INTERMEDIATE CHINESE: A GRAMMAR AND WORKBOOK ‘No existing book of its kind can compete with this une.’ (Dr Qian Kan, Cambridge University) Autermediaw Chinese is designed tor students who have some knowledge of the language. Each of the 24 units deals with a particular grammatical point and provides associated exescises. Features include: + clear, accessible format * many useful language examples + jargon-free grammar explanations + ample dritls and exercises + full key to exercises All Chinese entries are presented in both piryin romanisation and Chinese characters. They are accompanied, in most cases. by English translations to facifitate self-tuition in both the spoken and written language. Iuttermediate Chinese is also ideal for classtoom use. Intermediaie Chinese, togethet with ils sister volume, Basic Chinese, forms a compendium of the essentials of Chinese syntaa. The two books form an integrated set but both may be regarded as self-contained. gis Lecturer in Chinese Studies at the University of Lecds aad gion is Emeritus Professor of East Asian Studies and formet head of the Bust Asian Studies Department at the University of Leeds. They are the authors of Chinese: An Essential Grammar (1996), and Basic Chinese: A Granmar and Workbook (1998).Titles of related interest published by Routledge: Basic Chinese: A Grammar and Workbook by Yip Po-Ching and Don Rimmington intermediate Chinese: A Grammar and Workbook by Yip Po-Ching and Don Rimmingtcn Chinese: An Essential Grammar by Yip Po-Ching and Don Rimmington Colloguial Chinese: A Complete Language Course by Kan Qian Colloquia! Chinese CD-ROM by Kan Qian Colloquia! Chinese (Reprint of the first edition} by Ping-Cheng Tung and David E. Pollard The Chinese Lexicon by Yip Po-Ching Basic Cantonese: A Grammar and Workbook by Virginia Yip and Stephen Matlhews intermediate Cantonese: A Grammar and Workbook by Virginia Yip and Stephen Matthews Cantonese: A Comprehensive Grammar by Stephen Matihews and Virginia Yip Coiloquial Cantonese: A Complete Language Course by Keith S. T. Tong and Gregory James.INTERMEDIATE CHINESE: A GRAMMAR AND WORKBOOK Yip Po-Ching and Don Rimmington with Zhang Xiaoming and Rachel Henson CLE ee my vA London and New YorkFirst published 1998 by Roulledge 1H. New Fetter Lane, London ECAP 4EE Simultaneously published in the USA ancl Canada by Routledge 29 West 35th Street, New York, NY 1000) Reprinted in 1999, 2000 Routledge is an imprint of the Taylor & Prancis Group © 1998 Yip Po-Ching and Don Rimmington Typeset in Times by Graphicraft Limited, Hong Kong Printed and bound in Great Britain by TY International Lid, Padstow, Cornwall All rights reserved, No part of this book may be reprinted of reproduced or utilised in any form or by any electronic, mechanical, or ather means, now known or hercafter invented, including photocopying and recording, or in any information storage or fetrieval system, without permission ia writing ftom the publishers. British Libvary Catatoguing in Publication Data A calalogue record for this book is avaitable from the British Library Library of Congress Caraloguing in Pubtication Dara Yip, Po-Ching, 1935— Intermediate Chinese: a grammar and workbook / Yip Po-Ching and Don Rimmington, Pp. cm. + (Routledge grammars) Includes index. ISBN 0-415-16038-3 (alk. papen. — ISBN 0-415-16039-1 (pbk. alk. paper) 1. Chinese language—Grammar. 2. Chinese language—Syntax. 3. Chinese language—Textbooks tor foseign speakers—English. 1. Rimmington, Don. Il, Title, UL. Series PLIUIN. ¥564 1998 495.182421—de2 1 9749486 cr ISBN 0-415-16038—3 (hbk) ISBN 0-415-16039-1 (phk)CONTENTS 10 i 12 Introduction The jt! ba structure The Wi bai structure Dative constructions with direct and indirect objects Causative constructions Serial constructions Existence sentences Subject-predicate and topic-comment sentences Sentence particle 7 le Abbreviated sentences Rhetorical questions Conjunctions and conjunctives linking clauses in compound sentences (1) Conjunctions and conjunctives linking clauses in compound sentences (2) Conjunetions linking words or phrases (summary) Attributives (summary) 25 30 36 43 S1 58 65 2B 80 87vi Contents 15 Adverbials (summary) 96 16 fi de, f$ de, 1 de (summary) 103 17 ‘Every’, ‘each" — & méi, # gé and indefinite pronouns qi] 18 Comparisons with Lt bi and #7 méiyéu (summary) 118 19 Various uses of # yOu (summary) 127 20 Idiomatic uses of ki shi (summary) 134 21. The aspect marker J le (summary) 144 22 The aspect markers # zhe, (IE) ¢ (zhéng)zAi and it guo (summary) 152 23. The idiomatic uses of K# lai zhe, “bei, HK ma, 27 ba le, 4 me and tf ba 160 24 The idiomatic uses of 38 ne 165 25 Onomatopocia and interjecuon 170 Key to exercises 176INTRODUCTION ‘This book is a sequel to its companion volume Basic Chinese: A Grammar and Workbook and is likewise designed to assist learners of Mandarin or Modern Standard Chinese, which is the language spoken by close’ on 70 per cent of the people in China. It presents the more complex features of Chinese syntax in an easily accessible reference-and-practice format. We hope it will be of help to students of the Chinese language at intermediate and advanced levels, and we envisage that it will be suitable for classroom use and, in particular. for independent study, as well as for reference purposes. The book is divided into 25 units. Firstly it introduces a number of intncate linguistic structures, which are characteristic elements in the Chinese language, and then it goes on to provide in-depth reviews and analyses of basic grammatical patterns in variant and more complex forms. Each unit deals with an individual language category or structure, and pro- vides follow-up exercises for immediate reinforcement. A key to the exercises is given at the end of the book. Readers may wish to consult the units separately or work progressively through the book, but we suggest that, when going through a particular unit, they attempt all the exercises in it, before consulting the key. Practical, functional vocabulary is used in the grammatical explanations and exercises, and overall provides an extensive range of frequently oceurring terms and expressions. All illustrative examples throughout the book are given in Chinese script and pinyin romanisation* with English translations. Students looking for guidance on more clementary grammatical structurcs should refer to Basic Chinese: A Grammar and Workbook. ‘The preparation of the book received financial assistance from the University of Leeds Academic Development Fund. Two Research Assistants, Ms Zhang Xiaoming and Ms Rachel Henson carried out much of the important work of assembling the illustrative material. The project could also not have been com- pleted without the painstaking efforts of Ms Li Quzhen, who closely monitored the Vocabulary progression and proof-read the text. Any errors or omissions are, of course, the fault of the authors. * Nolte: We have used ‘a’ rather than ‘o*, which is the standard form in pinyin romanisation.UNIT ONE The #2 ba structure A. The +f bi structure, which is unique to the Chinese language, has the effect of shifting the object of the verb in the sentence to a pre-verbal position. It is used most often. with action verbs, The sentence: {78 THT > ta dé po Je nd/nai ge belzi “He broke that cup.