CANTONESE BASIC COURSE VOLUME ONE ELIZABETH LATIMORE BOYLE with the assistance of PAULINE NG DELBRIDGE and others FOREIGN SERVICE INSTITUTE WASHINGTON, D.C. 1970 DEPARTMENT OF STATEFOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by AUGUSTUS A. KOSKI For le by the ‘uprntndent of Dosen, U8. Goverment Printing men "Watngtn, D.C, Sa Prise 8PREFACE Cantonese is the principal language of Kwangtung province in Southeast China, parts of neighboring Kwangsi province, and Hong Kong and Macau on China's south- east periphery. In addition Cantonese is spoken by ethnic Chinese in Vietnom, Cam- bodia, Laos, Singapore and Malaysia, with the number of speakers in Southeast Asia being between 45 and 50 million altogether. Americans of Chinese descent in the U.S. are alnost entirely of Cantonese origin. Among the many dialects of Cantonese, the prestige variety spoken in Canton standard, by definition, and is imitated over a wide area which includes Hong Kong. It is this dialect which is represented in the two-volume FSI Cantonese Basic Course and the related tape recordings. The course, intended to provide a syllabus for an intensive course of about 400 classroom hours in spoken Cantonese, was prepared by Elizabeth Latimore Boyle with special assistance from Pauline Ng Delbridge. The direct costs were bome by the U.S. Office of Education. The Foreign Service Institute sponsored the project and underwrote the indirect costs. The project profited considerobly from the help of Cheong Kwongeyu of the No- tional Taiwan University, who was one of the teachers in the earliest try-out of the course and who subsequently served as advisor on pronunciation and usage. Of addi- tional kelp were the suggestions of Mr. Lung Sing, Cantonese instructor in the Ameri- con Consulate General in Hong Kong, and the critiques of experienced instructors under ir. Liu Ming in Hong Kong. Liu Ming, who is ditector of the Chinese Language Center at New Asia College, also assisted in assembling a staff to voice the tex. Professor John McCoy of Cornell read the manuscript in an early version and made helpful suggestions. Professor James E. Dew of the University of Michigan commented on the first five lessons and contributed two sections of pronunciation drills. Miss Telia Thweatt had a unique sequence of service in the project, participa~ ting first as o student in the try-out of the course in Taipei, then as typist and generalassistant for the present version. Mrs. Lily Lu prepared most of the final typescript. Linda Birkner of the FSI secretarial staff assisted in readying the camera copy for publication. A Cantonese-English glossary appears at the end of each volume, three columns presenting respectively a romanization, the appropriate characters, and the gloss. A fourth colunn indicates where the item first occurs in the text. Thecharacters for Volume | were written by Cheong Kwong-yu, and for Volume Il by George Lin, Can- tonese instructor at FSI.. The U.S. Information Agency cooperated by contributing recording studio time and technical personnel in Hong Kong and Taipei to make the tape recordings which ‘accompany these volumes. N.C. Hon in Hong Kong and Y.T. Yu in Taipei were help- ful both in their patience and in the care with which they made the recordings. The Cantonese voices on the tapes are Pauline Delbridge, Chik Hon-man, Chow Waisming and Lung Yue-ching for the Basic Sentences and the Conversations for Listening. For the Drills, they are Cheong Kwong-yu and Ho Suk-ching, All grew up in Hong Kong with the exception of Miss Ho. Users of the tapes should be aware that Miss Ho, the female voice in all Drills in the FS] recording of this text, portrays a Jew deviations from the textbook standard, Particularly noticeable will be her use of LAT before (727 where (57 is standerd in Canton and Hong Kong. James R. Frith, Dean School of Language Studies Foreign Service Institute ivCANTONESE BASIC COURSE ‘TABLE OF CONTENTS page INTRODUCTION vi SYMBOLS USED IN THE TEXT avi LESSON 1 at LESSON 2 a ‘LESSON 3 56 LESSON 4 82 LESSON 5 20k ‘LESSON 6 127 ‘LESSON 7 asz LESSON 8 188 LESSON 9 200 LESSON 10 222 LESSON 11, aa LESSON 12 265 LESSON 13, 289 LESSON 14 309 LESSON 15 330 APPENDIX 1: CONVERSATIONS FOR LISTENING 350 APPENDIX 2: GRAMMATICAL TNDEX 366 CUMULATIVE VOCABULARY xaCANTONESE BASIC COURSE INTRODUCTION Seope of the text: ‘Thia Cantonese Basic Course is a course in apoken Cantonese. It uses all the basic grammatical structures of the language and a vocabulary of approximately 950 words, ‘The subject aatter of the deals with daily life in Hong Kong. The course was designed to be taught in an intensive language progras of 25-50 class houre ok. Students are expected to spend additional tine outside of class listening to tapes of the 1 course, and the rate of progress in an intensive class is expect to be approximately 2 lessons per week, including time for review and testing. Each lesson contains five sections: I) a Basie Con- versation to be semerized, II) Notes, III) Pattern Drill arills of the type in which the teacher's cue is the stimulus fer the students! response, IV) Conversations for Listening, a listening comprehension section, and V) Say it in Cantonese, English to Cantone practice, much of it in conversational question-answer fora, in which students activate what they have learned in the lesson. The early a nunciation points, and some classroom phrai jone. There are 30 lessons in the structural im addition contain explanation and practice drills on pro- for the students to earn to respond to when used ty the teacher, hod of Instruction: Ideally, but perhaps not typically, instruction is by a team consisting of a native speaking Cantor Anetructor and a native openking American as Linguist, with the instructor teaching by voloing the Cantonese sent of the text for the students to imitate and the Linguist giving explanations in English when required. A good 80-90% of class time will then be spent with the native speaking Anetructor drilling the students in recitations, during which tine the Language in ase is entirely Cantonese. Students will read the notes of each 1 and questions they have on the text will be answered in English by the linguist during periods set aside Questions in English are not asked during ari11 ions with the instructor, Paychologically this establishes the habit of using only Ci with the instructor, Clase tine de concentrated on learning the language by imitation, repetition, for that purposeCANTONESE BASIC COURSE and traneformation, according to spoken cu The instructor «: jd, and the students learn to comprehend and speak at at natural 6 the ye natural speed, If there ie no linguist to explain student questions, special periods are set aside for studente to ask questions of the instructor. It ie reconaended that the rhythm of the drille not be interrupted by questions in English. Although the course is projected as a 16 week course if atudied on sm intensive program, the tine plan is to be vi guide only, The number of students in the class, their language Learning aptitude, their amount of previous experience with related languages, the amount of tine available for outside study, the excellence of the teacher--al) the affect the pa a ae @ rough are variable factors which could of learning. An earlier version of the course was tested out on a pilot class of five students during the summer of 1967, and the proposed pace of two lessons a week seemed about right, However the students in that course had been selected on the basis of a roughly the same language aptitude score on the Modern Language Aptitude Test, and they had all previously studied Mandarin Chinese, a closely related language, Aloo, the present version incorporates pronunciation practices which the earlier version did not have, and additional Conversations for Listening and Say It 4n Cantonese sections Tt 4a therefore suggested that the teacher rely on his om Judgment in regard to the pace of the lessons, rather than follow a aot pace rigidly. The text has been devised ao that the crucial grammatical structures are covered in the firat 26 lessons. By covering the firet 26 lessons well studente wil) gain a fire structural control of the spoken language, We firmly feel that confident aastery of the firet 26 lessons 1s preferable to hesitant control of the entire text, 1f a choice must be made between the two. The rule of thuab should be that before going on to a new leseon students should be able to recite the old lesson's Basic Conversation fluently and with expression and should be able to do the Pattern Drills without looking at the bock and without marked hesitation,CANTONESE BASIC COURSE Objectives of the course: ‘The objectives of the course are to teach students to speak Standard Cantonese in the loca: to speak At fluently and grammatically, with acceptable pronunciation, within the scope of topics of daily life. The course where Cantonese is spok not designed to lay the groundwork for learning the written language, At the end of the course students will be able to buy things; talk on the telephone; ask and give direction handle money; discus te past, present, and future; wake comparisons; talk about themselves and their families; tell time; order simple meals; talk with the landlord, doctor, servant, bellboy, cabdriver, waiter, sales-cleri aiecu what, when, where, why, who, ho how much, ‘They will not be able to discuss politics or their jobs or other topics of a specialized nature, Reliability of the aa ‘AlL the conversations and drilis in this book were written by native Cantonese speakers working under the direction of an American Linguist who specified which grammatical points to cover and what situations were required. The design of the text--what to cover, what sequence to use in introducing new material, what limits to set on vocabulary--, the write-ups of structure not: types and layouts of pattern drille, and the contents of the English-to-Chin translation sections, were dene by the American lingute! What we have done to handle the probl vocabulary 16 to plan the 1¢ of limited structures and jons ao that certain topice and fora don't cone up until rather late in the course, The words 'yeeterday,! "today,' and ‘tomorros,’ for example, don't occur until Lesson 16, Meanwhile the student has built up the gramsstical structure and vocabulary to talk fluently on some subjects which don't involve these expresesor 14 the complexities of verb structures thet are Anvolved with time-related sentences, For thie r ion the present text is not appropriate for use of students whose needs are for just a few phrases of Cantonese--it tak too long from that point of vie to get to some of the phrases which a tourist, for example, wants to use right away. But the student who can study hard on an iatensive program for 4 months and cover at least 26 of the 30 lessons, willCANTONESE BASIC COURSE then speak matural-sounding and grammatical Canto: and wil) be able to cope with moet daily life situations in the languag. Pro Basic Conversation. Each leason begins with a Basic Conversation covering a daily life situation, organized around one or wore gramma- tion ie presented first in build-up fora, teal point then in recapitulation, The buildup is partly a device to isolate new words and phrases ‘The conve: for pronunciation and identification, partly a device to enable students to gain smooth delivery and natural sentence rhythm by etarting with a small segment of a sentence then progressively adding to it to build a full sentence. ‘The recommended procedure for the buildup is as follows: Students open their books to the new lesson and look at the English equivalents fas the teacher voices the Cantonese. The teacher voices the first three times for the students to listen only, three to repeat after the teacher. (The teacher my voice the items more tines, but it is recommended that he not do less.) ‘The teacher then soves on to the next item and repeats the came pro- cedure. when the entire buildup has been performed thie way, the studente close their books, and the teacher leads them through the buildup again giving each item one time, the students thie tine watching the teacher and imitating his behavior both vocal and kinetic--hie lip movements, facial expressioss, and body gestures. If the studente have particular trovble with a portion of the buildup, the teacher may give it a fer more repetitions than the rest, but if the difficulty persists, he drops it for the tine being and marke At to return to later. Repetitions under pressure are quite tension- Producing, and it works better to return to a difficult passage in a more relaxed mood, In the recapitulation section the conversation ie repeated in fall sentence form, The teacher voices each sentence at least two times, with pau stence for students to repeat. The first goal is for the students to be able to say the convereation cher at natural speed and with natural sentence rhythe, after each after the tCANTONESE BASIC COURSE Detaiie of pronunciation are spotlighted in another section--the first goal for the conver tion ie sentence rhythm and natural speed. Te second goal is for the students to memorize the Basic Con- tion, ao they can say it independently without the teacher node] to follow, maintaining natural speed and rhythm, Students will find the tape recorder a valuable aid to memorizing. The tape recorder de tireless in furnishing « ode] for students to imitate, and enabli them to procede at the pace best suited to their needs. ‘Me purpose of memorizing the Basic Conversations is twofold. Memorizing situational material giv command of useable Canton students tip-of-the-tongue Secondly, since the basic conve: are organized on graneatical principle: tions students by memorizing the conversations will be learning the grasmatical fri Aenguage, on which they can construct other cond day on the lesson, when students have tion, it ie recommended that the teacher have them act out the conversational roles. Later, after moving on to a act out the Baste Conve: lesson, the ‘tion of an earlier lesson In general, the Pronunciation Practices concentrate on giving ‘Limited explanation and fuller practice