hdunian) hdutiain (hSutien) nut nufaé ste jaa jaa. 348 jaa Module & Unit Russia two February son France to translate inte hotel; restaurant French language pronuneiaticn parents father Mrs., Lady, Madame; a very polite word for the wife of a high-ranking person (general counter) older brother and; with to work your honorable surnane country (experience marker) Ambassador Hotel (name of a hotel in Taipei) stila navy child, children to be good, to be well no. (in addresses, ete.); day of ‘the month very the year after next the dey after tonorrow to know how to, can; to have the skill or knowledge of, to know to answer, to reply how many plus; to add home (counter for institutions) fenily 20h PPEEEPDDsag Jiéhin (Jignin) JAB jie Jans Sige xingat Sige ys ‘SThao Singsixté SYntén Jinnién (jinnian) Jintian (jintian) SYeut 3Ytian ut 330 dityt® (Jityte) See i Sinréa KB KEshi, ¥ngitin 16a pONECS LBoshT le le le 1ikag atpai gy, LYpaitiaa LYbaiyT ling atsht 14d Lity® (Lidyte) Module & Unit to meet Canada to be called, to be given-named California street to get married, to be married older ‘sister sisters how many weeks how many months what day of the month economics how many years this year today how old how many days nine only Septeniber het month ailitery officer military person cless but air force to come “original home" teacher (combined le: new-situation and completion marker) (nes-situation marker) (completion marker) two what day of the week Sunday Yonday zero history six Sune rosd hovel arwy 205 a ~ PPP PPYRPYPVPODEEE OU FO AY AAW Fb te 5 peppy geee0os ge TaD 1 Tap 2 TeD 1 » TAD 1ma nina néi MEigué (sEiguo) MBiguo Gu6Jt JZolG ZEngshit MBiguo Guéwiyillin MBiguo Yinhfing néi jiéhin mBimei néi (you) =zen MEngt@rut ningnién (mingnian) nfngtién (ningts@n) nfngzi niiqin Module & Unit (question marker) momma, mom, mother ‘to be slow not, not to have America, United States U.S. International Communica tions Agency U.S. State Department Bank of America not to be married younger sister not to have; there isn't/aren't plural suffix Monterey next year ‘tomorrow given name mother thet, ‘that (one) where Not at all! there to be difficult boy boyfriend where there (question marker) whien which that. which country which year whieh day there you year ‘age, years old every year to study to study you (plural) you (polite) 206 a ane PPP Reo Peers s ated PPYRPYKD rep 2 TaD 2, CE 2 TaD 2wat YS Ngit YS zhdu ner nijnfizi nffsht abténgzht péngyou padi at aiénnién (qi6nnian) qigntian (qiéntian) qingehu @ngato qingwén ylis (afytie) qihids (anien) rén RtbEn Rivén réngyi sin SAnyil8 (sanyte) Shinding shangge shangge xIngat shingge ys snangnki shiing 3 shoxiio shéi shéng shéngyin (shéngyin) shénme shénme at fang Modul New York New York State daughter girl Ms., Mise; leay (femele) Comrade friend waterfall, seven the year before last the day before yesterday to be clear ngdo (a city in Shanding province) May I ask... suly to go lest year person Japan Japanese language to be easy three March Shinddng (a province of China) last, previous (1.e., last month, shingge yli8) lest week last month Shanghki to begin class, to ettend class najor (military title) wno to be born voice, sound, noise what where, what place 207 Unit gprpares BOER BOOS 3 2 &shénme shfhou shi shh sht shtbing shide shi...-de snfaryt (snférytie) shiguan shfhou SntyTyte (Shfyfytte) snfyde (Snfyte shit shud shud shud shudcud st styd® (stytle) sufshu(r) ta tat tAitat ‘Thdwin Yinhfng ‘tamen ating tian t1antiin ting téngzht WRLj1a0 Xuéyllan waiztrh wi atint aw’i wen wants wénxtlé id wi Wiguiinend Ways? (Wiytle) when, what time ten to be yes, that's so enlisted man yes, that's so (focus construction) December sergeant, time November October book to say, to speak to speak a language to say that... ‘to speak/say incorrectly four April year (of age) age he, she, it 200, excessive Mrs., wife Bonk’ of Taiwan they cless period aay every day to listen comrade Foreign Service Institute maternal grandfather Raternal grandmother (polite counter for people) to ask (for information) question, problem literature I, me five Defense Attache's Office May 208 Module & Unit bron ey are 2.5, aT ce 2.7 2.7 cE mo 1 25, ge PPP PPYERPgE 2 5 rep 1 Te 1 TeD 1 8xidge xidge xingat xiage yilé xid ke xiing xifnsheng xin2li xiK0JiE (xidosie) ae xidxie xing xingal xingaiJ¥, Xinggitian Wngaiyt xiSngal, xdngad jim’i xis xigshEng (xtlésheng) wéxt (xtiéxt) yé yt yfet yhastin(atan) (ytai&ar) yige rén yihlo (yIndo) yijing (yfJing) YEit__nén Yinggud ({ingguo) ying le Yingwén yinhéing yisi YIyts (vty) (-yue) yu yOuzhingjf yi next (i.e., next month, xiage ye) next week next month to end class to think that; to want to, would like to Me, sir now Miss to write ‘thank you to be surnaned week what day of the week Sunday Monday brothers brothers and sisters to study student to study, to learn (PRC) also one once, one time a little singly, alone the first day of the month already the year 19 ‘England won English lenguage bank meaning January to have; there is/are post office month 209 Module & UnitzhBige zhBige yl zh’Li zhSngzhixté aher ant zhTdao ZhBnggud (zndngguo) Zhéngguo hub Zhdnewén, zhi Bu, zisd tint 2nd aud sht audtiin (2uétian) again to be in/at/on in/at/on (prepositional verb) Good morning. how this this (one) this this this month here political science here only to know China Chinese (spoken) language Chinese language to stay, to live character (of Chinese writing) to leave paternal grandfather paternal grandmother to do, to make to work yesterday 210