*, for example, may also be expressed as: {KSEE MOPITRT + ta ba nd/udi ge beizd di po le. There are two important niles concerning the use of #2 ba: (1) The object must be of definite reference, In our example, the object KF na/néi ge béizi is of definite reference. One cannot say: “HEME FTHET « ta BS yi ge beizi da pd le because © -(-4P-F yl ge beizi is of indefinite reference. (2) The verb mnst incorporate a complement. In our example, the verb 47 da is complemented by & pi, without which the sentence would sound incomplete. One cannot say: MEARE HE TAT - ta ba na/ndi ge beizi da B There are various kinds of complements. In the examples given below, the complement in each case is shown in round brackets: (1) Resnit complements. These are either adjectives or verbs, which indicate the outcome of an action. # pd ahove is an example of a verbal result comple- ment. (See also Basic Chinese, Unit 22.) STREET © siji bA qicbé xa hio le (47 ho} The driver repaired his car.2 Uniti AIOE RUF iT © xuésheng ba héiban ca ganjing le (+7 ganjing) ‘The student cleaned the blackboard. HEU RES TET © ta bi nd/ndi pidn wénzhdng xié win le (5¢ wan) He bas finished writing that essay. HES ATIF T © ta ba chuanghu dou da kai le (+ kal) She opened all the windows. #5012 ELIE T « didi ba didinshiji nong huai fe (2% huai) My younger brother broke the television set. A GACMLERFEIET © xido mao ba ditdn nong zdng le (it zang) The kitten has made the carpet dirty. Note: It can be seen from the above examples that the particle / le, which usvally signifies a changed siate, is naturally associated with these result complements. If the verb used in the 4! iM structure, apart from indicating an action, alsa possesses an inherent notion of result, Je by itself may be sufficient 10 function 8 the complement: eee eM ITT «1 bd chusnghu dou kai le ‘She opened ali the windows. {WHILCIX ¢ > tamen ba mén guan le They closed the door. (2) Location complements using ‘1: 2&i phrases. (See Basic Chinese, Unit 21.) FURR 1 © wé ba huar gua zai qidng shang (42... [ zai... shang) L hung the picture on the wall. POPS RYE) LAB LE TERE © mama ba huar cha 24) huaping Ui (7... zai... tiy Mother put the flowers in the vase. RIDES BCE: Fo meimei ba yasuiqién fang zai zhéntow xia (72... F zai... xia) (My) younger sister put her new-year tucky money under (her) pillow. (3) Direction indicators as complements. (See Basic Chinese, Unit 21.) PER RBARELET © wo bi yifu fing hui yigui li git le (G1... © hui... qa) E put the clothes back into the wardrobe.Unit1 3 PSL ELT ¢ baba ba qidn cén jin yinhang fi qa te (HE... #¢ jin... qi) Father put the money in the bank. HERE RARSET « 2 ba ché dun shang Iu lai le CE... 58 shang... lai) She carried the tca upstairs. (4) Duration and frequency complements. (See Basic Chinese, Unit 14.) FUMIE FT PRI wo bi kéwén fxd te ing bidn (73H Hing bidm frequency complement) Trevised the text twice. BEBO T — Py © chiishT b4 ji ko le yi ge xidosht (—T)8s yT ge xidoshi duration complement) The cook roasted the chicken for an hour. HIE RUT —T ° wo ba téufa shi le yixia (— F yixia brief duration compiement) I gave my hair a brush. Note: Brief duration may also be expressed by repeating the verb: AUDARETT HE wo ba toufa shi le shi f gave my hair a brush, (5) a chéng/{F zud ‘treat . . . as’, ‘regard .. . as’ as complements. EEA MRA CMR > ta ba xuésheng dang chéng zifi de hdizi (st chéng . . .) He treated his students as his own children, ATAU TE AEE © tamen b& zhé/zhéi zhong jit jido 200 mdotai jid (/F 20d...) They call this kind of liquor ‘Maotai’. PPR CU Te GRE RE © tudjia ba ziji de zudpin Fanyi chéng yingwén (1, chéng ...) ‘The anthor translated his/her own works into English. (6) 4 gbi “give to" as complement: DATARS RGIS Fe © ayi ba navnéi ping xiéngshul song géi ws (4 gai...) (My) aunt gave me that bottle of perfurne.4 Unit 1 CEE RIES > qing ni b& zhé/chéi feng xin jido géi ni baba (4 efi...) Please pass this letter to your father. @) The manner/resultamt state i de phrasefclause as a complement. (See also Basic Chinese, Unit 22.) (a} Phrase: BATHS REBAR Lo lifashi bi didi de téufa jidn de tai duan te (4 de...) The barber cut (my) younger brother's hair too short. {HAS ES TB AEE ta bd zhd/zhel ge wenti jidshi de qinggingchichu (7 de...) He explained this problem extremely clearly. (6) Clause: ta bi zh¥/zhdi jidn shiging bin de dajia dou manyi (4 de...) She dealt with the problem to the satisfaction of everybody. C In imperative sentences, 7 le and # zhe may sometimes be used as com- plements for a #2 ba structure to indicate completion or continuation of the verb in question: HHERRICT > qing ba dangao chile Please finish the cake, ITZ AREA + qing ba wo de dayi nd zhe Please hold my coat, D When the negators % (4) méi(yéu) ‘did not’, ‘have not’ (used in statc- ments} and %/ bié or *# bd yao ‘do not’ (used in imperatives} occur with 4 ba, they are always placed before #2 ba in the sentence: (Oi SIUIB-ERL bo ta méiyou ba maozi dbi shang He didn’t put his hat on BISARCVREUELT « bié ba wo de dongxi gao Juan le Don't mess up my things The ?8 ba structure nsually expresses an action which has already been realised, and the negator (as above) is likely to be # (44) mél(yOu). However, ® bi may be used with it, where a condition is stated:Unit 1 5 ARON BCEIR : REEL + BMS TTIL miigqin dui hiiizi shud: nf ba ba jidk® chun shiing, bié chi qit winr Mother said to her child: ‘If you don’t put on your jacket, you mustn’t (tit, don't) go out and play.’ E Modal verbs always precede the #2 ba structure: {rh PEF TS > ni bixa ba wizi shoushi ganjing ‘You must tidy up the coom. RT ASI © mtimei bd kén bA wénjd hudn g&i jidjie The younger sister was not willing to retumn the toy to the elder sister F Coverbal phrases and adverbials of manner generally precede 2 ba. They may, however, follow the #4 b& phrase, where emphasis is on them: WEAR PE PRR RRA > 14 yong daozi b4 ningméng qié chéng yi pian pian She cut the lemon into slices with a knifc. less usual: HR Re ta ba ningméng yong daozi qi chéng yi pian pian She cut the lemon into slices with a knife, Similarly: AMEE MLIBR PGT © ta qingging de ba dongxi fang xia He put the things down quietly. less usual: (HHEIRPUSASHa AT © ta ba dOngxi qingging de fang xia He put the things down quietly. G Generally speaking, #2 ba constructions indicate ‘intentional manipulation’ as most of the above examples show. Occasionally, however, a #€ bA construction may also indicate ‘unintentional intervention’ or the result of it, For example: GEE TALT © méimei bi qunzi nong zang le My younger sister dirtied her skirt. #83 Cf) EMRE © didi méi(yéu) ba dianndo gio huai My younger brother did not break the computer. Note: 1 edo and jt ndng both meaning ‘handle’ are often used in association with complements indicating undesirable results6 Unit Exercise 1.1 Rewrite the following sentences using the #f! ba structure: ARIUS BOS ° xidohdir da pd le bolichuang, ‘The chitd broke the window AMT? — [ka ¢ xido héng sha le yixid tufa Xiao Hong gave his hair a brush. WIEBAF > qing chi zhé/zhéi xié yao Please lake this medicine. 4 ART IM 7 BER © 4 edng yinhsng Hi qu chi le a’/ndi bi qidn Mi She took the money out of the bank. S RP RAS URE Sa « zh2/zhai ge wenli Ldoshi jiéshi de hém qingchu The teacher explained the problem very clearly. 6 SMARTER EBT © aide yifu wé fang zai yigui li le T put your clothes in the wardrobe. x w Exercise 1.2 Make {@ ba sentences using the words and phrases below und translate the resulting sentences into English: 2X jidngy) £2 fa gai Yi Mhoshi £4 xnésheng 2 AT Nile HIR yifu ft 12 3 FP beshi 1245 di gti GH yaopian WA bingrén 4 BERET lid zhi le 7k wo FAR: yoshi 5 Avi xidotou Bx jingchd MET zhua zhi le 6 fH T xd hbo je afl sit AF qiché Exercise 1.3 The following Chinese sentences all contain errors. Make the necessary correction in each case: 1 UVRREATT + xidohsi ba béizi did The child broke the cup. 2 €4ERS + > liosht bs shit zai zhudzi shang The teacher put the books on the table. 3 RARE DAI'S5e + wo ba xin bind xié win I must finish writing the letter.Uniti 7 4 WIBES Ha BAT © ta bs shitou dao hai li qi rang ke She threw the stone into the sea. 5 STS > chashi ba ji shi/shdu le ‘The cook roasted the chicken. 6 OSH XT > qing bi né hio budchépido Please keep your train ticket safe. (fit. Please hold on to your train ticket. 7 NET ERUET © xido HbA yi ge pinggud chi le Xiao Li bas eaten an apple. 8 MBiBAEIACT ° ti bd shéngci jile She remembered all the new words. 9 PHC. © hishi bi mén méi guan shang The nurse didn’t shut the door. 10 HEA BT HAs ging bd zhé/zhei jian shi bi: yao gansu ta Please don’t tell him about this. Exercise 1.4 Complete the Chinese sentences below with the appropriate complement in each case: HM A : ta ba qiché ting cheka She parked the car in the garage. eRBILAT — huajiang ba huar jido le The gardener watered the flowers twice. SARA __J + Medayé ba cha dou he The old man drank all the tea. NACE xiiohudzi G péngyou bi cai mai Te (direction) The young man came back with the food he had bought for his friend. (location) n (frequency) w le (result) - Te 5S BRL Re 8 ° néahair ba xiao didi béi Coeation) The boy carried his fittle brother on his back. 6 EAE hay -~——- ——* léodanidng ba xido giniang dang The old woman treated the little girl as her own daughter. 7 Sie Ty A. . kuaifi ba qian shi le —___/ (brief duration} The cashier counted the money. 8 PRAT ¢ j)____—__» chiisbi bi cai zhi le ‘ ) ——— (duration) It took the chef half an hour to prepare the dish.8 Unit 1 Exercise 1.5 Translate the following into Chinese, using the #2 ba construction: 1 Don’t forget (your) keys. 2 He put the book back on the shelf. 3 don’t want to mix up my things with yours. 4 He also looked on me as a friend. 5 They made (3 néng) me furious. 6 Tread her application five times. 7 He wrote the letter very long 8 Would you like to leave your bag here? Exercise 1.6 Rewnte the following Chinese sentences as #@ ba constructions, adding an appro~ priate adjective or verb complement (together with J He in each case) to match the English: EXAMPLE: WA CREP > qingjiégong ma chuanghu The cleaners wiped the windows (clean). Answer: iT LAER Y © qingjiéging ba chudnghu ma ganjing le 1 Gv > haba xi qiché Father washed the car. 2 $8157 > mama liang yifu Mother hung out the clothes to dry. 3 BEEBA> yishéng yi bingrén The doctor cured the palient, 4 WAIVE ER > xidie mao zhua/dai Joshi ‘The kitten caught the mouse. 5 WAH © we péngyou zha fan My friend cooked the meal. 6 BRERA mtimei jit sha (My) younger sister borrowed the books. 7 @b SS ° mishi ji xin ‘The secretary posted the letter. 8 TBA © xiho pénhsi cd pixié The litle boy brushed (his) leather shoes.UNIT TWO The # béi structure A The # bai structure in Chinese is similar to the passive voice in English. However, English passive voice sentences are commonly rendered in Chinese as topic-comment sentences. (For further discussion of topic-comment stroc- tures, see Unit 7,): SQNESET > cai chi wan le The food has been eaten. SEITE T © jidoshi disso ganjing le The classroom has been swept clean, Note! As a general mule, verbs followed by complements of result (c.g. #% cht ‘eat’ + 3 wim “to a finish’, 745 sao ‘sweep’ + [2% gamjing ‘tl clean’, etc.) tend to be associated with the sentence panicle T le. (See Uni:s { and 8.) The % bei structure comes into play (1) when an ‘agent’ is introduced into the sentence or (2) the speaker adopts a narrative stance and describes how some- thing has happened: (2) 8% bai with an agent: MBE se T° cai bei wo chi wan le The food was finished by me. (#& w6 - the ‘agent’) PEBEAOITHTAT + jidoshi bai xuéshengmen dasdo ganjing le The classroom was swept clean by the students. (*‘E xuésheng — the “agent’) (2) #4 bai in a narrative sentence: SRMUEET ° cai béi chi wan le The food was eaten (by someone).10° Unit 2 WRWITATST © jiaoshi di disdo ganjing le The classroom was swept clean (by somcone). Note: in the sentence 87¢36'f edi chi wan le, the speaker takes a commentative slance, observing that the foad has been finished and there is aone lefl. By contrast, in dic sertence THC T obi bel chi wan le. the speaker adopts a narretive stance, and is saying what has happened 10 the food, i, it has been eaten by somebody. B The verb in a # bai sentence, as in a 4 ba sentence (sce Unit 1), shoutd always be fottowed by @ complement: ALB BIE f dianshiji béi didi nong huai le (7 huai result complement) The TV set was damaged by (my) younger brother. BP MRT T° chudnghu dou bei dé kai fe (4 kai result complement) All the windows had been opened. ACME © qin bi céing zi chouti Mi (¢ ... 