drills on new sounde eo- countered in a lesson, plus comparieon drills with sou previously learned and sonetines comparisons with American close counterparte, Instead of giving many examples, using items unknown to the students ‘the pronunciation 4rille stick to examples from material they have met in the Basic Conversation or Pattern Drills. The exception to this 1e Lesson Ont which presents as overview of all the tones, consonant initia: in addition to giving an introduction to intonation and stress, Students who abeort pronunciation best thouugh aimicking the model and who find the Linguistic description of sounds confusing or boring or both, should concentrate oz mimicking the model and skimp or #kip the explanations. and vocalic finals of the langumCANTONESE BASIC COURSE Not There are two kinds of Not Culture Notes, Th Structure (gramaar) Notes and are to be read outside of class. The structure notes summarize the structures used in the Basic Conversations and practiced in the Pattern Drill and are for those ‘students who want & general explanation of how the language work: The students who absorb language structures better through learning model sentences and drilling variations of the model can concentrate on the Basie Conversations and Pattern Drille, and skimp on the Structure Notes. The Culture Notes comment on sone Canton: Aifter from our om, tera Dritie ‘There are six kinds of Pattern Drille in Cantones ‘The purpose of the drills is to make the vocabulary and structures sink in and become speech habits, so that the student understands spoken Cantonese without having to translate mentally and speake fluently and grammatically at nateral speed without avkeard hesitation and groping for vorda, The Pattern Drills give students practice in structures and words wnich have been introduced in the Basic Conversations, In addition, there are other vocabulary items which appear first in the drill sections, A plus sign marks word in this Life patterns which ch occurrence of @ m section, and the English equivalent is given. Hach drill begins with an example giving a model of the teacher's ene and the students! response. Then there follow 8 to 10 problems to be done on this pattern. The teacher gives the cue, and the student responds to the new cue following the pattern set in the example ™e ri fe thus predictable, controlled by the pattern and the In, the book the cues are given in the left hand column and the responses on the right, with the example above, Students will find that going over the drills in a session with ‘he tape recorder before performing them in class with the teacher aida their grasp of the material and smooths their delivery, In class students lock at their books to check the example for each drill,CANTONESE BASIC COURSE to learn what their task is, Then they perform the dri}l with books closed, relying on the pattern of the example sentence and the cues provided to know what to say, A drill is mastered when the student respond to the cues prosptiy, smoothly, and without reference to the book. Tue type of drills follow: 1, Subotitution Driiis, The teacher voicec « pattern sentence, then voices & word or phrase (called a cue) to be eubstituted in the original sentence. ‘The student notee the substitution cue and substitutes it in the appropriate place to make « new sentence. Example: T (for teacher): Good morning, Mrs. Brown. /Jones/ 8 (for Studest): Good aorning, kre. Jon 2, Expansion Dritie. There are two Kinds of expansion drille, One could be called « Listen-and-add drill, using vocabulary 14 structures familiar to the a word or phrase and the students repeat ite the teacher voices another word or phrase and the students ‘add that word to the original utterance, expanding it. The teacher adds another cue, and the students incorporate it, and so on, making each tige © progressively longer utterance. Example: 7: Hat S: Hat 7 Bive Blue hat 00 ‘Two blae hate. Buy Buy two blue hate, ‘Tia type of expansion drill is handled a little differently if At Ameludes new vocabulary. In that case it is performed t drill, the students echoing the teacher, Hat Hat Blue hat @ listen-CANTONESE BASIC COURSE St Blue hat T Two blue hate 5: Two blue hats In the second type of expansion drill the example sentence giv the model to follow and the atudents expand the subsequent cue sen- t by the example Lee. /Chan/ ‘ences according to the pattern Example: 7: I’ not Mri S: I'm not Mre 3. Response Dri: ‘The response drille involve 1) questior stimulus and response, or 2) statement stimulus ond statement respons nt atimilus and question response. Bx. 1: 1 Is your name Chan? /Lee/ No, it's 16 Bx, 2: He speaks Cantor Mandarin/ He speaks Mandarin too. Bx. 3: He speak Cantonese. /Mandarin/ Does he speak Mandarin too? 4, Transfornation Drills, In transformation drills the students transfora the gramsatical gative to question, form of the cue sentences from positive to according to the pattern set in the example, A positive to negative transformation would be Ext Her name te Le Her nane isn't Lee. 5. Combining Driiis In combining drills the students make one long sentence from two short eue sentences, according to the pattern eet in the example. Be: 1M It! nine o'clock. We study Chines: at mine oelock. In conversation drills students carry on a conversation following ‘the pattern set by the example, The book or the teacher furnish: to vary the content while retaining the structure,CANTONESE BASIC COURSE Ex: A: Good morning, Mrs, Lee B: Bxeuse me, I not Mra, Lee. My name is Chan. A: Oh, excuse ae, Miss Chan, Bi That's all rignt. seeeeMies Smith, A. Good woraing, Mies Smith. B. Exowi Saith, My name is Brown. eves Bese Qopversations for Listening. On, excust ‘The Converaations for Listening, recorded on ta: ae, Miss Brom, Tuat's all right. 1 give the students a chance to listen to further conversations using the vocabul- ary and sentence patterns of the 1 Lfetened to outside of cl jon under study. and replayed in ¢l then asking questions (in Canto: the studente ai ‘These can be with the teacher ¢ of course) on the selections and ring. Usually several replays are needed before the students’ comprehension of the conversation 1a complete. After they understand a conversation in ite entirety, it is recommended that they play it through two or thr the expressive elenents of intonation and final partiel wore times, listening especially for as these occur privarily in conversation asd not as natural features of pattern sentenc After Li jon 10, there will be nt for Listening, ta help the story along. Tue. glossed in Canton and Engiish at the foot of ch conve: which the students practice in the arill sections. vocabulary in the Conversations 0 worde and phra ton in the printed text, but studente will not be held responsible for learning the: Say It in Canton The Say It in Centones ction gives eituations and sentences in English, and students are to give Cantonese equivalents, This section is to be performed in clase for the linguist or the teacher, though the students may prepare it beforehand if thay like. Students should recognize that there is often more than one acceptable way to ‘say it in Cantonese.! Yocabulary Checklict. ‘At the ond of each lesson is a vocabulary checklist, giving the newCANTONESE BASIC COURSE vocabulary for that lesson, the part of speech for each entry (noun, verb, ete), and the English translation. Suggestions tor Further Practice. The Say it in Cantonese section is the final vorking section of each Jesson. After doing that section the teacher is encouraged to allow time rial in the for the students to carry on conversation practice using the a: lescon. The teacher should be referee for thie part, and make ure all. students got a chance to participate. Some students are by nature nore talkative than others, and the teacher mst se: to it, by asking a few questions of the nore retiring students, that participation in free converse tion ie fairly evenly distributed and that the naturally talkative etudente don't do all the talking. Repeating the dialogue of the Basie Conversations of earlier leesone is 1a good way to keep those vocabularies and sentences fresh in the studente’ minds. Also, selections from earlier dialogues can often be used during fre conversation practice of the lesson under study. ‘Syeten of Romanization Used, ‘The system of romanization used in the text is a modification of the Huang-Kok Yale romanization. It ie described in detail in Lesson 1. In com paring Cantonese and Mandarin sentence structures the system of romanization ueed for the Mandarin i Yale romanization.CANTONESE BASIC COURSE SYMBOLS USED IN THIS TEXD _ QV quod vide (latin for ‘untch vee? adjoas adjective cuttix @? question word ate atverd s ubfock a op specifier bt baandfora, boundoard se sentence prefix C3 enfuretion S _aubfect-predicnte sentence cov courerd SHO abfoctoverdobjoct sentence x eolemtio ay 0 ees iit. teraly densout. sentence outti -— ae We oveate advert t ‘iene ano TA tere of addrece noun phrase Ty tineword = mmter es P Lr Pady paired adverb we verb phrase yes —_-puleed oongenction Vout garb outtix Ph phase ver "variant PRP phrs frame () = doesn't occur Pi placexord tod #1. re pronunciation phonetic peep preposition ‘ranscription. ae oe 2s An cumtetive vocsbulary Liet, following noun entries eM for the 3. within the text of anglich glose aliteral trane- lation of the Cantonese term.CANTONESE BASIC COURSE LESSON 2 CLASSROOM PHRASES The instructor will address you in Cantonese from the first day of class, The following are some instructions which you should learn to Fespond to. Look at your books while the instructor reads the phrases the first time. Then close your books, and the teacher will give the phrases several more times, using gestures to help you understand. Repeat the phrases after hin, simicking his movements as well as his voice, to help you absorb the rhythm and meaning, 1, Whgi néihdeih téngjyuh ngdh Now you (plu,) listen while I song. speak. (ise. Msten, but don't repeat.) 2, Wibga ngdh gong, néihdein Now 1/11 speak and you repeat ganjyuh ngéh gong. after ne, or Close the book. or Kammdath af syd. Close the books. 4, Dandi bin yd. oF Open the book. oF Dandi af sy. Open the books 5. Ying yat go yat go gone. Now recite one by one. 6. Yatehain gong. Recite all together. (ise., in chorus) ‘7. Whaa yatendih ginjyuh Now all together repeat after ae. agon ging. 8. Jot gong yat chi. Say it again, 9+ Mnou tat syd Don't look at your book(s).Lesson 1 CANTONESE BASIC COURSE 1+ BASIC CONVERSATION A, Butidup: (ay the beginning of class in the morning) hob evodent Hoh Ho, surname Séang Mr. Hoh Saang Mr. Ho ‘jousdhn "good morning" Hah Siang, SSusdha, Good morning, Ar. Ho, sfnsiang teacher ‘Sinsdang hb Lee, surnane ‘Taat wre. ‘Léih Teed Mrs, Lee ‘Léih Téai, jousdba, Good morning, Mrs, Lee, Honkaiang aeusingran excuse me ngéh I hain is, are abe not fhheth am not, is not, Ngdh abhaih Léih That. Deusihjyab, ngéh ahhaih Léin sing have the surname chia Chan Ngdh oing Chiha, My name de chan, sinsiang ofugs Mies; unsarried wosan china Suge Mien Chas A Oh, AM, A mild oxclanstion A, deustinjyuh, china susé. Oh, excuse of, Miss Chan, Hohkefiang Mhginyiu. ‘That's all right. OR It doesn't matter.CANTONESE BASIC COURSE LESSON 1 Introduction to Pronunciatio a (At the end of the day, the students are leaving class.) Hohkedang Joigia. Goodbye. Snot Joigin. Goodbye. Recapitulation: (At the beginning of cl in the morning:) Hobkatang Han Sdang, j6uedna, Good morning, Hr. Ho. Sineiang Léth Maat, jousiha, Good morning, Kr Hohksdang Deuiahjyuh, ngSb ahbaih Léih Thai, Exou Ngob sing Chahn. wy Sinsiang A, doutthjyuh Chiba Siujé. Ob, excuse me, Miss Chan, Hobkeiang Anginyiu. That's all right. (At the ond of the day, the students are leaving cla Hohketang Joigin. Goodbye. Sinsdang Totgin. Goodbye. Ton You have probably heard that Chin Languages, and know this for ri languages are tone ne that sounds which are the same except and fall of the voice mean different things, This sot times leads to confusion and/or merrinent when a foreigner gets a tone wrong in a phrase, and says ‘lazy’ when he means ‘broken,’ sugar’ when he weans ‘soup,’ ‘ghost! when he means ‘ cupboard," and 60 on--and on and on,LESSON 1 CANTONESE BASIC COURSE In Cantonese there are tones, that is seven variations in voice pitch having the power to combine with an otherw: identical syllable to sake seven aifterent aeanin, This ie best AMustrated by examples, which your teacher will read to yout ot think (High falling tone) oi 2 hetory (High rising tone) a Gh otry (id 1eved tone) ot Zh pon Gig Level tone) ein time (Gow faiiing tone) ain fi « market Gow rising tone) sth $ —& matter; busts (Low level tone) Below ie @ practice exercise on the seven tones. Close your books and concentrate on listening to the teacher or tape, Repeat loud and clear during the pause after each ayllable or group of eyViabies. (tie practice section on the basic tones was prepared by Prof. ye E, Dew.) 1. ot, of__j of of__s of of __s of of__; oi ofn__; ein oft__; sin oih__. 2. sf of ot__; of of of___j of of of of___; of of ot of__; ein oft oih__; oth efn otn__. 3. stel__s af ef ___; oth oth; ih ofh__; ef oih__ ok ath. 4. of oth__5 of oth__s sf ofh__; of ofh__5 a at otn___ ef of oth. 5 6. tite tina fabn__. 7. ba ba ba__; d& dé ba__; min wih wah__; mdb i oah__ ba ba ba aah mh mah. 5 8, bin bin bin; bin bia bin; bim bin bin bin__ miha athe atha_; stha afha athn g. bit bit miht___; din bin bin bit bit; athn wfhn aihn aint__; bin bln bin bit bits afin afte wihn wiht__. 4CANTONESE BASIC COURSE L3350N 1 10, at, tin, bd, bin; af fin bé vin af, fan, ba, bin; ei, fin, bin, bit___; eth, fahn, wih, mihn___; ofh féhn, sin, afnn___; oth, fahn, mah, wihn__; of of oi of, oth ofn ein; vin din bin bit bit, athn afhn aihn mint. ion of There are together with exampli 2s high level 2. high falling 3. high rising 4. mid level 5. low falling 6. low rising 7. low Lever Their designations, and falling. There are three level tones: high level, mid level, and low ex om: of m: ot two high rising and low rising. are tro s high falling and low falling. Following @ chart devised by Y. 8, Chao, to five, thue graph the tones of Cantonese on a scale of o: high Level a aid level aw tea natal | high rising oe iz ae ain > | |/| N Men failing 33k low falling oe enLessox 1 CANTONESE BASIC COURSE In present day Standard Cantone: ‘as spoken in Hong Kong the high falling tone sevus to be dying out. Many people do not have high falling tone in their speech, and use high level tone in place of high falling. Ti in their epeech, In thie book we mark seven tones, but your teacher may only have six, and the tapes accompanying the text include the speech of some speakers with only six tones, Copy what you hear. High falling and high level tones are given in the examples below. If you do not hear a difference, your teacher doesn't differentiat Ex: high-falling, high-level contrast Ex: 1. sdam three = clothing 44 divide > minute co Mr. Ho AG student = think & pootry th ‘onal Spel1ing: The system of tonal spelling we will use in thie book tea modified fore of the Huang-Kok Yale romanization. This system Aivides the tone into two groups, an upper register group and a ever one, The lower register tones are marked by an b ‘Tois b is silent and sieply lower register. The upper register group doesn’t have Ex: Upper register tones: af 2% a é ad a RK Bx: Lower register: sth oh on F The rising, falling, and level contours of the tones are indicated by the presence or absence of diacritics over the vowelCANTONESE BASIC COURSE 3350N of each syliaby: falling, rising, and level respectively. The dtacritics are: *, ", ~, representing Be: a falling a rheing reve ‘The absence of a discritic represents level tone. Ext a Using three discritics and the low register symbol h, we spell high lever, mid level low level, high falling low falling high rising low rieing The low register symbol h follows the vowel of the syllable. If the syllable ends with a consonant, the h still follows the + but comes before the final consonant. Bx. bP ten jhng «whole, entire ‘Traditionally Chine tones in upper register- lower register sequence, in the order falling, rising, level, thus: recite Cantons a 2 53 at ai KO a hon ain 23 oh $22 ‘This ia the way Cantonese thenselves recite tones, You wil) note that the high level tone is not recited traditionally, There are historical 7 jona for thie which we won't go into here, In a few words the consonants m and ng occur as vowels, and 4a these canes the diacritics are placed above the a of ng and thesaci CANTONESE BASIC COURSE Bx: ih Tones in Sequence: Tone Sandh: are spoken in sequence is called tone sandhi, The high falling tone in Canton ndhi in certain position, as follows: 1. When high falling tones occur in succession without inter- Changes in the basic sound of tones when eyllable: tone undergor ening pause, a}1 but the final one are pronounced as high level. Ext nf + hf becomes hi + hf A Be etn Sw elujyi ae roast pig roast pork 4h OR 2. stung eéung fing aoa hurt to eaten cold 3. edung fing that --eiung fing eles tb IE hurt wind 1 caught coldt 2, When @ bigh falling tone occurs before « high level tone without intervening pause, it Le pronounced as bigh level. Bxt hf + bl becomes bl + hi OW 1 Su =Ju te aA rent to rent a house BIR 2. ott siichian = western food In this book high falling tome has been written high level only when the tone sandhi is within word boundaries, Yor separate worde, the high falling will be marked with ite usual diacritic. sin dang -- first born Jéung ng = Cheung Mr. van that sentences Music nas That Cantonese ie a tone language does not in 4t are sung as you would sing a musical phrat sustained notes and strict rhythmic achene, the spoken language not. At first you may feel that Cantonese sounds sing-song, doeCANTONESE BASIC COURSE ui SON 2 but practice will bring familiarity and soon it will sound natural to you. Intonation: ‘A gontence may be pointe in the sentence and aleo to expr 2 aitferent 1d different waya, to stré what the speaker f about what he is saying. To give an English exarple, the "30 glad you could come,' may be anid: ntence Sentence: Contour: Indtca 1. So glad you could cose. ————“")_noraal polite 2+ Se glad you could come... effusive polite —\ So glad you could come. (even if your ae ee a “~\ ake it)== cordial 3b. So glad you could come. (even if your wife couldn't)-— sarcastic 4. So glad you could cone. a (after having thought you couldn! t) == cordial 5. Tney were glad you could “question come? The graphs of the and fall of the voice pitch throughout the length of the sentence. This rise and fall over sentence length we call an "intonation." ntence (#5) rises in pitch (A ~ 4) a2t end with falling and fall occurs at final fail is the nora, and yntence contours above represent the rice You will note that the question at the end, and the statement sentenc: piteh, although within their contoure ri @ifferent points, In English sents sentence-final rise expresses doubt, Intonation also has another job within a sentence--it can F feels about what he de saying. By expr: rise and fall of his voice, by varying his "tone of vote ve ker can indicate that he is angry or happy, doubtful or certain, being polite or rude, suggesting or demanding. 9a CANTONESE BASIC COURSE Cantor e sentences too exhibit intonation contours. Sentence- final contours in particular are auch more varied in Canton in English, Aplications. You may wonder how intonation affects the tone situation in Cantonese, each syllable having as it does its characteristic tone, How the tone contours operate in the franework of sentence contour has been compared to the action of ripples riding on top of wave Bach ripple relates to the one before it and behind it, whether 4n the trough of the wave or on the crest, Sentence Stré In speaking of sentence str syllables in a sentence--loud or soft (heavy or light), rapid or slow. Consider the stress pattern of the following English tha: ind capable of expressing quite a range of emotional we mean relative prominence of sentences: 2, Tim John Smith, (In response to “Which one of you 4e John Smith?") I'm John Smith. (Zn response to “I was supposed to give this letter to Tom Smith.) In the sentences above the stressed syllables (those underlined) give prominence to the information requested in the etimulue sentenc In certain sentences atri differences alone indicate if- ge content. ‘Tue pair of sentences often quoted in AMluetration of thie 40: 1, Ship antie today. (The ohtp will andi today.) 2, Ship aaiie today. (Please ship the saile today.) Another example, from a headline in a newapape Boy Scratching Cat Ie Caught, Destroyed How do you stress that Sentence Paus Another feature important in establishing natural sentence rhythe de pause--the onal] ofl Note the following English ference in me between groups of syllable: ntences 10CANTONESE BASIC COURSE Esso 4 In considering him for the job he took into account his education, previous experience, and appraised potential. ‘There is a pause between "job" and “he” in the sentence above, and Af you read it instead pausing after "took," you find the sentence doeen't make sense--you have to go back and read it again putting « pause in the right plac Wo will not discuss Canton stress and pause features in thie Introduction, other than to say that Cantonese sentences, like English ones, do exhibit stress and pause phenomena, as well as Antonational ones, What this effectively aeans for you as a atudent de that you gust not concentrate solely on learning words as individual deolated unite: but in iaitating the teacher's spoken model, you should be alert to his delivery of phra ngth segnents and whole sentences, and should mimic the stress, pause, and in- tonation of the phrases you repeat. Consonas 1d Vowels. We regard the syllable in Cantonese as being composed of an initial and a final, The initials ere consonants. The finals are vowel! of the final, The practices that follow include ali the initials and finale in Cantonese, They were prepared by Janes Z, D Initiale, Repeat after each syllable in the pause provided. Concentrate on the initial sound of each syllabi le vB BB dg pH pS gm Ht Pe om) m4 or vowele plus consonants, Tones are aleo included as part x 4 chi cha ee yk ok ae gk skh kd gi J hah Se eet sk dd Finals. Listen carefully and repeat in the pauses provided. Concentrate on the finals--the vowels and yoweltconsonant conbinat- fone, (Tones are not marked.) unLEssox CANTONESE BASIC COURSE 4 eee aE feof [me Be fim geuity coi h [tus lgiu ot gous \sime deungk |eing, eon $ lend evant lzeund, singilgone4fl| une? lspde. cnouth |gité got] jrutl heya sk oul sik lgok Z| gue In epeaking we ake use of 1) air, 2) the vibration ofthe vocal chords (i. the voice), and 3) the position of the tongue and other 8 of the mouth to produce speech soun in the lungs and is released through the mouth, the vocal chorda vibrate to produce voiced sounds, and the position of the tongue and other members affect the shape of the vocal instrument and thus the sounds it produces, ‘The air originate originating in the lunge and released through the mouth, ie required for all speech sounds, but different manner of air release produces different sounds, The manner of rel ose particularly important for consonant sounds, For consonant sounds friction is creat siotance to the flow of air, The point of ri at a flow and the manner of rele routes through which the air may be released: Air can be released through the nose, producing L sounds. Try prolonging the English sounde # andCANTONESE BASIC COURSE L3SS0N_2. Be _Latera} release: ‘The air release can be over the surface of the ‘side of the tongue. Prolong the English sound }. 12221. Then breathe in and out through your mouth without moving your tongue fron its 1 position. Can you feel that the air passes 1a! out one or both sides of your mouth? For me, the air rel for 3 is from both side the air to the right, or to the left, or fron both sid Stop and Release, with and without Aspiration: Another manner of air release ie for the air flow to be blocked at some point im the mouth and then released, letting the air flow through. When you make the English sounds p-, t-, k-, you notice that the air flow is first blocked at different points, and then released, Toe atop re con be either aspirated or unaspirated. In reference to language sounds ‘aspirated’ scans released with a puff of air. Compare the English sounds p. “ally Do you reies b+, d-s g-+ If you put your hand close to your mouth as you aay Bs tvs ageinst your hand. Say b- | you will notice that you feel your breath as & ‘and you find you do not feel your breath against your hand, or at least net as much eo. The py t- sounds are aspirated, the b-, d-, g- ones unaspirated, try: Pe ae ec De Spirant release: When under pressure, « hissing sound is produced, as in s- a and b- hhhhh, We refer to this type of air re rel 2) Voteins Voiced and Voiceless Consonants: The vocal chords vibrate to pro- duce some sounds--which we refer to ag voiced sounds--and do pot vibrate in the production of other sounds fered to as voiceless. For example, in English the 'z' sound 418 @ voiced sound and the 'a' sound 18 a voicels a3 which are re-‘LESSON 1 CANTONESE BASIC COURSE Prolong the buseing sound of 's'--az22z. You can hear the voueing, and if you put your hand on your throat over the Adam's apple, you can feel the vibration of the vocal chords. Prolong the hiseing sound of *s! an, Notice that voicing et the vocal chords do not vibrate. In Cantonese the only con- sonante that are voiced are the nasals--s, 2, and ng. 3) Position of tongue and other members: Different position of the ‘tongue and other members of the mouth forms the third element 4n producing speech sounds. Note for example how the difference in tongue position produces different sounds in the Englicl words 'tea' and 'key.' For 't,! the tip of tongue touches the roof of the mouth at the gum ridge behind the upper teeth. ‘Try its te, to, to, tea, For tk, the back of the tongue touch the roof of the mouth at the back: k-, k-, k-, key. We will describe the consonants of Cantor air rel o in teres of voicing, and position of tongue and other of the vocal aparatus, We will concentrate primarily on thos sounds which are problems for Americans. Production of vowels, like production of consonants, is u matter of air flow, voicing, and positioning. Le Ade Flo Where resistance at some point in the passageway to the flow of air, in making vowels the pai air, and the sound produced is therefore frictionl: presence or absence of friction is inte and vowels, 4m making a consonant sound friction is ereated by geway doce not resist the flow of T™e factor dletinguiehing 2. Vibrating of vocal chords (Voicing): le are voiced sounds. Under certain circumstances, whispering, vowels may be de-voiced, but voicing for vowels is taken asa given, and when exceptions occur, they are specifically noted. A feature of voicing which is potentially significant for vowels is vowel length, In some languages different vowel crCANTONESE BASIC COURSE LESSON 1 length in an othersi: identical syllable can produce different word Example: In German, the following two words differ in pronunciation only in the length of their vo staat [Bta‘t] —‘atat statt (éte"t] "place! 