4 2b. Ti location complement) The moncy was kept in a drawer. MEE Fe xiio mao bai baba bao zai hudi li (7... zai... . Ii location complement) Father held the kitten in his arms. (Jit. The kitten was held in his arms by Father.) LVR —TRRN FETT + liwa bai zbuang fin yi g® plaoliang de hézi li qu le (vt... # fim... gd direction complement) The gift was put into an attractive box. PREMNTH Lng béi gin cha cinzi gi (4... & cha... gia direction complement) The wolf was driven away from the village. SHAR BALE T JLek ta bai baba piping le ji ci (JL2k ji ei frequency complement) She was reprimanded several times by her father. BAGAT fanrén bai guan le san nign (= san nidn duration complement) The criminal was imprisoned for three years.Unit2 11 SRA LAR PEEL A + zhé/abdi zhong hudr bai jido zud xiandai hud (fF ud... as complement) This style of painting is called Modem Art. BP FED RAE A zhé/zhéi ge pidnzi bed wd dang chéng ho rén (id chéng . . . as complement) This cheat was taken by me to he an honest person. SRR AT ° toufa béi jidn de ti dud le (manner/resultant state de phrase as complement) Hissher hait was (cut) too short. SUTIN ZEA BALI T° ta bai yib lin de yifu dou shi tou le (#3 de clause as complement) She was soaked to the skin by the rain. (it, She was drenched so much by the rain that her clothes were all soaked.) Note: It can be seen fromm the bast two examples Uhat adjectival complements modified by degree adverbs % tal ‘Loo’ or degree complement 3 tou ‘through and through’, elc. generally require the use of sentence paricle le. C In spoken Chinese or in colloquial writing, # bei is often replaced by ik ring or 4] jido, but only if an agent is involved. In these cases 4 géi may also be used directly before the verb: ZUR G8) SRT © yilu ring héizi (edi) nong zing le The child made his/her clothes dirty. ABSSUU We A) MET © qidngdae jido jingché (géi) zhud zhi le ‘The robber was arrested by the police. Note that 2% bei docs not usually go with #/ gti: ‘One does not say: AU MEATRE (44) BULET qidngdao bai jingchs (g8i) zhaa zhi le (o translate “The robber was asrested by the police’. 1n addition, in colloquial speech, 2 gil itself may be used 10 replace ot bai in sentences where the agent is not specified: GSMS 7 - qiimgddo géi ahaa zhi Le The robber was caught, D it should also be noted that the 34 béi structure is often used to narrate an unpleasant event: ft'R& ES 7-H > ta bei baba ma le yi din He was told off by his father.12 Unit 2 SIE pML FSSe TEL 18 raimg [doshi piping de ki le qilai She was criticised so much by the teacher that she began to cry, JERR") tA (28) FTE > hudping jiao xido wo (géi) da pd le ‘The vase was broken by Xiao Wu. E The if bet construction, being a narrative sentence about something that has happencd. is always negated by # (#) méi(yéu), which is placed immediately before * bei. [n a negative HK bei sentence, T le, of course, is not present after the complement: ZOUBLE CC) WATE © yifu méi(you) bel yii lin shr The clothes were not (made) wet by the rain. ARBRE CA) PEUABEtH > xitio nlhdi méi(ydu) bei hud shao shang ‘The little girl was not burt by the fire. F Adverbials of manner or location in #4 béi sentences may precede either # bei or the verb. In the latter case, the adverbial becomes more emphatic: yueliang manman de bai yi pilin woydn zhé zhd le The moon was slowly covered by a patch of black clouds. MCI AMAT ILE HB) AU SLILAR Fa © ni/nei xié tidopi de hdizi rang xiaozhing (g&i) hénhén de piping le yi dim ‘Those naughty children were severely criticised by the head teacher. AVECABATI DSA TUNER BRT HHS © xido nuhéi bei xigofdng duiyudn céng wozi li jit le chalai ‘The little girl was rescued from the house by the firemen. Note 1: However, monosyllabic referential adverbs like f. dow ‘all’, ‘both’ fl ‘only’, “then’, ete, must always precede * bei: a ‘then’, ‘soon, 7 ECP Herne a HE) GL C= abéng x14 de fincai dou hii (chuishi) dio dido le All the food that was left over war thrown away (by the cook) Nole 2: A numbor of examples given inthis unit show that complements of direction, frequency and duraiion can in a aarrative tonc follow verbs marked by the aspect marker "le (c.g. 9278.4 kit ke ili ‘stared 10 sy'/‘weep’, # J H5:% jt Je chalél "be rescued fom Ghe house)". £57 dita “told {somebody) off severely’, DLSFT Mk piping ke jf ck ‘reprimanded several times’. 3° 23 guan le san nidn ‘imprisoned for three years"). However. verbs taking complements of result cannot be interrupted by the aspect maret le, which has to come after the complement. In this sittation it therefore often coincides with the sentence particle 7 Ne at the end of the sentence (e.g. 41487 a pa le "he broken’, #21 ¢ dito dio le “be thrown away’, etc.)Unit2 13 Exercise 2.1 Rewrite the following Chinese sentences using the #{ bai structure: 1 AR/UME PHT > xiohdir ba chuanghu da po le The child broke the window 2 AMAT SUB T LAK > ta céng yinhéng li ba qidn git le chalai She took the money out of the bank. 3 SeaIMIME T © jingehd dangchang ba xidotdu zhua zhi le The police caught the thief on the spot. 4 AUER T > sijt ba qiche xia bdo le The driver mended the car 5 BAVGESEIAT > clnishi ba ji ko sbi/shdu le The cook roasted the chicken. 6 MAIER SADT » lifashi ba (4 de t6ufa jidn de tai duan Ie The barber cut his hair too short. Exercise 2.2 Fonm #f bai sentences using the words and phrases given below and then trans- late the sentences into English: 1 #8 ta NET chi le ETE na/ndi gé pinggud 2 {% wO $58 yaoshi t¢7)7 zhao dao le 3 AST piping le HAC)L wo nil’r oq Moshi -4f yt dan 4 tH ta HIT zhudng dio le -—# kiché 5 24% Woban fa. 6 Mf xidotou Heit Exercise 2.3 There are mistakes in all the Chinese sentences below. Supply the correct ver sion in each case: 1 REBEL AAA © wo yao de sha béi rén jit The book I wanted has been borrowed by someone else. 2 BERRI 2806; > dangao Jiao xido Ii chi The cake was eaten by Xiao Li. 3 AARNE o dajia héi ta shud de xiio She made everybody laugh with what she said. 4 SALAMA > Maoshii rang mao géi dai The mouse was caught by the cat.14 Unit2 S phn] ETRE © ta jiko zixingehe géi zhuing She was knocked over by a bike. 6 PM MARASUNT « zhi/ehdi ge fihua dajia gai qiixiae le Everyone decided we should cancel this plan. (ii. This plan was cancelled by everyone.) 