3. Positioning: In positioning for vowel sounds the important contributing factors are how the lips and tongue are placed. ‘The Lips, in making vowel sounds, are described in teras of whether they are rounded or unrounded (spread). For example, in English, the ‘it of ‘pit’ is a°vowel said with lipe epread, and the 'u! of ‘put! ds said with lips rounded, There are vowele which are produced with lips neither markedly rounded or opread, such as 'a' in ‘father! This type is not described in teras of lip position. If a vowel ie not described as being rounded or epread, you can assume that the lip position ie en rounded and spread, We will use the teras midway bet ‘unrounded' and ‘spread’ interchangeably. ‘Tongue position for vowels is described in vertical teras and in horizontal terms, On the vertical we epeak of the tongue height of a vowel. For example, take the vowels of ‘pit,! ‘pet, and ‘pat’ im English, You notice that the for= ward part of the tongue is relatively high towards the roof of the mouth in saying the 'i' of ‘pit,’ that it drops some- what to say the 'e! of 'pet,' and drops still lower to say the of ‘pat. These positions might also be described in terme of how wide the lower Ja narrow for the 'i,' medium for the 'e,' and wide for the 'a.! However, since description in terms of tongue height hes becoue standard, we will adopt the standard 4 and speak of vowels in terms of high, mid, and low in reference opens in making the sounds-~ eription he: to tongue height. Deviations from these cardinal positions are described in teras of higher-mid, lower-mid, ete- Horizontally, tongue position is described in teras of front, central, and back. In English the vowels of ‘pit,’ 15LESSON 1 CANTONESE BASIC COURSE ‘pet, and ‘pat? are all front vowels, with the points of reference for 'front' being the blade of the tongue and the dental ridge. ‘Pit,' pet," and tpat! are high front, mid front, and low front respectively. For the central vowels the points of reference in the oral passageway are the center surface of the tongue and the hard palate. In English the vorels of ‘putt! and 'pot' are central vowels. For the back ‘vowels the points of reference in the passageway are the back surface of the tongue and the soft palate, In English the vowels of put," 'pole,' and 'pas' are back vowels. Deviations are described in terms of being fronted or backed from the cardinal positions. - gh 18 an initial consonant in Canton sound in terms of voicing, air flow, and position of tongue againet whe roof of the mouth, Like the American ch sound in "chance," the |. We describe the ch gh 1s voiceless, In terms of air air flow the American and The inst the roof of the mouth etope the flow of air ‘gh's are alike--both are stops with aspirated rele tongue pressing entirely, then lets go and allows the air to flow through again, accompanied by a puff of air, The tongue position for the American ch and Cantonese ch differs. For the Cantonese ch sound, the tongue reate flat againet the dental ridge (the ridge just behind the upper teeth) and the blade part of the tongue, that part just back from the tip, blocks the air passage at the dental ridge. ‘The blade of the tongue is pressed flat against the ridge: [t¢] The American ch the contact point is the tip of the tongue, not the blade of the tongues ‘the tongue is grooved, not flat; and the contact point on the roof of the mouth is a little farther back on the dental ridge than for the Cantonese ch sound, Compare--Listen and repeat: (Read across) English: chance ch ch ch chance Cantone chin ch chs ch Chhn. chin ch ch ch chin 16CANTONESE BASIC COURSE Lesson dy as in joigin, jousdha, Jéung, slug J 1s an initial conssnant in Canton We descrive the J sound in terms of voicing, air flow, and position of the tongue against the roof of the mouth, Unlike the American j sound (in "Joy'), the Can- In terms of air flow the American and voth are stops with unsspirated reli tone Cantonese 4! The tongue, pr t the roof of the mouth, atops the flow of air entirely, then lets go and allows the air to flow through again, without aspiration (accompanying puff of air). ‘The tongue position for the Cantonese j ie the sane as that for the Cantonese ch, different from that of the American counterpart. For the Cantonese J sound the blade of the tongue, resting flat against the dental ridge, blocks the air passage: [tg] For the American J the tip of the tongue, grooved, blocks the air passage at a point a little farther back on the dental riaj d+ When air de released, it flows over a grooved tongue aurface for the American sound, a flat tongue surface for the Cantonese sound, Compare English and Cantone Listen and repe than for the Cantoné English Canton 1. Joe (3 times) su (3 times) F 2. Joy (3 times) fot (3 times) 3. Jeno (3 times) 38 (3 thmes) The Cantonese j sound 16 said with lips rounded before rounded vowels, and spread before vnrounded vowels. (Rounded vowels are those pronounced with the lips rounded, unrounded vowels those that are not.) Watch the teacher, listen and repeat: (read acroes) Ex: rouné aroun 1. dba F (5 times) 48 403 times) 2, jot (3 times) 38 aL(3 tines) ora of Standard Cantonese use slightly different tongue positions for the 4 sound, depending on whether it comen before a rounded or unrounded vowel. Other speakers use the tengue position described for j above throughout. Those that u aifferent positions UyLEssow 1 CANTONESE BASIC COURSE before rounded and unrounded vowels use the position described above before unrounded vowels, Before rounded vowels they retract their the tip of the tongue instead of the part just if your {sounds the same or different before rounded and unrounded tongue a bit and us behind the tip as contact point for waking J. Listen and ‘teacher Ldaten: (Watch the teacher:) Founded unrounded ee a & jot A so suf What has boon said in regard to Lip-rounding for the J applies also to gh sounds in Cantone: but we will not practice this feature 4n relation to oh until it comes up in the Basic Conversations. my on 40 34h ag is & voiced nasal initial consonant in Canton position, the back surface of the tongue presses against the roof of the mouth at the soft palate, in the sane position as for the Englisn word "sing." We refer to this position ar, asking an adjecti of the word velum, the technical tere for soft palate, ng ie a velar nasal consonant, which in Canton a syllable. Listen and repeat: agéh 46 times) Te only reason this sound may be hard for English speakers is that we don't have any words beginning with ag in Englioh, though we has Te may occupy initial position in many ending with the same cound, If you have trouble, try saying "sing on” in English, and then say the sf part of "sing" silently, beginning to voice on the -ng part: sing on (ot)ag on norm on. Now try initial ag again: Listen and repeat: agéh 4, (5 tines) 18CANTONESE BASIC COURSE LESSON 1 2) and in 8k, ngsh 9 4e a final in Cantonese. Tt 46 2 wid back rounded ¥% 1--9]- The closest Awerican sound ie the vovel sound of general American "dog," but with "@ rounding of the lips than in English. In Can~ tonese a rounded vowel has a rounding effect on consonant preceding At dna syllable. Watch your teacher and note that in syllables #ith fan g vowel, he rounde his lips for the preceding consonant too. Listen, watch the teacher, and repeat: agéh 4 (5 times) Hon 49 (5 times) a 00 tn dousihiyuh Ju ie a single vowel epelled with tro Lette: front rounded vorel. ya is a high » occuring as a final in Contonese. There ie no counterpart vowel in America English with a sisiler sound, but you can produce the sound by protruding your lips while you sustain the "ee" [4] sound of the English Letter "E." The "long e" [4] sound in English ie @ high front unrounded vowel, Rounding the lipe pro- duces « high front rounded vorel. Listen, watch the teacher, and re 2. deusihjyun yuh jyuh 2. jyuh (5 times) 3. SA (etsh) G tines) te ey 16 & single vowel spelled with two letter rowhded vowel--[ 1, occuring as a final in Cantonese only in # very few words, There is no counterpart vowel in American English with a similar sound, but you can produce the sound by protruding your lips while you sustain the "e" [E] sound of the English word "lese," This “ghort e [2] gound in English is a wid front unrounded vorel, Ase aid front Rounding the lipe makes it a rounded voxel. In Canton rounded ‘vowel has @ rounding effect on a consonant preceding it in a ayllabl Watch your teacher, listen, and repeat: "tiny bit? 19LBSSOH CANTONESE BASIC COURSE + gung, ae in Jéung gung ie a two-part final composed of the mid front rounded vowel ( #] plus the velar nasal consonant ng. There is no close English counterpart, As a rounded final, eung has a rounding effect on a consonant preceding it in a syllabi Watch the teacher, Listen, and repeat: Seung HS times) ‘The ou portion of eung is not nasalized, In English, a vow before a nasal final ie nasalized--that is, part of the air release for the vowel goes through the nose. To illustrate the Englich situation, hold your nose and say the following Saglish words: soon eit sing You notice that the vowels of the words with nasal finals (-2, ‘and -ng) are partially blocked when the nose is blocked, thua ling that for auch vowele some of the air 1s normally released through the nose, The vowels of the words which do not end ina nasal are unaffected by clocking the nasal passage. They are ' op vowels, not 'masalized' vowels. ‘Lized-- In Cantonese, a vowel before « nasal final 1s zot nm ALL of the air is released through the mouth for the vowel portion. Teat whether you can keep the vowel open before nasal final by stopping you nose as you say: Jaung (5 tines) To practice the open vorel before a nasal final, try saying the following paire of words in which -eu and -sung are contrasted. To make the -eung sound, pretend through the -eu part that you are going to cay -eu, then add the -ng as an after-thought. You will then has followed by the nasal ng sound. vaung He boot héung 4 fragrant an open 20CANTONESE BASIC COURSE L3SSON 1 ae to spit out léuhng WW two 3. geu 4& to caw géung 4, ginger Ae Jou $ to wear Jéung Fh ournaee Cheung fui, a8 dn doutihjyah 4 18 a two-part final composed of the mid front rounded vowel plus the high front rounded vowel yu (iJ. (We spell the second part of this two-part final with 4 instead of yu--oul instead of ouyu, the latter being extremely awkward-looking.) The major force of the voice falle on the eu part, with the yu (spelled i) part an offglide, Listen and repeat: 1, deutahjyub Pitt (5 times) 2, dout $f (3 times) ‘The tongue position for before 4 4s slightly lover and sore backed than it is for eu before ng. oud = { cell ]; eung = C Aq J. Listen and watch for differences in eu sound: (Read across) 2. Jéong HE Jéung ng Jéung 2. deuit}deus deus deus. 3. Jéung Hh deus 44 (4 times) 4, dou #t Jéung Hf (4 times) as in Chinn, 46 Shginysy is a two-part final composed of the backed mid central vowel 4 [2°] plus the dental nasal consonant a. Tongue height for the 2 (9?) de lower than that for American vowel in “cup,” higher than that for American vowel in "cop," sad sore backed than either of the American counterpart canton Before the nasal final the an American vowel before @ Yowel is shorter and tenser vowel 1s not nasalized, nasa? final would be. The Canton: ‘than the American counterparts. Listen, watch the teacher, and repeat: 1s Chihy (4 thaee) 2, jousthn (4 times) 4 3. dibginyiu (4 tines) RE Conpare English and Cantonese syllable Listen and repeat: English 1. Joho oun china hana Oh aSSO" 1 CANTONESE BASIC COURSE 10. consonant m is syllabic in the syllable Listen and repeat: 1. ahnaih (2 times) 2. hath abhaih a? (2 tines) 21. Tone practice with words in Le Listen and repeat 1. Jéung, Jou, ing 5 Han, Léin, hath 2, Jéung, jou, sing 5 Hoh, Lédh, hain, 3. Seung, Jéung 5 Han, Hn 4. sou, doug At Lain, 5. Sou, Lath 5 Lath, sou, 6. sing, sing 5 hath, hath 7. sing, hath ; hath, sing 8, Jéung, Heh; Jou, Lin j sing, hath 9+ Wh, Joong ; Léth, jou; hath, sing « phe i, a ‘Siang and Snsianc, Toni and Tanitit are alternate forns for tHr.! and ‘Mra,’ respectively. Lath sinsiang tre Les Lath Teadtéat Mra, 1 Native apeakers differ in respect to their ‘SEnsdang, and 7 ities that the full forms denote more respect and the short forms are ued in informal situations only. Others say that as title to of Siang and titles to sursases. Some say aad 222 CANTONESE BASIC COURSE LESSON 1 eurnames the longer forms are used only in lettere and that in and 4 are used yon for subordinate speaking to jens to agree that on the telephone both long forms and the short forms are common, In this book we have used the short forms almost exclusively, but you--when you get into @ Cantonese speaking situation--keep your oars peeled and Amitate what your Cantonese p. will notice that what people superiors, Everyone 8 are saying. Incidentally, you yy and what they say they say do not always coincide exactly. Aleo, different people aay disagree vehemently about what ie ‘right.! This 1s confusing to the beginning etudent, Be advised, however, that the aren of dts: agreenent is on peripheral matters, If your teachers diesgre: about to fort used, téai basically = ‘married woman;' sInsdang = 'man.' Sinsdang as ‘teacher’ Sinsdang meaning 'teacher' may be used with or without a surname attached, A woman teacher naned ong aay be addres ae Sinedang or as Wohng Sinsdang, Sfujé, ‘unnarried wonan,' used as title In addressing ® woman whose maze you do not know, it is appropriate to address her ae Siujg, no matter how old ahe ie, and even if you know she ie aarried, In adari her maiden name, the appropriate title is Sfujg. Ex: sahng ‘Hugg. It de the custom for Chinese wouen to use their maiden names in business life, 20 it often turns out that someone addressed as Sfufé ie married. It 4a dnappropriate to refer to on situation, Avoid saying "Ng Ngdh oing Sate + you may safely conclude that both forms are af by title in a social haih Sith Siang." Say instead (See Drill 5). sing, V/M to have the surnage of; surname ‘Sing ie the ourname one ie born with, For married wonen, equivalent to the English ‘The English and American custom 4 for a woman's surname to change at the tine of marriage to that of her husband, The Cantonese sing do marriage. When you ask a woman her surname, ordinarily she not change upon 23Lesson 1 CANTONESE BASIC COURSE gives her maiden ni in response. If it is a social gathering, she might add something 1ike "Ngbh sfnedang sing..., My husband hag the surns ” B. Structure Noter 1. Reletionship of Cantoni Cantons to other Chins languages. is traditionally called a dialect of Chinese, The major dialect of Chinese being Mandarin, and other important dia- ects in addition to Cantonese, are Shanghai, Fakkienese (also called Hokkienese or Auoy), and Hakka, Mandarin is considered the major dialect because it is spoken by the greatest number of people and, more importantly, becaui it has been prompted as the national standard language by voth the Communist Chine Mainland China and the Nationalist Ching fe governnent on government on Taivan. Although historically descended from a single mother tongues the various