7 HORT YS Litre) + Wi bai sain Moshi dang ziji de ni’ér She was treated by Sun the teacher as his/her own daughter. 8 TAREE © zhd/zhai ge wenti De Moshi jiéshi ‘The problem was explained very clearly by the teacher. 9 7ULHURYEMLT © huar bai cha huaping Ii le The flowers were put in a vase. 10 (ALAA © xingli dow rang hudebe géi yan The luggage was all taken by train. Exercise 2.4 Translate the following into Chinese, using the } béi structure: 1 Our supper was eaten by the cat. 2 The keys were forgotten by the driver. 3. Lwas told off by the teacher. 4 The child was knocked down by a bus. 5 I was treated by him like his own son. 6 The door was kicked open by the police. 7 The bicycle was damaged by the thief. 8 Her book was hidden behind the cupboard. 9 The fence was blown over by the wind. 10 I was made so angry by him that I could not speak. (* qi ‘make angry’)UNIT THREE Dative constructions with direct and indirect objects A In Chinese, verbs like # géi ‘give’, % sdng ‘give as a present’, fH jie ‘borrow’ ‘lend’, #£ hudn ‘give back’/‘retwm’ and Gy péi ‘compensate’/‘pay for’ entail the use of a direct and an indirect object, thereby forming a dative sentence: fpsaith—R7E © ta pei ta yi sho hua (RTE yi sha hua direct object, # ta indirect object) He gave her a bunch of flowers. HiGLIR—AL + péngyou sdng we yi ping jia (#08 yl ping jd direct object, 3% wé indirect object) My friend gave me a boule of wine as a present. 428 YBBR © ta jie le tashiguan yi pi sha (#45 yl pl shu direct object, 1518 tishOguan indirect object) He borrowed a number of books from the library. shir S'1—dkwv © ta hudn le women yi zhang youpiao (—3KAB# yl zhiing yéupido direct object, 42(7] women indirect object) She retumed a stamp to us. (BML T Wt}—-2E2409 > bdoxian gongst péi le tamen yf bi qién ma (C228 yi bi gitin direct object, #4] tamen indirect object) Did the insurance company give them a sum of money in compensation? HS (A) AH ZIRPG o wo méi(ydu) qian t4 shénme dongxi I did not owe him anything. Note: The verbs 12 song. if hun and 4: péi may be suffixed by '7 gel without any change in meaning: TsCRE RHE * pemgyou sdng ei wo yI ping fil My friend gave me a bottle of wine as a present #8492 RAT bude géi women yi chang youpiio She retumed a stamp to us.16 Unit 3 (RRA NTA HRIT- RRUS S bdexiam gongs! pel géi dimen yi bi gidm ma Did the insurance company give thera a sum of money it. compensation? Note: The verb ff jI2 usually means “to borrow", but when suffixed with 1 gil, it means "to lend’ ALSTOM th HS wo Ling bang glin He borrowed two pounds from me, Mareen « ta fle wet wi ling bang qidn He lert me twa pounds B Many verbs may be suffixed by #% géi to produce dative (two-object) construction: SB MBAS —St1s > youdiyudn di géi wo yi feng xin ‘The post(wo)man handed me a letter. sO RAKSHA © t4 fi gai al yl zhang mingxinpian She sent you a postcard, RRB -BB E> fangdong zi gei wo yi tao fangjian The landlady tet a flat to me. ANESASSUL PEF © xidlofan mai géi we ban jin lizi The pedar sold me half @ catty of plums. Hse se ae ElD—KRF © td jido géi li laoshi yi zhang tidozi She handed a note to teacher Li. SHTAAF MLAS RH © yéye mai géi hdizimen ji hé Wixiangdai Grandfather bought the children several video tapes. AMEE EBU LARA © zhang xiojie zhuan géi wo bio ji hé layindai Miss Zhang passed quite a few cassette tapes on to me BAUR AEA BA ah chén shiishu dii géi wd didi yi bén thongwén zilian Uncle Chen brought my younger brother a Chinese dictionary. C A dative construction with 44 g&i may be expressed as a serial construction {see Unit 5), with the first verb governing the direct object, and the second verb, #4 gel, relating to the indirect object: WAT RTE HE © guanzhéng xian le yi shd hua géi yanyudn The audience presented a bouquet of flowers to the actor.Unit3 17 ‘CNEL Iho lingshiguan fa qianzhéng gti t& The consulate issued him with a visa. D Dative constructions generally involve verbs of physical action, like $3 gel ‘give to’, # di ‘hand to’, %© jie ‘hand to’ /‘submit to’, ¥ huém ‘retum to’, ic. However, verbs like iff gdosu ‘tell’, EM tOngzhi ‘inform’/‘notify’, % jiao ‘teach’ and Mi! jido ‘call’/‘address as’, all of which inyolve some form of com- munication, can also form dative sentences: RARER Hwa: wo péngyou gaosu wé yi ge mimi (684 mil direct object, $4 w indirect object) My friend told me a secret. WMA LEK © mishi tongzhi ta yi jiam shi (15 yi jim shi dircct object, {tt ta indirect object) The secretary notified him about something. Shatihs JLSGA © ta jiao ta nu’ér yingyd GAAS yingys direct object, #421 td nU’ér indirect object) She taught her daughter Engtish. ARUBAE © dajia fido wo lio wang (2 lho wang direct object, #2 w0 indirect object) Everybody calls me Lao Wang. Note: This kind of dative construction cannot incorporate ft gés One cannot say: peda Teta ea ghosu gel wO yl ge mlm) RIG TRASH,» ta ghosu yi ge mime Bel wo (lit in both sentences: She told me a secret.) E Dative constructions may be used in both #@ ba and #% bai sentences: WRAL TSESSH AMSA > yOudiywsn ba mi/ndi feng xn di gel Wo ‘The past(wo)man gave me the letter. SHES MAES tH « bie bi ma/ndi ge mimi ghosu 1a Don’t tell him that secret. PALS MUS — TAT & na/ndi ping ji bai (4 song géi yi ge péngyou le ‘That bottle of wine was given by her to a friend.18 Unit3 Exercise 3.1 Identify the direct and indirect objects in the sentences below: 1 RGKKER— RE wo sing pépgyou yi zhi shoubiio I gave my friend a watch. 2 HESSEN » ta di gi tOngxué yI bai nitindi He passed his coursemate a gtass of milk. 3 BEST > jinglt ji6o get mishil yi pi wénjian The manager gave the secretary a stack of documents. 4 AT RAZ © bingrén jlé le yishéng yi bén zézhi The patient borrowed a magazine from the doctor. 5 HDR) eaeA HHA OT > th ba nd/néi ba (yii)sdn hudn géi ta de Kinja He returmed the umbrella to his neighbour. 6 BHAGAT > Moshi jie pei wo yi ben shit The teacher lent me a book. 7 BATE RR MBE wi de yi pe péngyou gaosu we yi ge mimi One of my friends told me a secret. 8 44 fale —2GIBI > xuésheng wen ldoshi y ‘The student asked the teacher some questions. ié wenti Exercise 3.2 Form dative sentences with the Chinese words and phrases given below: 1 The consulate issued me with a visa. ‘SHG lingshiguin —2ic yi zhang qidazhing 24% gsi wo * MB issue 2. My friend lent me a video tape HR péngyou (#2 jie gei —atSE eH yl pan loxiangdai % wo 3 borrowed an umbrella from him. ECS yi ha (yapsan 1 we th ta HT fit le 4 She brought a pair of sboes for her friend. He péngyou #42 dai géi ~ LEE yi shuang xié 4b @ 5 The driver handed me a ticket. 4K wO FIM siji B22 ch gei — 2k yI chang pido 6 The children gave the queen a bouquet of flowers. &E niwang &F(7 hdizimen —K7 yi shd hua Ay xian gei Exercise 3.3 Complete the Chinese sentences below with ‘verb + #4 géi” as appropriate in each case:Unit3 19 Lk —— Mxk-K2 HE ° wo péngyou yi zhang shéngdankd T seat my friend a Christmas card. 2 ee BE—Taee baba héizi yi gé wanjd The father bought a toy for his child 3 48% —— —___ #1 Aig = linja wémen yi zhi xiao gdu. The neighbour gave us a puppy. 4 Ne shel xigo i ____._ tf de téngxué yt bén zazhi Xiao Li passed a magazine to her classmate. 5 AN RHE > xidofan The pedlar sold me a bottle of wine. 6 td RAHA © jiéjie My elder sister poured out a cup of tea for the guest. 7 Feet Rifle © wang niishi —___ women yi jidm bangéngshi Miss Wang let an office to us. ibe w6 yt ping jis kerén yi bei cha 8 BH TAHA misho méi g? rén yt zhang tongzhi The secretary handed out a notice to everybody 9 frase at wé téngshi wé yi feng xin My colleague passed a letter on to me. 10 tah SATB ER © jidjie meimei liding bing qidn (The) elder sister lent two pounds to (the) younger sister. Exercise 3.4 ‘Translate the following into Chinese: 1 Please lend me two yuan/dollars. 2 My friend borrowed a sweater from me. 3 The students gave a present to the teacher. 4 Don’t call me Old Zhang. 5 I'll give that pen back to you tomorrow. 6 What shall we buy him? 7 Did you pass the dictionary on to him? 8 I didn’t tell them that secret.UNIT FOUR Causative constructions A In Chinese, verbs such as 4 shi ‘cause’/‘imake’ and if rang ‘let'/‘permic’ are used to form causative constructions, in which the object of the first verb (e.g. ff shi or it rang) becomes the notional subject of a second verb: UBL AE > ti ring wa xid ji tidin jia (% wo is the object of if rang and the subject of (#/F xinjia) She let me have a few days off. “FF IS» hati T~-BE- peng de yi sheng | shi ta xia le yi tide (34 ta is the object of {# shi and the subject of HF xia) A crashing noise made her jump. B As well as fi shi and if: rang, other verbs, ranging in meaning from request to coercion, also produce causative constructions: 8 qing ‘ask someone to do something”: SISA EW > wo ging ta kan didnying Tasked her to go te the cinema with me. OY fide ‘tell’/*get someone to do something’: SOIC) WILE MI BAF © ta méi(you) jiao wo qi zhaokan hdizi She didn’t tet! me to look after the child(ren)/babysit for her. @ yao ‘want’/‘require someone to do something’: POR AEH > bushi yo bingrén chi yao ‘The nurse required the patient to take some medicine. ¥) quan “try to persuade’: ASoottiwGH > dajia qui ta jie yan Everybody tried to persuade him to give up smoking JLe27RM}? nda cui té kuai didn gichudng ma Did mother urge her to get up quickly?Unii4 21 7 mingling ‘order’: HEKdH SLE MPK © paizh’ng mingling shibing chéngfeng The platoon leader ordered the soldiers/troops to charge. 3a bi ‘force’: ASBRTAM Xi ski: gidngdao bi yinhang jingli jiao chi ydoshi The robber forced the bank manager to hand over the keys. SSE jinzhi ‘forbid’: SORES £77 > xuéxido jinzhi xuésheng dajia The school forbids the pupils to fight (with one another). StF yoni ‘permit’: SABE BALA « fami yiinxii héizi zhoumd kan dianshi The parents gave the children permission to watch tclevision at weekends. © = The verb 4£ shi or if rang (and sometimes more colloquially, |} jido or its variant #% ji) may also be used with a second verb which is derived from an adjective: SETAE EX © zh’V/zhdi ge xizoxi shi wo hén gaoxing This piece of news made me very happy. fie IE AULA © ta de hu’ shi ta hén néngud Her words made him sad. JLEN WLS éral de xingwéi rang fogin zhAoji The son's behaviour made the fathcr worried. 5X($3E | (or By HAZ > zhe/zhei jian shi jido wo bi an This matter made me feel uneasy/anxious. Note: fing may be used in a similar Way but has a more formal ‘one, particularly when used with A réa *people/one’: SP ABE > ahbfzhal gé sdooxi Ting rén gaoxing “This news was encouraging. (Wi This news made people/one bappy.) S0HRSAAEL+ ta de hua ling rén shiwang Her words were disappointing. (lit. Het words caused peoplesone to be disappointed.) D To negate a causative construction one may make either the first or the second verb negative, depending on the meaning required: (1) Negating the first verb: ALOHA © 14 méi jido nf gi youydng He didn’t tell you to go swimmiug.22 Units ABA ERRS MERE © xddo Bi bi: zhiim wo qi canjia zhé/zhel cA hudddng Xiao Li will not allow me to take part in these activities. WLRIES TA Us bd rang wo ba mén da kai She didn’t let me open the door. (2) Negating the second verb: hal] oSALSSUEK > ta jlo nf bié qu youyong He told you not to go swimming. ARRAS MERE + xido Ff zhiin wd bi canjia zbé/zhéi ci huddong Xiao Li allowed me not to take part in these activities. HUIDERMLC TTA ° ta rang wd bié ba mén dé kai She told me not to open the door. E 4 yéu (sce Basic Chinese, Unit 11) is often used in a pattern similar to the causative structure. Sentences of this type begin either with # you or with a time or location phrase followed by #1 you: WARN you rén zhdo ni There is someone looking for you. RULER © zhér you hudché gi hindin These are trains to London from here. BLATHLASYSTRI © zhoshang you ge péngyou gél ni da dianhud A friend phoned you this moming. Exercise 4.1 Complete the Chinese sentences below selecting an appropriate verb from the list given: ik ring (2 shi 1 qing 1 jido xy quan fe cut bt i> minghng fur jimzhi | SCF yimxd =e fem yo 1 ff) FRIESE + th —__ wo zu zi t@ pdngbian He told me to sit beside him, 2 ShcA 4a wa nll péngyou My girlfriend won't allow me to smoke. wo xiyanUnit4 = 23, w Ma FAM péngyou A friend invited me to dinner. IAAT IRG © yishéng bingrén hadchdo xiaxi The doctor advised the patient to have a good rest. ae HHH > jingli misha da yi feng xin The manager requested the secretary to type a letter. RUF HRS HEGE © zhéngfi, bisha da xiéngmao The govemment forbids the capture and killing of giant pandas. 7 Suz FOE 7 TERIA + lo péngyou — wd wang le na/néi xié bir yukuai de shijian My old friend persuaded me to forget those sad times. Feit BOATERS alle © wang Losht _..__ women gankuai jiao zudyé Wang the teacher urged us to hurry up and hand in our homework. wo qi chifan & a 20 9 BR {bP AL» Bingdong (4 jintian jido chi fangzo ‘The landiord forced him to pay the rent today. 