Chines dialects are today different languages. A person who speaks only Cantonese cannot understand a person who speaks only Mandarin, Shanghai, Fukkienese, or Hakka. However, Af two epeakere of two different Chinese languages can read, they can communicate, since Chinese hae a uniform writing system which ie not based on sound, (A Western comparison can be made in the number system, in which '2' ic intelligible without reference to pronunciation.) ‘The languages of the Chinese family group are different--and similer--on three levels: vocabulary, grammatical sentence struc ture, and phonological sound ayaten, ‘The level of greatest siilar- ity Je dn that of the granatical sentence structure, Students who have studied another Chinese language will find that in great nea- sure they alresdy 'knov! the sentence patterns of Cantonese, In preparing thie book ve at first planned to make a Cantonese-Mandarin gramatical appendix to ldet the gramatically different structures, ‘the idea being that they vere listable, being so fev of then. To arava parallel ve wrote out the Basic’ Conversations of the first 15 legsons in Mandarin translation end found to our surprise quite ‘a lot more differences than we had expected. The differences, how- fever, vere mostly in the nature of "You could say it thet vay--that sentence pattern exists in Cantonese--but actually that's not the way ve say it, ve say it thie way.' We therefore didn't make the appendix, but for the benefit of students who have previously etudied Mandarin, ve have used the Notes section to draw attention to basic grammatical differences where they cone up in the text. On the level of vocabulary there are greater differences than 2hCANTONESE BASIC COURSE LESSON 1 on the level of grematical structure, but still » great deal of similarity. A rough check of the first 10 lesoons of this book re- veale that more then 59% of the Cantonese expressions have identical Mandarin counterpart In pronunciation, differences are grester still, but there are systematic correspondences. For exaaple, ai in Msndarin is of in Cantonese. In total, though, the phonologioal correspondences are quite complex, as witnessed by a series of articles on the subject in a Japanese Linguistic journsl vhich runs 26 pages long. 2, Sentence Types--full sentences and minor sentences. a. Pull order. Examples from the Basic Conversation of Leseon One ar 2. Ngbh hhaih Lain Téai, I am not Mrs. Lee. have two parte--subject and predicate, in that 2, Ngbh sing Chiha. x am surnamed Chan. In these sentences Ngdh is the cubject and the remainder of each sentence is the predicate, Minor sentences are not in subject-predicate form, Minor , commands, exclamations, In Leseon One there are several minor sentences in the Basic sentences are common as respon: Convereation: 1. Hoh Siang, jéusdhn. Good morning, Mr. Ho. 2. Joigin. Goodbye 3. Phgdnyiu. ‘That's all right. (1iterally: Not important.] 3+ orbs, In Cantonese, words which can be preceded by the negative ‘ah are regarded as verbs, There are a few cases in which this rule doven't work, but basically, you can test whether a new word you word). hear is a verb by asking whether you can say ah ( Is ngdh a verb? Aak the teacher whether it's OK to say ah ngbh. Te haih a verb? Ask the teacher whether it's OK to say ah 4. Adverbs. In Cantonese an adverb is a word or word group which forms construction with a verb. In most cases in Cantonese adverbs precede the verb they belong with, An example from Leson 1 is dh-, 'not," which precedes a verb to form the negative We give the name 'phrase’ to a group of worde which h 2LESSON 1 CANTONESE BASIC COURSE specialized meaning as a group. For example, in Snglieh, spill + water = spill the water, and spill + beans = spill the beans. Spill the water is a simple Verb + Object construction. Spill the beans may be, but it may also be « phrase whose meaning differs from the added together meaning of the individual words. Tais type of phre is often called an idiom, or an idiomatic expression. In thie lesson Phginyiu, ‘It dosen't matter; That's all right; Never aind,? 4s such @ phrase. ‘Ie aleo give the name ‘phrase’ to another kind of construction-- a group of words whose total meaning may oe the same as the added together meaning of the individual words, vat which we don't feel is necessary for you to analyze and learn separately in the first stage of learning Cantonese. It may even be that the fact that the construction is grammatically a word group and not @ single word may not de appari it, ince the construction may be written ae a single word. Sxanplee are ahhéu ‘don't" in the Classroom Phrases of Leeson 1 and séefu ‘a little in Lesson 3, 6. Lead Sentences and Follow Sentences. a. It'e a pretty day today. bs How about you? ec. Where? A, B and g are all sentences, and all are intelligible, but in b and ¢ ap stated it ie not clear what is happening. Without drawing too rigid lines, we are going to distinguish between lead ser sentences that are intelligible as self-contained units, and folio, sentences, ones which depend upon information supplied by a pre- ceding sentence or the context for full intelligibility, IIT. DRILLS 1. Substitution Drill: Substitute joigin in the position of jgusiha following the pattern of the example sentence, Lain Téai, jousihn. 7: Good morning, Hrs. Lee. fh Téa, joigin. —S: Goodbye, Mra. Lee. 1. Chahn Téai, jousdhn. 1. Chihn Taai, Soigin. 26CANTONESE BASIC COURSE 2, Lauh Séang, jouedhn. teesod netaings Mrs Lau.) 3+ Sung siujé, jousahn T(Geod warning, Nise Cheung.) h Séang, Sousiha, ‘Good morning, Mre jai, jousdhn. Ma.) LSSSON 2 2, Luh Siang, Joigin. 3. Jéung Susé, jotgin. 4, Wah Siang, jotgin. 5. Léih Téai, joigin, Substitution Drill: Substitute the cue in the appropriate position following the pattern of the example sentenc ‘Sx: T: Léih Taai, jousdho. ‘Zenitin/ S: Chaéhn Téai, jéuedhn. 2. Chéhn Téai, jSuedhn. /L8in/ 2, Léih Tési, jousdhn. /#dhng/ (ong) 3. Wohng Taai, jousahn. /Hon/ 4, Hoh Thai, jousdhn. /Jéung/ 5. bauh Téai, jous&hn, /Chéhn/ 7: Good morning, Mre. Li ‘/enan/ S: Good morning, Mre, Chan. 1. L8in That, jéuedhn. 2. Wehng 1% + Sousa, Js Han Thad, jousdnn, 4, Jeung Taai, 361 5. Chahn Tai, jou Substitution Drill: Substitute the cue in the appropriate position, following the pattern of the example sentenc Wehng Sdang, jousahn. 7s St Wahng Thai, jOuedhn. Wenng Tani, sSuedha. /Siujé/ Wohng Siujé, jousdhn. /Laun/ Lauh Sfujé, jousdhn. /Jotgin/ Lauh Siujé, joigin, /Séang/ Lauh Siang, joigin. /Tiai/ 2 3 ae o T: Good morning, Mr. Wong. Mirs./ S: Good morning, Mrs. Wong. 1. Wohng Siujé, jéusdhn. 2. Lauh Siujé, jousdhs 3. Laub siujé, joigin. 4, bduh Sdang, joigin. 5. Lauh Mai, joigin. 27Lessom 1 CANTONESE BASIC COURSE 4, Expaneion Drill: Expand the cue sentence as indicated in the ‘exampl Bx: T: NgGh ahhaih Whng Ti T'm not Mr. Fong. Sdang. St Deusahjyuhy nh St T beg your pardon, I'm not Shhaih Sung Sdang. Mr. Wong. Ngoh dhhaih Léin suse. 2. Deuidsjyuh, gdh adhain Tein Siuje. 2. Ngdh ahhaih Chih Sdang. 2. Deusahjyun, gdh ahaih Chana Sdang. Ngdh hain Jéung That. 3. Deuidhiyuh, ngdh ahhain ‘séung Tas. 4, Ngdh hhaih Hah Sdang. 4, Devidhjyuh, ngéh ahhath Hoh Silane. 5. ligoh ahhaih Wang That. 5. Deutahjyuh, gdh abhaih Wahng aad. 5. Expansion Drill: Expand the cue sentences to conform with the pattern of the example, fx: Tz Ngbp ahhath Lin 7: ‘Itm not Nre. Lee, /Cheuns/ Thai. /Jéung/ S: NgSb hain L&in —S: I'm not Mre. Lee, ay nome te Tai, ngdh sing Cheung. Jéung. 1. Wgéh @hhaih WSh Thai. /Chahn/ 1. Ngdh hhaih Hoh Tied, ngdn sing Chihn. /Mén/ 2. Nigdh hain chan Slujé, ‘agoh sing Mah. 2. Ngbh ahhaih Chinn Stu; 3. Ngdh hhain Mah Sdang. /dhng/ 3 Ngdh abhaih Mah Sdang, ngdh ‘sing Wehng. 4, Ngdh auhaih W3hng Thai. /Jéung/ 4, Neth Ahhaih Wohng Téai, ngdh sing Jeune. Nigh @Bhaih Léih Tai, /ldh/ 5. Ngdh hain Lath Téai, neo ing Rah. 28CANTONESE BASIC COURSE L2380N 6. Conversation Drill: Carry on the suggested convereation following ‘the model of the example. Ex: A: Chahn Séang, jousdhn. A: Good morning Mr. Chan. B: Deuidhjyuh, ngdh 1: I beg your pardon, I'm not fmnain Chana Mrs Chan. My name is Cheung. Siang. Ngoh eng véung. Ay deusinjyun, Ar Ay excuse me, Mr. Cheung. Jéung Sdang. Br Phginyiu. Br That's OK. 1s A: Chitin Siujé. 1s A: Chdhn siujé, sousdnn, Br csscessesscensenees Br Deuiahiyuh, gdh athain Chana Sfuse, Ngoh sing hng. At Ay deusanjyun, Wohng ‘stag Ahgényiu. 2. A: Jéung Stusé, séueihn, Br Deuiahjyun, gdh dhhaih Jéung Siujé. Ngdh sing Tein, Ay deusinjyuh, Léih suse. B: Ahganyiu. 3. At Hh Sdang, jéuedhn. B: Deuiah3yuh, ngéh ahhaih Won Shang. Ngdh sing Wonng. Ay dousihjyun, ding Sdang. B: Ahganyiu. hy As Jdung Siang, juednn, B: Deuiahiyuk, ngdh abhadh JBung Sdang. Ngoh sing veins » deuiahjyun, Léin Séang. B: Mhganyiu. 5. Ar Chaba Siujé, ousdhn. B: Veuiahjyuh, ngdh ahhaih Chinn S{ugé. Ngdh cing Luh. ° 29CANTONESE BASIC COURSE ec AD Ay deutihjyuh, Laun shui. 5 Br Phgényiue Vooubulary Checklist for Lesson 1 A 2. Chaba 3. deusansyuh 4. hai, 5+ Hob 13. i ase 15. 25. Wehng ph: on Chan Excuse me; I beg your pardon; I'm sorry. ie, am, are, were, etc. Ho student Cheung Goodbye Good morning Law La Ma not ‘That's all right; It doesn't matte: Never mind. Mr. (cee notes) have the surname unmarried woman; woman, lady (ace notes) Mise Mrs. married woman (see notes) Mire. (see notes) Wong 30CANTONESE BASIC COURSE CLASSROOM PHRASES he B, Learn to respond to the following classroom instructions: Le Vingd ngdh maha néin, ndih 1, Now 1°21 ask you, and you ane dap agdh, ne. Unga ndihdein jingéi mab, 2, Now you yoursely: ‘Sihgé4 daap. Gas juke 3. Continue. (4. ask and ane + Do the next one, Keep going.) Nein Joun néth foun 4, You do A, you do B. B. ‘The following are some comments that the teacher say sake on your recitations, 5. Neiam leak. 8 Kan lak. Tuat'e it. (Arter student auc- ceeds in saying sonething right.) 6. Hain gém tank, 6. That's dt. Now you've got it 7, Hath laak, 7. That's it, Now you've got it. 8, Hou sun, 8. Just right. Quite accurate, 9. Conga héu 9. Good, spoken well, ae Bs 10. No, that won't do. Not spoken right. cndinds, Ll. Approximately. (4.0., Good enough for now, but not perfect.) Yau eubk a¥. 12, Get it smoother, (When a student! recitation 4s halting.) Daaihsing at. 13. Louder, aSSO CANTONESE BASIC COURSE I. BASIC CONVERSASION Ay Butidup: sinedang geatoing a ofluss Stujé gwaising a? Nggh eing Whang. Wonng Siusé. 2? STnedang a8? sftusing Sfusing Liu. aun 5 (At a party in Hong Kong) Sinsdang your surnane (polite) sentence auffix, to soften abruptness What is your eurnane, Hise? Siuss My nawe te Wong. (bowing slightly) Hie Wong. stags sentence suffix ter questions And you? (polite) Sinsdang ay name (polite) My name 40 Laue Shue (vowing #lightiy) kr, Laws Sinsdang (Indicating a young lady standing beside Mies Wong) aityéh or mayéh or afysh wnat? aing sdyth a7 have what surname? panngyiuh friend néih your néih pahagyauh your friend Nein pangyfuh sing etag Mab What ie your friend's name? has the name Ma 32CANTONESE BASIC COURSE sing in ge kéuth Kéuih sing Nib ge. sTnsdang Gwangaing yin Gwongdingyina hadh abhaih a? Kéuih hath dhhaih Gwongdingyine a siuss Seunnghdt SeunnghSiyiha Ronin a, Kéuih hath Seunnghétydhn, ‘Sinadang aéih ad? siugs au 430 hath Seuhaghétyihn Ngdh abu hath Seuhnghétyihn. LESSON 2 noun-forming boundword. ge suffixed to a Verb Phri wakes it grammatically ‘© Noun Phrase. is 2 named-Ma one he, she, it Her name is Ha, Kwangtung person cn tonese person, a person from Kwangtung province As/not-ie? & question formia Is she Cantonese? Shanghat ‘Shanghai person No, she's from Shanghai, sentence prefix, resuming the thread of previous Aiscussion. ‘And you? ale also am Shanghai person I'm aleo from Shanghai. B. Recapitulation: (At @ party in Hong Kong) Sinadang Siujé gwatsing a? Wnt 49 your (eur)name, Hise?LESSON 2 CANTONESE BASIC COURSE shuse ‘Ngoh sing Wohng. My name is Wong. Sinsdang (bowing slightly) Wobng Siujé. Mise Wong. Slugs ‘Sinsdang ne? And you? Sinsdang Siusing Lauh. My ne siuse (vowing slightly) Lauh Séang. Mr, Lat Sinsieng (adhoatsag « young lady etending Deets Kise Hoag) Néin pabagyéuh sing meysh a? What is your friend's uname? stuse Kéuih sing Mah ge. Her name is Ka, ‘Sinsdiang juih haih fihhaih Gwongdingydhe Ee ie Lau siuss fonaih a, Kéudh hath Seudnghdiydhn. Sinsdang néih 237 And you? Siuss Ngbh Bu naih Seubngh3tydnn. I'm also from Shanghad. Pee e eee eeeeeee Problem sounds in Lesson Two: Initials ae Ks and 4 (phonetically (pl, (t], [i], and (tel. B. 4, gy amd J sounds in Canton to the voiced English sounds apelied with the same letters. Positioning for Cantonese » and g sounds is the came as for inglish. For the @ sound the tongue tip is more forward in Cantonese than in English--against the base of the upper teeth for Cantonese, on the dental ridge for English. Position for the 4 sound has been ds from Shanghai. ai are voiceless, in contrast cSCANTONESE BASIC COURSE 3350N 2 yim Lesson One, The sounds are unaspirated, English counterpart with respect to te: te ave their ‘ut the Cantonese and Englich sounda contrast the Cantonese initial consonants being and the English lax in ieolated words and in str ntence nest 04 position ine Compare: (left to right, then right to left.) vin go i who vou 4 cloth vit cup bin =H guest baat 4¢worabip doe 4) arrive ate A wring ing J surnane Ting Pe shop (Noun) ear set 18 record (Verb) cus gan E50 wy gost order guava Gvingdingk t Kvangtung Jos. B again i Z untii, to jiu rertect fou XL stove phonetically [p"], [t°}, [k°], and and ch sounds are similar to Englieh counter- pert By ty ky gh sounds in that they are voice: Positioning for p ant k is the and aspirated. as for English. For the t the tongue tip 1s more forward in Cantonese than in English=- against the base of the upper teeth for Cantons ridge for Englien, The positioning for oh hi 35 on the dental a inLgssom 2 CANTONESE BASIC COURSE Lesson One, The Cantonese consonants are tenser than the American counterparts, (lett to right, then right to 1eft) Bngiien Cantonese Pr pingpong: pabngydub A friend pay pei HL to throw over the snouldere pie posi 4 send Poe pou = fj_—sshop (N) patt pit kM for horees tr the A necktie team tin fh additional top teap 9 pagoda tong tong iron (Verb) kt cow xeau lean on kay ket hope eut kit cough cup ‘wap #2 step (Noun) ch: chuck chak =) gu chew cniu a8 exceed chow enau = bad ome2. ohip chip 4 concubine YahtbGayiha Un tem two-part final composed of the high back rounded vowel y [u) followed by the velar nasal consonant y 4s a high back rounded vowel, which before n has a slight offglide to high central position: u+an-=(u:inJ, The vowel is open, not nasalized, before the nasal final, The Canton un is roughly comparable to the oon in general American "boo: G times) AG times) 36CANTONESE BASIC COURSE Lasson gud practice Lieten and repeat--remeaber to keep the lips rounded throughout, renenber that the -1 of i represents the rounded high front vowel vm il. juin (5 times) 46. doutihjyun (5 tines) Hebe deus (5 thaes) at a 4u te @ twonpart final composed of the high frost unrounded vowel 4 [4] plus the high back rounded vowel u [u], In thie quence the 4 4e pronounced as sn onglide, with the gain force of voicing on the u portion of the syllable--(1u]. Listen and repeat: 1, efujs (3 times) 2. efu (3 times) ‘Tone_practice 1. Buddy, sing sing, hath hath, 2. ddu sing hath, hath sing dou 3. du sing sing hain =, du hath |, hath du 4. @Buddu, déung Jung 5+ Jéung, ddu dou Jéung 6. fu ety , néinndin 7. sfu nih, ndih oly. 8. hath yin =, yihm baih IT. Notes Ay Culture Notes: 1. A Gwoxgdingydhn is @ person from Kwangtung province. In Snglich such @ person 4s usually referred to as 'Cantonese,’ the English nane deriving from the city of Canton in Kwangtung province. People from Hong Kong are also included in the tera Grongdiinayihn, Polite forge in social conversation a) Snedang and siujé are polite formal substitutes for x "you' as terme of direct address. 