10 S% aT at jingehd qidngdao fing xia qiang The police ordercd the robber to put down the gun. 1 KR FRB ° ging wo shio yixid wo de yijian Please allow me to state my opinion, 12 T#8N —__. ALT ILTE © gongchéngshi wo bang (4 yixiar mang The engineer wanted me to give her a hand. 13 Far OIA © yéye de bing t hén dainxin His grandfather's iHness worried him a lot. 14 a RAE © th ——_ meimei gd xi shou She instructed her younger sister to wash her hands, 15 fhSié RABRT © ta de haa... — wimen dou xiao te What he said made ns all langh. 16 3h RAS! ta zhén She really makes me angry! wo shingqi Exercise 4.2 Rewrite the Chinese sentences below in the negative to match the second Eng- lish translation or translations: 1 SEMPRA > fund yinad haizi chi qidokéli The parents allow their children to eat chocolate. The parents don’t allow their children to eat chocolate,24 -Unit4 2 RTAS PRED» zhd/zhai ge xinoxi shi wd hén ningud This piece of news made me very sad. This piece of news didn’t make me sad at all. 3 (HHA + tA quan wo mai zhé/zhéi shudng xié He urged me to buy this pair of shoes. He urged me not to buy this pair of shoes, BEER IZRAIY © jingli zhiim wo chixi zhé/zhéi ci huiyi ‘The manager allowed me to attend the meeting. The manager allowed me not to attend the meeting. and The manager didn’t allow me to attend the meeting. MURA ¢ 15 jido wo kai deng She told me to turn the light on. She didn’ tell me to tum the light on. and She told me not to tum the light on. 6 HALLE > we rang érzi xué hanya I got my son to learn Chinese. T didn’t let my son lear Chinese. e w Exercise 4.3 Translate the sentences below into Chinese using @ you. 1 There was once a child who lost her way in the forest. (84 céngjing ‘once’, 2F mili ‘lose one’s way’) 2 Who knows you here? 3 Some friends are coming to my place tonight. 4 There is a bus to London going at six o'clock. 5 Someone is waiting for you outside. 6 Is there anyone here who can speak Chinese? Exercise 4.4 Translate the following sentences into Chinese using an appropriate causative verb in each case: 1 The mother told her child to tidy his clothes. 2 My elder sister urged me to get out of bed quickly. 3. My younger brother wanted me to help him repair his computer. 4 I didn’t dare to persuade her not to smoke. 5 She is unwilling to let me go with her. 6 The teacher would not allow the pupils to climb the trees, 7 The coach ordered the players to assembie on the playing field. 8 My elder brother forced me to give him my best toy.UNIT FIVE Serial constructions A A serial construction consists of two or more verbs used in a series, often without any conjunctional devices. The second verb may follow the first verb directly, or the first verb may take an intervening object: HEEICABAE > wo qis mai baozhi I'm going to buy a newspaper. PRiHEEtt+ 4 ? ni zhio ta yio shénme Why are you looking for him? (fit. You look for him want what.) ‘There are various Kinds of serial construction, some of which are discussed below. B_ Sequence. One action is completed before the next one takes place: PFET RORKT © hdizi chi te fan hui After eating, the child went home. (The actions 536 chifin ‘eat’ and 12% Inui jia “go home’ happen one after the other.) que HORST + WLR > HH ABT « tu bai vin feng hao | tié shAng ySupiao | tou jin youténg He sealed the envelope, stuck a stamp on (it) and dropped (it) into the letter box. C Purpose. The sccond action explains the purpose of the first action. The verb expressing the first action is osually either 2 Ii ‘come’ or gis ‘go’ (as in the first example under A): PAAMRRRKE AA péngyoumen tdi wo jia kAnwing wd My friends came to my house to visit me. (The second action, 4% kanwhng ‘visit’, explains the purpose of the first action: 34@R lai wd ji ‘came to my place’,) RIERA > women quan jid qi hai bian dajia The whole family went to the seaside on holiday/to take a holiday.26 Unit 5 More collaquially, 3 [i ‘come’ and & qi ‘go' may be placed at the end of the sentence: HEHE Y ta shang jie gi mai cai le WEIR T o ta shang jie mai cai qi le He has gone out to buy some food. HFK HET © 14 dado cishdguan qi hudn sho le KEAPRAGEBAT © @ dado tishigudn hudn sha qi le ‘She has gone to the library to return her books. TAME AST © gongrén Idi x10! shuiléngtéu le TASER IOET © gongrén xiii shulléngtéu jai le The plumber has come to mend the tap. Note: (2)4 (mé}ydu + noun may be used as the first action in a serial construction where the second sciton expresses parpase: RAUL SH + wo yOu jihul xu hemyd Thave the opportunity to learn Chinese. SREIVTIT PR IFEMY? nt you shijtan jito wd kaiché ma Have you got time to teach me to dive? Ai GALIAES.# © oi ms you liyou zhéme shuo ‘You have no teason to say 1hat/talk like that. RFR AN» ww MMe yOu qin mdi XddDgyaA Thave no money to buy cigarettes. D Snstrument or vehicle. The first action explains the means (the instrument or vehicle) by which the second action is carried out: Plo AM PETIZIR > zhonggud rén yong kuaizi chifan (instrament) Chinese people eat with chopsticks. (The first action, H8i-¢ yong kuaizi ‘using chopsticks’, indicates the instru- ment with which the second action, aif ebifam ‘eat’, is carried out.) ‘AJE.LHE* tit gud hudché shingban (vehicle) He goes to work by train. (The first action, 4: /#. ud huitehé ‘hy train’ (di. sit on train), indicates the means by which the second action, F# shAngban ‘go to work’, takes place.) Note: This consimetion is similar lo the covert stricture In a #8 Ba construction (see Unit 1), the verbal phrase expressing the instrument of veicle should come before the if b phrase. SRNR SHUEY» WO yng xichéng) bi detain xi ganjing le [vacuumed the carpet. (it, cleaned the carpet with the vacuum cleaner.)UnitS 27 One does not usvally say: FREAKING LTO PAT » wa ba ditdm yong xichéngi xi ganjing le to uauslate, ‘I cleaned the carpet with the vacuum cleaner’ E Accompanying circumstances. The first action is marked with 2% zhe indi- cating that it takes place at the same time as the second action (see Basic Chinese, Unit 15}, SSRN Tit: HG ta wo zhe wo de shou shud xitxie Holding my hand, she said, ‘Thank you.’ (The first action, #9 4R4yF wo zhe wo de shou ‘holding my hand’, takes place ar the same time as the second action, 1% shud ‘said’ .) {HARE SSEMELE « ta weixido zhe huidd we de wenti He smiled as he answered my questious. (lit. He smiling answered...) PF LIASUAMENEH T © haizi bao zhe wanjixiéng shui zhdo le The child went to sleep holding the teddy bear in his/her arms. F Negative reinforcement. The second action is a negative expression re- inforcing the meaning expressed by the first action, whieh is usually marked with 7 zhe: See Tine yéye zud zhe bi dong Grandpa sat completely stil/motiontess. (lit. Grandpa was sitting aud did not move.) {The first action, 462 zud zhe ‘sat’/‘sitting’, is reintorced by the second action, #2 bi dang ‘not moving”) S008 BUF PIA © nBinai wo rhe wo de shou bi fang Grandma held my hand firmly in hers. (Jit, Grandma was holding my hand and did not let go.) Exercise 5.1 Form serial construction sentences in Chinese with the words aud phrases given in each case below and then translate the sentences into English 1 (t ta 48 gai SiH nd chil {TF dd kai FUE yigui # wo (PH? yi jian chénshan 2 Kqu TM kanwang 7 maile ZB: ylyuan 4% wo 10937 wo de péngyou ~#78, yi shiv hud 3 iL dai shang $8 4 AUB yanjing Xi wenjidn FF kan28 Units 4 7] mén A bingrén 772 dazhén + hishi 45 bingfang £1 zbu jin oe gel HET tui kai 5 Ra wenti f=] wen % 4) Moshi 44 xuésheng 4 you JL? ji ge 6 #08 xnyho Hi fangen fz wo —£L2% yixié gidn ff fa Exercise 5.2 Complete the following Chinese sentences to match the English translations: 1p ie jingly ______ qi shanghai kaihui The manager went to Shanghai by plane to attend a meeting. 2 fi] —... We timen _______ tanhua They chatted in Chinese. 3. Mii ——_______ ft». xiio mo —________. xi lin The kitten washed its face with its paws (/\F zhuazi) 4 RiN.~—_____ HM women sds. gud bnénghé We crossed the Yellow River by boat. 5 &T)] —_____ iti>_ haizimen ________ shuohua The children stood talking. 6 tebk —____].4e méimei —________ shangxué My younger sister goes to school by bicycle. Exercise 5.3 Translate the following sentences into Chinese using the colloquial format with 3& Ld or 4 qui at the end of the sentence (in some cases followed by Tle): 1 He goes to work by train, 2 We returned home to see our grandma. 3. He will set out for Spain tomorrow. 4 All my friends came to my birthday party. 5. She went off to work. 6 Xiao Liu has come to baby-sit for me. Exercise 5.4 Complete the Chinese sentences below with 4 bir + verb, to match the Engfish translation: 1 SOM —_.« shibingmen zhan zhe The soldicrs stood completely still. 2 BIBS > hdizi zhéng zhe yanjiug _ The child kept his eyes wide open and refused to go to sleep,Unit 5 29 we NR + xdao g’u yao zhe gétou The puppy gripped the bone firmly in its mouth. (el — are ti lid ze yi shuang xin xié He keeps a pair of new shoes he never wears. SUALRRRIE RB — dpe: —_ ta zhi gi shudhua nd zhe yi bei kafei She was so involved in what she was saying that she didn’t drink any of the (cup of) coffee she was holding. (dit, She only paid attention to talking, holding a cup of coffee without drinking.) BASS bingrén ting zhe ‘The invalid lay there without getting up. * as o Exercise 5.5 The Chinese sentences below all contain errors. Rewrite each one to make it a correct translation of the English: 1 RABE AIM RT © wd bd ditin yong xichéngi xi ganjing le T vacuumed the carpet. (lit. I vacuumed the carpet with a vacuum cleaner.) 2 Risa AND > wd shud yingyd met you jihui Lhave no opportunity to speak English. 3 RAMA ER ADB héizimen kan dianying gis dianyingyuan mai pido The children went to the cinema to buy tickets for the film. 4 HENGE TF wd bd mén yong bai youqt qi le yixia I gave the door a coat of white paint. 5 MiIETSHI. chudn xidbud kao maitéu The ship docked to unload its cargo. 6 SURE TI RN EEF ° sbishu 14i bainién dao wo jié dai zhe t& de hdizi Bringing his children with him, ancle came to our place to wish us a happy new year.UNIT SIX Existence sentences A. Sentences expressing existence normally begin with a time or location word (or expression). The most common involve the verb # yu (see Basic Chinese. Unit 11), which follows the time/location word (or expression) and is then itself followed by the relevant noun: WEA LAM > qudtion you yi ching ziqiisai There was a football match yesterday./ Yesterday, there was a football match. AANA > daxué damian you yi jia shadiin There is a bookshop opposite the university Opposite the university there is a bookshop. SLBA © ahér méi you rén There is no one here, (lit, Here there are no people.) & Existence is also conveyed: (1) by verbs marked with % zhe to express an observable or describable situation or (2) by verbs (usually followed by direction indicators) marked by T Je to indicate a completed action which has brought about the appearance (ic. coming into existence) or disappearance (ic. going out of existence) of something or somebody. These sentences foliow the pattern of time or location word (or expression) + verb + noun (see A above), though loca- tion rather than time is the more common reference with verbs marked by # zhe. (1) Verbs with # zhe: TEMA > huayudn |i kai zhe méiguihua There are roses blooming/flowering in the garden. it. In the garden are blooming/fowering roses.) 44 £2 KAA] - qidmg shang gua zhe yi zhang dita ‘There is a map hanging on the wall, lit. On the wall is hanging a map.)Unit6 31 PR Foe HERE © chudng xia fang zhe yi shudng tuoxié There is a pair of slippers under the bed, (lit, Under the bed is placed a pair of slippers.) EAKUAUBX -TEH Mothital miangidn gé zhe yi lén jidan ‘There is a basket of eggs in front of the old lady. (lis. In front of the old Jady is placed a basket of eggs.) BMW L#—RS + wading shang ting zhe yi zhi nido ‘There is a bird on the roof, (fit. On the roof is resting a bird.) (2) Verbs indicating direction of incorporating direction markers followed by Tle TERT > zudtian Iai le liding ge péngyou Two friends came yesterday. (lit, Yesterday came two friends.) RRETITEA > fis li zou ke san ge kéren Three visitots/guests left my house. (dit, House left three visitors/guests.) Ab SET HES > kongzhong fei lai le yi qu nido A flock of birds came flying over. (Jif. In the sky Bew over a flock of birds.) GLY T—AAB- shuimiadn shang yéu lai le yi zhi é A swan came gliding over the water. (/7, On water came swimming a swan.) EA RISHDET IVR A > shing ge xinggi bin zbu fe ling jia rén Two families moved away last week. (lit, Last week moved away two families.) AHR RE TAF ° tishagudn jié 26u le yi wan ct sho Ten thousand volumes have been borrowed from the library. (it, Library have been borrowed ten thousand volumes.} SUS FRET — RAR © shill xi zuan chit le yi zhi singshii lai A squirre] emerged from under the hedge. (lit, (From) under the hedge came/burrowed out a squirrel.) PRLRRTETA oc gudngchdng shang jiji le shi qian rén A few thousand people gathered at the square. ART AAI © tirdn kai li le yi liang da tamkeché Suddenly there came a big tank.