37‘LEssom 2 CANTONESE BASIC COURSE 1. Sfasdang guatoing ai That £0 the gentlenan'a (1.0.5 your) na: 2, Stugd gwaising a? Maat 4s the lady's (4.0., your) (See Driii 31.) b) Sus is the general polite substitute for néih when addressing a wonan, even if che ie « married woman. Be: Mr. Lee (to Mra, Chan! Sfujé hath imhoih Guéng- Ie the lady ( dingyaéhn a? from Kwangtung? (See Drinn 1h) ©) Surname and title ae polite formal eubstitute for Are you) of address. Bx: Mr. Lee (to Mies Chan): chihn Siujé haih hhaih Is Mise Chan (i.e., Are you) Gwongdiingyéhn a? tron Kwangtung? (see Drizl 14 ) @) geai- and siu- Ls gai isa polite form meaning "your," referring to the person you are talking to. Bx: gwaieing your name, The literal meaning of geai- duable." "precious, 2, slu- is a polite fore used in referring to oneself when talking with another person, It aeane "ay." Ex: afusing sy nase, The literal meaning of sf (See Drill _11) 3. Ngoh sing seems more cor guaieing is sore concon than Néin sing séysh a7 in social conversation. At a doctor's office, or in registering for ie "onal." only used than siusing, but school ‘What is your name’ would be more apt to be asked as ‘Sing adyéh?' than as ‘Gwaising a?! B, Structure Not: Some people in speaking about Cantonese and other Chine languages, say "Cantonese has no grammar." In this they are referring 38CANTONESE BASIC COURSE LasSON 2 to the fact that words in Cantonese (and other Chint Languages) do not undergo the changes of form which Englieh words experience in relation to tense: see, saw, seen; to number: boy, boy: to cae uy Photograph, photographer, photography, photographic; to eubject-verb concord: He sits, They sit. Ls Verb form: Absence of Subject-Verb concord. ne, ay, mine; to word class There ie no eubject-verd concord in Cantonese, Jher ‘the English verb changes form in concord with the eubject~. I nm, You are, He is--, the Cantonese verb remains in one form regardless of the subject. Ex Subject Verb Ngdn hath Chan Sfujé. I am Mise Chan, Néin hath gdh pahngyduh. You are ay friend. Kéuth haih Géngdingyahn- He is Cantonese. Kéuihdeih haih Seuhnghdtyahn. ‘They are Shanghai people. (See Drina _3) Absence of Singular/Plural Distinction. Noun fo1 ‘There is no distinction in Chinese noune between singular and plural. One form ie used for both single and plural objects, with other parts of the sentence, or sonetines simply the situational context, giving information regarding suber. Ex: yahn = person, people Vinggwokyahn = ‘Englishman, Englishaen.* SAngular/Piw (a) Kéuih hath Yinggwokydha, He ie an Snglishman, () Kéuihdesh hath Ynggwokyiha. ‘They are Englishmen, (See Dra _ 3) 3» Pronoun foras. 1. Cantonese has three personal pronouns: ds ngéh = I, me, ay 2. nih = you, your (singular) 3. kéuih = he, che, it, him, her 2, Plurality is marked in personal pronouns by the plural euftix det 39Lasso 2 CANTONESE BASIC COURSE 2s agen = 1 agéhdeih (both inclusive and excluesve) 2. néih = you (sing.) néihdeih = you (plu.) 3. kéuih = he, she, it Jhdeih = they (See Drit1 __3) Moai ti on! on ructures: Noun modifi In Cantonese a modifier precedes the noun it modifies: Example: Modifier + Noun head Ngdh pahngyuh haih Vinggwokyahn. My friend is an Englishaa: We will refer to thie modifier-nodified noun structure as a Noun Phrase (NP), consisting of modifier and head, (See Drills 5a, 12, 13) 3 fh What we call sentence suffixes are also called "final ticles" and “sentence finale." Sentence suffixes are used in conversation, and are a means by which the speaker signals the listener what he feels about what he's saying--that he is doubtful, definite, sur- prised, sympathetic, that he means to ve polite, or sar- castic. Sone sentence suffixes have actua} content seaning. For example, 3, which you will learn in Lesson 3, has inter- rogative meaning, and ouffixed to a statement sentence makes it a question. But others operate primarily as described above to add an enotion-carrying coloration to the sentences they attach to. As such they have been called also "in- tonation-carrying particles," intonation here used in ite “tone of voice" aense. Two sentence suffixes appear in the Basic Conversation of this leseo: 1s Sentence suffix a The eentence euffix a has the effect of softening the 40CANTONESE BASIC COURSE LESSON 2 sentence to which it is attached, making it lese abrupt than it would othermige be. Examples from this lesson: 1. Kéuih haih fhhaih Is she a Centonese? Gwéngdiingyahn a? 2. Shhaih No. In English a courteous tone of voice is perhaps the best counterpart to the @ sentence auftix, (See Basic Conversation (BS), and Drill 7) 2. Sentence suffix nB 28 in a follow sentence of structure Noun + né: an interrogative seatence suffix, about...2,! ‘ands, fe Anterrogative en its own: Bxamplé Ngbh hath Gwongding- I am a Cantonese; how y8hny néih ne? about you? Sentence suffix a is not substitutable for ng in this type of sentence, 2 not having an interrogative sense of its own. (See BC, and Dril2 14 ) Ne have used tone marks in writing the sentence suffixes, but perhaps it would have been better to use other symbols, aaybe arrows pointing up for high, diagonally for rieing, to the right for mid, down for falling. Since some finale can be aid with different pitch contours with the effect of changing the coloration of what ie said but not the content, they are not truly tonal words. For example, sentence euffix ‘Ay encountered in thie lesson, we have described as having the effect of softening an otherwise rather abrupt sentence. Tis final can also be said at high pith: &, without chang- ing the centence-softening aspect, but adding liveliness to the response. Ex: A: Néth hain hain Are you a Cantonese? Gwéngaingyahn 07 aLESSOR 2. CANTONESE BASIC COURSE B: Mhhath &, Ngdk hah Ne, eiree, I'm a Shanghai man, Seubnghét Beginning students, even advanced students, often have a lot of asfficulty with sentence suffixes, because they don't {4t Anto categories which we recognize in English. Partly thie is because most of us haven't analyzed the English we uges How would you explain, for example, the Euglish ‘sentences suffixes" in the following: 1. what do you mean by that, pray? 2. Hand me that peneil, will you? 3. Cut that out, hear? 4, He'e not coming, 1 don't think. Our advice to students in regard to sentence suffixes is abeorb ther as you can, don't get bogged dow in trying to plumb their "real" meaninge--in doing 60, you epend more tine on then than they warrant. 6. Choice-type Questions, Questions which in Snglish woula be snewered by yes or no, are formed in Cantonese by coupling the positive and negative forms of a verb together, and requiring an echo anewer of the suitable one. This question form we call the Choice-type Question. Exaaple Queation: Kéuih hash abhath Ie he an American? M@ihgwokyahn a? (He is-not is American person 0?) Responses: Haih, CIs.) Mhhaih, No. (Not-is} (See 5¢ and Drills 6, 9, 13, 14) Question-rord Questions are question sentenci the Canton using question-word equivalents of what, when, where, h? twhat?* (variant pronunciations aktyin? and alyéh?) is an example of @ ord. why, how, how such, how aany, who. m6} question: 42CANTONESE BASIC COURSE L2SSON In Cantonese question-vord (QW) questions pattern like state- nent sentence --they have the same word order statenent senten~ ees, with the question-word occupying the came position in the sentence which the reply word occupies in the statement, Bxample: Kéuih sing |meyel (He is surnamed what?) that ie his na Kéuih sing[WShng. (He is surnamed Wong.) Hie name is Wong. (See BC and Drill 12, 13) 8. ge, noun-forming boundword ge attaches to the end of @ word or phrase which ie not 2 noun and makes it into a noun phrase, In such cases it uoually works to translate -ge into iglish as ‘one who! oF ‘auch a one.’ when we cay ge is a boundword we mean it is never spoken as a one-word sentence, but alvays acconpanies sone other word. Example: 1, Xéuih eing Wohng ge. She is one who has the surnaze Wong. or She's @ person nased Wong. (See BC and Dritle 9, 10, 22, 23) ga is a fusion of ge + sentence suffix a Example: A: Kéuih hain @hhaih ‘Te he named Wong? sing W3hng ga? B: Mhhaih--kéuih No, he's not named Wong. @hhaih eing Wahng His name is Ho. ge. Kéuih sing Hn. (See Drint _9) 43Esson 2 CANTONESE BASIC COURSE 9. adtyén, méyéh, and olysh = variant pronunciations for ‘what?! nityén ie occasionally used in conversation® as an emphatic form; normally the spoken pronunciation is meyéh or alyéh, come people favoring slyéh, othera afyéh. We have written séych uniformly in the text, but on the tapes you wALL hear all three form TIT, parts ‘Transformation Drill: Make negative sentences following the pattern of the example, Student should point to himself? in ngdh Sentences, to another otudent in kéuih and néih sentences. ex: 1 Kéuih hain Souhng- hétyahn. Kéush ahhain Seuhnghodyahn. 1. Kéuih haih Seuhnghdiyahn + 2, Kéushdeih hash Gwongdineyahn. se ee beatsnase) +5. eG hain Jdnggnokyann. (I ons chinesed +4, NgBhdein hain Jinggwokyahn. “Bie are Chinese.) +5, NSih hath Yingpwokyahn. (You are an Gnglishaan.) +6, Nib haih Méihgwokyahn. (You are an Amersean) + 7. NSihdeth hath Méihgwokyabn. Cou plu.) are Asericans.) + 8, Ngdh hath Yahtbingdha. (I am a Japenese.) +9. Nedh hath T3ihaianyahn, (am a Toisas san.) Substitution Drill: Substitute the eve word to mike a ne He (or she) is from Shanghai. (Shanghai person) He (or ehe) is not from Shanghai, A. Kéuih shhath Seubnghdtyann. 2, Kéuihaeih ahath Gxéngdiing- Nigh @hhath Jinggrokyahn. 4A, Ngdndeih hath Jinggwokyahn. 5. Néin Abhath YEnggwokyahn. 6, NSih Aihaih Meingeokyéha. 7. NBindeth Ahhath yaha. Ngéb hain Yahtbfinydhn. iSingwox- ‘tence, following the pattern of the example. kéuihdeih haih GwSngdiingyahn /Seuhagholyahn/ is T: They are Cantone (/Shanghai people/CANTONESE BASIC COURSE ESSON 2 S: Kéuihdein hath St They are Shanghai people. Seuhnghéi, 1. Kéuihdeih hath Seuhnghéiyahn. 1, Kéuihdeih haih Méihgwokyahn. ‘MMéshgwokyahn/ 2, Kéuindesh hath Méingwokythn. 2. Kéuthdein hath YLngerokyaha, (/Taggwokyahn/ ‘3. Kéuihdeih haih Yinggwokyahn. 3. Kéuihdeih hath Yahtbinyaha, (Yantbinyihn/ 4, Kéuthdeih haih YahtbGnyahn. 4, K@uihdeih haih Jinggwokyahn. ‘HSinggwokyaha/ 5. Kéuihdosh hath Jinggrokyiha, 5. Kéuihdeih hath Grongdiing- /Gwongdingyahn/ yabn. Mixed Subatitution Drill: Substitute the cue word in the appro- priate position, following the pattern of the example, Bx: T: Ngdh haih Seuhng- ndiyahn. /néihdeih/ 5: Néihdeth hath Seubng- héiyahn. Tr Néindeih hath Seubng- hatyaha. (/Singgwokyaha/ S: Néihdeih hath Jiing- 1. Kéuth beth Yinggrokyahn. ‘/xSusndeth/ 2. Kéuthdeih hath Yinggrokyahn, /néihdesh/ 3. Néindeth hath Yinggwok; (éAhgwokye 4, Néthdeih hash Méingrokydha. (ngih/ 5. Ngbh_haih hohkedang. I am from Shanghai, /you (plu.)/ You (plu.) are from Shanghai, You (plu.) are from Shanghai. (/hinese/ ‘You (plu,) are Chinese, 1, Kéushdesh hath TEnggwokyann. 2. Néindeih haih Yinggwokydhn. 3. Néihdeth hath Méshgwokyain. 4a gdh hash Méshgwokyahn. 5. Ngdh hath ofnsdang. 4, Expanaion Drill: Expand the cue eentences as indicated in the example. Students should gesture to indicate pronouns. Bx: T: Kéuth ahhaih Lin Taai. 45 She is not Mrs. ZoLESSON 2 CANTONESE BASIC COURSE Kéuih athash Léih She 4 not Mra, Lee, I am, Tans, mesh hath. Kéuih ahhath Jéung Sdang. as Guih abhath Jéung agéh haih. es 2, Kéuih aihash Chdhn Shujé, ondhn siugé; 3. Kéuih aphaih 3h Siang, én Siangs 4, Kéush ahhasn 18th Téa. 4, Réuth dnath 13m Thay gdh hath. 5. Kéuih ahhaih Chahn Sdang, 5. Kéuth ahhath chahn Sdang; nggh hath, 5. Transformation Drill: Respond according to the pattern of the example. Students gesture pronouns, Bx: Ti tigdh bath Méih- 7: I am an Anericans gwokyahn. S: Néth hath hain Sz Are you an American? ésngvokyahn a? 4 Ngdh hath Gwongdiingyiba, 1. Nin hagh ahnaih Gwéng- diingyin 0? . Ngéh hash Wanng Siang. 2, Nin haih shhath Wohng Saang a? 3. Kéuih hath LSih Séang. 3. Kuih hagh aphain Léin Siang a2 4, figdh hain Néingwokyahn. 4, Nein ath ahadh Mein gwokyahn a? 5. Ngbhdesth hash Yahtoiny 5. Néthdeth hash athash ‘Yabtbinyaha 6. Kéuth hath singewokyiha, 6. Kéuih hath ahath ging gwokyihn a? Do the above gentences ae an expansion irill, expanding vith péhngyaun thus: Tr Ngdb hath Grongdingyahn, S: Ngén pahngySuh hath Gwongdingyahn. 46CANTONESE BASIC COURSE Lasson 6. Response Drill: Reapond according to the pattern of the example, Bx: T: Jéung s{ujé haih ‘Abhaih Néibgrokyahn a? /inggrokyaha/ T: Is Miee Cheung an American? /ingiich=peroon/ S: fkhath, Kéuih haih 5: No, she's English. ogewokyahn. 1, Néin hagh ahhaih Yinggwokydhn 1. Shbaih. Nedh hash Méih~ at /Mésngrokyahn/ erokyahn. 2, Néth hain ahhath, Seudng- 2. Mhath. Ngdh hain Géng- natyaha a? /Gréngdingyaha/ dingyahn, 3. Seung Sang haih ahhath 3. Mhath, Kéuih hath Seuhng- nétyinn. 4, Min Tai bath hath Ying 4, Abhaih. Kéuth hath Méih- gwokyahn a? /Méihgwokyéhn/ grokyaha. 5. Kéuih hath abhath Sounng~ 5. Mmhath. Kéuih haih TS4h- néiyain a? /Téihedanyahn/ Conversation Exercise: Carry on following the pattern of the e: Ex: A: N@ih haih @hhaih Téung S{ase a? B: Abhaih. Ngbh oing Chahn. Ohahn Sdang a? BE seceseeesee HAs 2 Loan suse or Jdung. 3. chin That a? Hab. 4 Lath Siang 0? Jéung. Han Shujé a? 47 the suggeated Conversations xan! Ar Are you Mis Cheung? B: No, ay name 16 Chan, Néin baie ghhaih Chihn Sdang a? + finhaih a, Ngéh ing Fan. + N@ih hath ahhesh Léih Siujé a? Muhath Seung. Néib hath ahhain Chahn Thai a? : Mhhath a. Ngoh sing Hh. + N@th hath ahhath Loin Siang a? fonath a. Ngdh oing Séung. Néib haih shhaih Neh Neéh oing2SS0N 2 CANTONESE BASIC COURSE e+ Ohba. B: Mbhaih a, Ngdh sing Chahn. 7a. Continue, with ctudent A using a name at random and ‘student B uaing his own name in respone Be 8, Responee Drill: Respond according to the pattern of the example: Bx: T: Kéuih sing Wehug. © T: Her name ie Wong. /Cheung/ (/S8ung/ S: Kéuih abhain sing Her name is not Wong, it's Wehng, sing Jéung. Cheung. Ls Kéuih eing Jéung. /ih/ Ls Kéuth ahhash sing Seung, sing Hoh. 2, Kéuih eing Hoh. /chahn/ 2. Kéuth ahhaih sing Hoh, sing Ohaha. 3. Kéuih eing Chin. /.#in/ 3. Kéuih ahheih oing chiba, Bing Lesh. 4. Kéuth eing Léih. /Lauh/ 4, Kéuih ahhath sing Léin, sing ihe 5. Kéuth sing Mah. /W3kng/ 5. Kéuih ahhaih oing Man, cing 9. Response Drill Bx: T: Kéuih haih ahhaih sing Is her name Chan? /lo/ + Chan ga? /A8b/ 5: Shhaih. Kéuih sing Hoh No, her name is Ho. 8 1. Kéuih hath dhhain sing Lin a? /Chahn/ 2, Kéush hath fhaih sing Win 2. Mibhain. Kéuih sing Hoh ge. ga? /ab/ 3. Kéush hagh @hhash sing Jéung ga? /Laib/ ‘A. Kéuih haih fhhaih sing Chdho ‘4. Mhhaih. Kéuih sing Mih ge. gat /Min/ 5. Kéuih haih ahheih sing Hoh 5. Mbhaih. Kéuth sing Jéung ge. ga? /Séung/ Conment : Phhaih. Kéuih sing Chdhn ge. Mhnash. Kéuih eing Léih ge. a, Sentence suffix ga is a fusion of ge +a = ga. 48CANTONESE BASIC COURSE ON 2. b. In the choice-type question form, sing is preceded by haih Bhhaih to make the questios. 10. Expaneion Drill: Ex: ?: Néihdeih naih Méih- You are Americans. /xe/ ‘grokyaha, Zagohaeih/ S: Néindeih haih Néin- ‘You are Anericans; we are also gwokyahn; ngdhdeih == Americana, Sou hain Neihgwok- yahn. 1. Kéuihdeih haih Vinggwokyans. 1, Kéuihdein hain Yinggwokyaha; /agohdesh/ agohdeih dou haih Ying- gwokyann, 2, NgGndeih hath Seuhnghdtyihn. 2, Ngdhdeih haih Seuhnghdd yah: ‘/kéuihdeih/ Kguihdein du haih Seuhng- hdiyahn. 3. Wahng aad noth ngbh pahng- 3. WShng Téad hath nedk pihng- yaub. /xéutb/ yiub; kuin au hath ngo pahngyauh. Kéughdeih hath Gwongdingyahny 4, kéuihdeih hath Gwongdingyihn. (/bindesh/ néihdesh dou hain Gwbng- dingyahn. 5. Ngdhdein hath sing Chain ge. 5. Ngbhdeih haih sing Chih ges Txeuihdesh/ kéuihdeth ddu hath sing Chaka ge. 11. Conversation Bxercise Examph 1. Ar Sfujé gwaising a? (To « woman) What 16 your name? siusing Hh. My name is Ho. Ar Nan Siujé. Miss Ho. 2, A: Sinedang gwaising a? (To a aan) What is your name? B: Sfusing Lauh. My name is Lau, As h Siang. Me. Laue 1. A: STnodang . Bie 1. A: SInsGang gwaicing 2? : Sfusing Léih. Ar Léih Sdang. 49,‘LESSOR 2 CANTONESE BASIC COURSE + Sfnsdang gratsing a2 : Stueing Chana. Chane Séang. sinedang gaising a? B: Sfusing Jéung. Ar Jéung Sang. + Stags graising a2 Sfueing Wahag. + Wohag Siugé, sfugé graieing a? B: Siusing én. Ar ae S£uié, 12, Conversation Drill Ex: A: Néih pihugydun sing What is your friend's name? wayeh a? Bs Kéuih sing Whang ge. Hie mane is Wong. : Kéuih sing Hak ge, 2. A: Nah pangydun asag yeh at B: Kéuih sing Lauh ge. Opes 3. Ar Néih pihngyduh sing sayeh a? Kouth sing wdhng 6 + NGih pittogyéuh atng neyeh of 1 Kéuth eing Jéung ge. Néih pihogyduh ing neyth a? Kéuih sing Léin geeCANTONESE BASIC 13. Conversation Drill Bx: A: Nin pihngyduh sing A: aeyeh a? B: Kéuih sing Whang ge. B: Az Kut) hath hain A Gnongdingyahn a? B: Phhaih. Kéuin hath B: Yahtbinyahn. M1 B : sian. A seesTnggwokyaia a? Be seeeesM@ingwokyahn. Bt ceseeeceseeeesLOihy Ar +.,Seuhnghdiyahn a? «-Tothedanyahn, AE reese seeeeee? ++sGSngdiingyahn a? B: s4++-Seuhnghdiyahn, By COURSE BSSON 2 What 4s your friend'e nat His name is tong. Is he a Cantoneae’ No, he'e a Japanese. 1s A: Néih pahngydun cing wayeh a? Kéuih sing Hah ge. Ar Kéuih hath @hain Wnggrokydhn a7 B: Mhhash. Kush hain wéingwokyann, + N@in pahngyéuh sing mayen a? Br Kéuih eing Lin ge. Ar Kéuih haih athain Seuhnghéiyahn a? B: Mhhath. Kouih haih ‘Téinsdanyaha. Noth pangyduh sing meyeh a? Kéuih sing Chaha ge. Ar Xéuih hath hath Méih~ gwokyaha a? B: Mhhath. Kéuih haih Yingawokyaha. Néih pihngyiuh eing meyeh a? Kéuth sing Man g Kéuih hath ahhaih Guéne~ dingyahn a? Pr finhaih, KSuih had Seunaghéiyaha, Néih pangyduh sing mayeh a? uih sing Wehng ge.Esco 2 CANTONESE BASIC COURSE Yahtbinyaha Janggwokyahn. Yahtbinyaha. Ar Kéuih hath anhadh Yant~ biayahn a? B: Mbhaih. Kéush hadh Jing grokyabn. 6. A: Néih pangyduh sing meyéh a? B: Kéuih sing Jéung ge A: Kéuih haih akhaih Seunng- néiydhn a? B: Mhhgih; Kéuih haih Yaht— bonyahn. 24, Conversation Drill: Carry on the suggested conversations following ‘the pattern of the example. Bx: A: Sngdang hash ahhaih Neingwoigeh. Br Abhath~-ngép hath Yinggroxyaia. stage ne? Az tigdh hain Gwéngdiing- yiha. 2s A: (oman): SInsiang +--+ B: (Man) + Ar (foman): 2. A: (Wan) + S: B: (Woman): A: (Man) Méihgrokyaha, + BeAr (Man) + SEnedang eeeeeee seeeeeTinggrokyann (Man) Az (Man) 4, Ar Gloman): Moh Sasiang » 52 ssGwongddagydin. + Seunnghdiyahn. Yahtbfinyahn. Méshgrokyahn. Gréngdingyaha. Yahtbinyaha. Is the gentleman (i.e. Are you) ‘an American? No, I'm an the lady (i.e. you)? ine T am a Canton A: Sinsdang haih éhhaih Gwngdingyahn a? B: Mbhath, Ngéh naih Seuhng- ndiydhn. Sfujé ne? Ar Ngdh hath Yahebiiny A: S{ujé hath Ahbaih Yaht~ vunyahn a? B: Mhhaih, Ngdk nah Jing. ‘sxoydha. Sfnsdang ne? A: Ngdh hath Nésherokyahn, Ar Sfapdang hain bhaih ‘inggwokyahn a? Br Pohadh. gdh hath Mesh gwokyahn. Sinedang n87 Ngdh hath Gwngdingyahn, Az Mah Singdang haih ahhats Yahtbinyaha a?CANTONESE BASIC COURSE Lasson 2 B: (Man) + sse+e Jdnggwokyaha Senda Shug, B: Mhhaih. Ngsh haih Jin geokyahn. Chann Suse net A: (Woman): ++++eYinggrokydhn. A: Ngdh hath Yinggwokyahn. Continue, students using their own situation to carry on the suggested conversations, IV, CONVERSATIONS FOR LISTENING The text of these convereations is written out in Appendix 1. Listen to the tape with your book closed, checking the text afterward, if necessary. SAY IP IN CANTONE: In this section you get directed practice in ucing aoe of the Cantonese you have learned, using the English you. Thie is not to be thought of as a trans! English is just to get you going. Try to put eaying it the way the Cantonese would. Often few mays to say the sane thing. A. Agk the person sitting next And he ano! to you: 1. What is your name? 2. My name 2. Are you an Englishaan? 2. Noy I'm 3. Ie your friend also an 3. Yes, he mers. 4, Is Miss Ho from Shanghai? 4, No, she! sentences to prompt ation exerciee--the the idean into Cantonese, there will ve quite @ je an Anerican. te, 5 from Toishan. 5. Ie Mr. Lau a Toiehan man? 5, Yea, he fa. 6. What ie your friend's nawe? 6, His name is Lee, 7. Are you Mr(s). Wong? 7+ I'm not Mr(e). Wong, my nai Are you a student? 8, No, I'm not a student, I'ma teacher. 3BVocat Le 2. 3. a LEssom 2 CANTONESE BASIC COURSE At a party: 1. Mr, Wong seke Kr. Ho his name. 2. Mr. Ho replies that hie name ic Ho, and aske Ur. Wong hie name, 3. Mr, Wong gives his nas and asks Mr, Ho if he ie = Kwangtung 4, Mr, Ho answers that he i Kwangtung. 5. Me, Nong says no, that he $6 a Shanghai man, He asks Ur. lio 4f he also is from C. A and B, two new students, wait for the 4 1. A ake B what his name ie, (studente us cher to come to cla actual panes) 2. B replies and inquires A's name. 3. A gives his name, and asks B if he is Japan 4, B replies, and asks A if he is an tnglishman, 5. A replies, and asks B what C's name is. 6. B replies, adding that C is Chinese. bulary Checklist for Lesson 2 a een. suf., to soften abrupta au aise ea es: sen. suf., fusion of ge + a= ga oan sp: ‘Well then, .++' 'Say,e.+' sem. prefix resuming the thread of previous discussion bf: noun-forming boundword; ~ge Phrase aakes it @ Noun Phras gvaioing? what ie (your) ournane? [polite] Gwongaing Kwongtung, @ province in SE China Gwangdingyahn [go] n: Cantonese person, pereon from Kwangtung Province Singgwokyinn Chinese person kéuih he, hin, his they, them, their what? oHb. a, 25. 16. 17 18 19 20. ae 22. 23. ake 25. 26. 27. 28. 29. 30. ale Mésngwokyano aiyén? alyén? aéth néthdesn ngShdesh pahngyauh [68] Seubnghét Seubnghdtyaha sInaiang ofnsdang ofnys olusing TSihewan Bani vata. Yahtbinyahn Yinggwokyahn ayaa CANTONESE BASIC COURSE Phe American wnat? wnat? son. suf. for questions you, your you, your (plu.) friend Shanghai, peraon from Shanghet "sir, term of direct addr * Madame, term of direct address ay ourname ie (polite) Toishan, a county in southern Keangtung about 200 miles weet of Hong Kong. person from Toishan person Japanese peraon Englishman, person from England 55LESSON 5 CLASSROOM PHRASES Learn to respond to the following cls at the Englich equivalents as the teacher reads tne Canto: Then close your books and listen to the help you wnderatand. will say cach sentence several tines to instructions. Check your book if you have difficulty. CANTONESE BASIC COURSE room instructions. Firat look ¢ instructions, teacher end watch his ¢: to ‘The teacher help you become familiar with the eur Your goal is to be able to respond to the Cantonese with- out doing mental translations into English. Knowing the scope of shat to expect will make the detaile stand out clearly. 1, Ngdh jidou bingo, bingo Jauh 1. song. 2. Wing ngéh duhk, néingein 2, ein tan 3. Whgi néihdeth aohéu thi 5. oyiy gingyuh agéh dubk. A. Whgi néthdeih ginjyuh leth- 4, gent gém jour. 5. Whga ngdhdein téi dain yat 5. go lihnjaahp. 6. Winga ngéndein téi daih yat 6. Bout, 7+ Yéuh mun mahntdin? we Moun. 8. Nihng tau. 8. 9. Ngahp téu. o 56 I'11 point to someone, and that pergon should speak. Now 1/11 read aloud and you (plu.) first lie Now don't Look recite after Do (the probier the pattern at your books, and ws) according to et in the example ventenc 11 look Now at the first exercise 11 Look Now at the firet sentence, Are there any questions? O8 Do you have any questions? Have. (4 question) Don't have. Ihave a Gees, Noy T dor have any questions.) Shake the heads Nod the head,CANTONESE BASIC COURSE I. BASIC CONVERSATION A. Buslaup: (Three colleagues, returning from lunch, are waiting for the elevator in their office building, Next to them two other businessmen are engaged in conversations) Wonag Siuis language what Language? speak ging wiyéh wi 0? apeak what language? Kéuindein ging are they SH oF Sdou gf inst ar know/not know? Néan $f angt xbuingein Do you know what Language ging siydh wi 0? ‘they are speaking? Gwokyiin Mandarin 60g Grokyin peak Mandarin Hath dnhath géng Gwokyth a7 Are they speaking Mandarin? Chinn Sdang fonatn, (tney) are not. Seubnghdind Shanghai dialect Kéuihdein ging Seunnghbted. ‘They're opeaking the Shanghat atalect, si, ote now (hor) elk gong Seuhnghdi know how to speak Shanghai dialect, be able to speak Shanghai dialect. tence auf., indicating surprised question Nein afk ging Souhnghdivd 987 You can speak Shanghad atalect?t chin Siang adoke a Little, someunat 37ZSs08 5 CANTONESE BASIC COURSE tence indicating ‘merely! tonty', "that's aut I know a Little, that's all hag Susi tinag and Seubnghdivd tihng Gvokyin Shanghai dialect and Mandarin au voth xénih du afk ging he speaks both Seubnghdivd tihng Gvokyan he speaks both Shanghas kéuih 3u ok ging Aialect and Mandarin, se ft. for aatter of fact assertion, SeunnghSted tihng Gwokyih kéuth ‘He epeake both Shanghai dialect dou otk ging ga. and Mandarin, Séung Susi Wiageéa or Yhnguina English Lengua néih fe ahete inguin a7 Welt, do you know English? Chinn Siang afk ging obafu con speak a little a write nate can't write dnabohath vat daahahaih abate ab but can't write song séeiu, deahnhain ahetk I can speak « little, but I can't write Saung Siu, hohk study, learn stung wish to, want to, would like to séung hob would like to learn séung honk ‘nga: would like to learn English at a Little, sone sbung honk af Yingnin would like to learn a Little English 58CANTONESE BASIC Ngéh séung hehk af Yingsin. aia a? ain ging 0? Yagain, aia ging a? vit vit sian aot gh Wat yin sian aot gh, Hagein ain gong a? Chiby Siang One two three four tive Sayng Slugs eningen’ Amontagens Ngoh tang ahchingchd. vat cht song yt cht fot jot giag yt cht ang’t aétn Angi n64h Joi ging yat cht. COURSE s350N 5, I like to learn a little English-. how? how (do you) eay? how is it said in English? two three four fivt How do you say ‘one two thr four five! in English? One two three four five. I didn't hear clearly. one time, once say (4t) one tine again say (1t) once again Would you please . Would you please say it once again? Rocapitulation: Wonng Siajs: Wesn gf angi kéuthdesn gong 98 wi a? Haih dnhaih gong Gwokyth a? Ghia Siang: Kéushdein ging Seubngh’t- Anain. Jéung Siujés Néin elk géng Swubnghdind 0% Chin Sdang: stk fu 33. 59 What language are they speaking? Are they speaking Mandarin? (They) are not. They're speaking the Shanghai aialect. You can speak the Shanghai atalect? ZI know a little, that's all,Lesson 3 CANTONESE BASIC COURSE Wong fue Seunnghdii tihng Guokyih He speaks both Shanghai dial Kéuth au ofk géng ga. and Mandarin. Bbung Shuji: jv ndih of ahsfk Tingaia a? Well, do you know English? China Sdang: ‘Sik géng sdeiu, daahnhain aheik I can speak @ little, but I can't write. Hung Shesé: Ngén obung nok af Yingain-- I'd like to learn a little Yat yin ofan set gh, Yingaia English--How do you say aia ging 0? tone two three four five tn Englien? Chinn Siang: One two three four five. One two three four tiv dung Siajé: I didn't hear clearly. would you please say it once again, Pronunciation 1, Open vowels before nasal consonant: Practice the open vowel before a nasal final in the syllabi ‘that structure you have had thue far in the text, Hold your not Listen, and repeat: simtisin , slant} cian. YanebindtYentoin China th china =, justhefAyéusihn ng if sung —, Jéung Sh Jéung sing thing —, sTnsiangdteinsdang sing sing —, gwaisingfdgwaising =. ‘lized vowel following nasal consonant: Vowels following nasal consonants in the same syllable are nasalized in Cantonese, whereas in English « vowel following « nasal consonant in the same syllable is open. Ldaten to your teacher as he holds his nose and say agshCANTONESE BASIC COURSE AT ne t Min Yingain AH You notice that the vo LassoN 3. are partially blocked when the 20 fe blocked, revealing that some air is norsally released through the nose, Repeat the above words after your teacher, holding your nose to test if you are nasalizing the vowel. If you can't quite say these right your pronunciation will sound foreign accented, but it won't make any significant different because what you say won't have some other meaning, as it might if you got ‘the tone wrong. gung practs sdung Seung séung Jéung dung séuag (Renenber that the =i here represents the 1ip-rounded zu sound.) kevin kéuth doutih yun t practice: aout deus fot goa aout Jot fat deus, uth aout deus autos contra 1 2 3 4 ok, as in honk, Jinggwok, dou Jos + deus, + Jot Jot deus + deus, + Jot ole aout K dn final position 1e produced by the back of the tongue pressing against the roof of the mouth, etopping the air flow at the Junction of the hard and soft palates, In final position & 1s un- ed fk) gi g before K hae the same value at vowel: CO]. Masten and repeat: 2 elecwhere--mia back honk (5 tines) Siinggwok (5 times) ngsh honk 44% , ngdh honk Joi hohk 4, jot hobk a + gdh hohk . + Jot hohke .LESSON 5 CANTONESE BASIC COURSE 5. nok $ging th , none ging, honk ging, 7. ag a0 Sm gh The velar nasal consonant ag occurs sonant ng 18 ey ing the syllable ag.) a vowel, in that the con ie in the syllable gh. (There are also two sur- Liaten and repeat: a 2 IT. NOTES A, Culture Not 1. Chinese Languages Gwongdingwé Grokyin: Seubnghitwd: ‘The language opoken in the area roughly coinciding with Kwangtung Province in SE China ie called Gréng- diinged 'Kwangtung - epeech.' In Englioh it is referred naned after the major city in to ae which it was spoken when Westerners arrived in China and began to learn it. ‘There are many dialects of Gwéngdingyé, of which the recognized standard is the language of Canton and Hong Kong. This book will not concern itself with the many dialects, but will concestrate solely on Stand- ard Cantonese, (The dialect of Canton spoken by mont American Chinese io T5ihe spoken in Toishan county in Southern Kwangtung, from whence nost Anerican Chinese emigrated.) (national-language] called in English ‘Mandarin,’ ie the native language of the greater part of north and northwest China. Mandarin has been promoted as the national language by both the Communist Chinese and the Nationalists and is the language of instruction 4m the school systems of both China and Taiwan, ‘Shanghai dialect' epoken in the area around Shanghat on the Fast Coast of China, 62CANTONESE BASIC COURSE LaSSON 5. 2, Dialect differences in Standard Cantonese: initial 2 1 In Standard Cantonese as spoken in Hong Kong there exiet variations in pronunciation which cannot be called substandard, since they are used by educated persons. One euch variation ie to substitute an 1 sound for ann sound in words and ayllabli which begin with n, Some educated speakers do not have initial a in their epeech, and eubstitute 1 wherever 2 occurs, This is quite conson in Hong Kong. Be: néin 5 1éan *you (eing.)* néindesn—> Léindesh —tyou (plu,)* B, Structure Not 1, Uninflected verb forms in Cantones Verba in English have compulsory differences in form (inflec- tions) to represent action in progress (is action (going to eat), past action (ate), general statement (eats), and others, ting), intended Broadly speaking, Cantonese verbs do not have the same com pulsory differences in for: One form may cover action in progre intended action, past action, general statement. For example: Kéuih gaau Gwongdingwa can mean: He ie teaching Cantonese, He taught Cantons teaches Cantonese. (See Drill 2, 6) Additional elements may be used by the speaker to particularize action in progress, repeated action, accomplished action, etc., but their use ie not the compulsory feature of the language that it Se in English. 2. Verbs in series: affirantive, negative, and question foras, 1, When two verbs occur together in series, it is the first verb Waich forms a set with the negative and the choice-type question. Example: Kéuih sTk gong Owokyin. We can speak Mandarin, Kéuih gheTk gong Gwokyih. He can't speak Mandarin, Kéuth afk shefk gong Can he speak Mandarin? Grokyth a? 6CANTONESE BASIC COURSE th is frequently used in series with action verbs in the negative and in choice questions, but not nermally in the affirmtive or in question-word questions. (@NQ): Kéuthdeih ging wiyZh hat language are they wa a ‘speaking? (CHQ): Haih ithhaih gong Are they speaking Mandarin? Gwokyth a? (Neg): Phhaih gong Gwokyth-- (They're) not speaking Mandarin. (Aff): Xéuihdedh gong Seuhng- They're speaking Shanghai noixi. dialect. 30) 3+ Sentence suffix 48 an interrogative sentence suffix indicating surprised question, 8 nakes a question sentence of the statenent sentence it attaches to, with the force of "wnat?! I can hardly believe ae Ex: Néih ofk gdng Seuhnghéiwd a7 What?! You can speak Shang- hai dialect?! (See BC and vrtll 2) 4, Sentence ouffix Je. AE has the force of "aereiy," “only,” pronunciations are ja, or J@. Bx: Sk ging séelu "that's all." Alternate I can speak just a bit, that's all. 5. Sentence ouffix ga 1. Sentence euffix ga (usually pronounced [ka], similar to the gu sound in the English word "Gue") attaches to a sentence giving a eatter-of-fact connotation to the sentiment expressed. Bx. (from Basic Conversation): Seuhnghdiwa tihng GwokyGh Shanghai dialect and Manda~ Pana rin, he can speak both, that's a fact. ‘The implication is that there's nothing extraordinary about At, that's eieply the way it ie. ohCANTONESE BASIC COURSE Lasso 3. 2. Matter-of-fact ga and NP forming ge- ‘These two are sometimes difficult to differentiate, A test is that a,NP ge sentence either uses the verb haih or can be expanded with hath, but a matter-of-fact ga sentence can't always be expanded with hi Ex: 1, Kéuih haih gaau Ying~ He is someone who teaches nin ge. English. (oe Driia 18) 2. Kéuth (hath) sing He is coseone named Wong. Wanng ge Seuhnghdind tihng Shanghat dialect and Mands Gwokyih kéuih d5u fk rin, he can speak both, gong ga. that's a fact. 6. Loose relationship of Subject-Preticate in Cantonese: Subject + Predicate as Topic + Comment. We described full sentences above in Lesson One as being composed of Subject and Predicate, in that order, Below are examples of Subject-Predicate sentences: Subsect Predicate Le tgdh 2, Kéush 3. Néih pahngyéuh —gdng mdySh wd a? 4 graising a? 5 aim ging? 6. Yat yth sda Yingadn dim gSng a? 7. Seunnghdsv tihng Gwokyih — kéuih ddu ofk gong ga. 8. Néin ji ahst kéuihdeth ging adyéh wi a? You will note from the sentences above that Subject in Cantonese do not cover the same territory that Subject in English doce. For exanple, Sentence No, 7 above aight be rendered in Englioh: "Shanghai dialect and Mandarin--he can epeak both." ‘The oubject of that sentence is "h "If you e to say "Shanghai @ialect and Mandarin are both spoken by him," the subject would be "Shanghai dialect and Mandarin.” In English the subject of 65BSSON 3 CANTONESE BASIC COURSE the sentence is that which govern the verb, But in Cantonese the subject doean't govern the verb--there is no subject-verb concord (He speaks, They speak, It is spoken), and the ground rules are different. In Cantonese the subject comee first ina sentence, and is what is being talked about; the predicate follows, and is what is said about the subject. The subject is thus the topic of the sentence, and the predicate is the consent, In Seuhnghdind tihng Gwokyth kéuih du ofk gong ga, the subject, or topic what de beiny talked about-—is SouhnghSiné tihng Gwokylin "Snanghas @ialect and Mandarin,” the predicate or comment,--what is said about the topic--is "kéuih dou sik gong ga," “he knows how to epeak both." In Sentence No. 5 above, Yingmin dic gong a? the topic is Yingmin, "English," and the comment dim gong a? "how say?" Dx- tended, in Sentence No. 6, to "Yat yin séam Yingman dim gong a’ the subject, or topic, is Yat yin sa: to Ungain din ging a? The relationantp of Subject and Predicate tn Canton , the predicate, or comment, te looser than that of Subject and Predicate in English. In English Subject and Predicate are tied together by the verb of the pre~ dicate being governed by the statue of the Subject. In Cantonese Subject and Predicate are bound together by simple juxtaposition, 7+ Types of Predicates a, Verbal Predicate, The most conson predicate is the verbal predicate, consisting of a verb phrase (VP). A Verb Phrase consiats of a verb alone, a verb and preceding modifier(e), or a verb and ite following object(s), or a combination of the Be: Subject Predicate (modifier) Verb (Object) Neon sHaou. I know. ngéh th ate I don't know. kéuth gong Guokyih. He's epeaking Mandarin, b, Nominal Predicate. Another type of predicate is the nominal predicate, consisting of @ nominal expression. Sxamples are: 66CANTONESE BASIC COURSE Subject Preat Nominal 2xpression sfusing Hen. My name (is) Ho. graising a? Hise your name? ‘The predicate can be in itself @ full subject-Predicate sentene: Bxt Subject Predicate NgSh aj Kéuingesh ging I don't know what mayen wa? Language they are ‘speaking. Yat yih siam Yingmin dfs géng a? How do you say, one two three in English? Yat yin sdam kéuth ddu ansfk He can't even say one song. tro thr Subject-Verb-Object (SVO) Sentence A Subject-Predicate sentence in which the predicate contains a verb and ite object ie a very frequent sentence type in Cantonese. we take Subject-Verb-Object (SVO) ae the base form of the Cantone sentence, Bx: Subject: Predicate aubject vers object Kéuihdeih gong Seuhnghdi Absence of pronoun object. Compare Cantonese and English: JA, Néih ofk fhefk Yingwin a? 1A, Do you know English? B, Ngbh ofk gong, anofk 06. B. I can apeak (1t), can't write (it). . Mhgdi ngih jot gong yat chi. 2. Please say (it) once again. Note that English requires « pronoun object, and Cantone: does not. 10, Subjectlees sentence. The predicate sentence with no subject ie ‘a very common sentence type in Chinese. Bx: Sfk séelu J. = (I) know just a little, Note that the counterpart English sentence requires stated subject. (We are referring here to statement sentences (‘I study"), not to imperative sentences (*study:'), which we will take up in Lesson 5.) 6LESSON 3 CANTONESE BASIC COURSE 1, tihng and yauh 2. tihng. Seuhnghdind tihng Gwokyth kéuih du ofk géng ga. He knowa how to speak both Shanghai dialect and Mandarin, (See Drilis 30, 12) 2. yauh, ‘andy! links verbal expressions. It is classed nd," links nominal expressions. adverb because it is always linked to a verb, preceding it. Kéuth elk géng yauh_ofk He can apeak and write. (See dria _9) 3. yauh can be in a set with a second yauh, with the force of “bothess and «+s! kéuth yaun afk gbng youn ofk of, He can both speak and write. (See dria _9) 12, abu ‘also, "both,! tall d3u de classed as an adverb, beca it appears always linked to a verb, preceding it. Ex: 1. Ngdh du hath Souhng- I am also a Shanghai notyann. person. 2, Kéuth au ofk gong He also can epeak Gwokyune Mandarin, 3. Seunnghdind tihng We can speak both Shanghai Gwokyah kguih dialect and Mandarin, dou sik gong ga. 13. ddu, In the Subject-Predicate pattern X_d3u negative Verb, d5u translates into English as ‘even? Ex: Yat_yih sdam (kéuin) (ie) cant, dou dheik gong. two tl (See Drila 24 ) 1s. Auxiasary verbs. Auxiliary verbs teke other verbs their objects. Two jon Three: sik, ‘know (hor),! and séung ‘want to, plan to, be considering, have (it) in wind to Ext 1, Néth ofk géng Seuhnghéind s87t You know how to speak Shanghai dialect auxiliary verbs appear in L 68—____—GANTONESE BASIC COURSE _1530N 5 2. Ngdh sfung hohk df Yingnin. T want to lara a little English. (See BC and Driii 2, 3, 4, 7) 33. afk ‘mow (how), "be acquainted with's ‘know (someone)! slic operates both as an auxiliary verb and as a main verb. 2, do an auxiliary verb: Bx: Kéuth ofk géng Gwokyth. He can speak Mandarin, (See Dri. 2) 2. Ae a nain verb: Bx: 1, Kéuih dhol Seuhnghéini, He 10 unacquainted with Shanghai dialect. (See Drita _za) 2. Ngdh hole kéuih. T don't know hia. (See prita 33 5 IIT, DRILLS 1, Transfornation Drill: Transform the sentences from question to otatenent, following the pattern of the exampl Bx: T: Kéugh gong goyeh What Language 48 he speaking? Arinatingsi/” antonene/ S: Réuih ging Grong S: He's speaking Cantone: dingy 1 1. Kéuth gng Seunaghdtw 2. Kéuth géng ndyh wi a? 2. Kéuih ging Gwokyih. 3. Kéuth gong mbyén wi a? 3. Kéuth géng Wingadhn. Yingaaha/ +4, Routh gOng gByén wi 0? 4, Kéuih ging Yahtbinwd. ‘Yan tbiinnd/ He's speaking Japanese. ‘Gapanese spoken Language) 5. Kéuih ging Gwéngdingwa. general etatenents: Tr What Language(s) dot S: He apeake Canton 69Lassou_3 CANTONESE BASIC COURSE 2. Substitution Drs11 Ex: T: Keuihdetn otk gong. Gwongaiingwa /Seuhngboina/ St Kéuindeth fk ging ‘They can speak Cantone! /Shangnai thalect/ + They can speak Shanghai Seunnghdind. dialect. 2s Kéuih, oTk ging Yingaiihn. Ls Kéuin ofke gong Gwongdingwa, /Gwongdingna/ 2. #dhng Siang otk g6ng 2, Wénng Sdang sk gdng Grongdinena. Gwoxyah, 3. Hh Thad ofk ging Gwokytn 3. Hah Tai alk gbng Seuhng- (/Seuhnghdins/ ‘bin 4, Wan STnedang,ofk gong, 4, Wok STnedang otk ging Seunnghdink. /Uingein/ Yingman. 5. Chan Slujé otk gong Yingoin. 5, chahn Sfujé ofk ging Pisnwbinns/ Yah tani a, Repeat, omitting gong: ‘T: Kéuihdeih fk Gwong- They know Cantonese. /Seung- (/Shanghai dialect/ S: Kéuahdeth stk They know Shanghai dialect. Seuhaghéind. d. Repeat, adding a3 ‘T: Réuihdeih efi gong They know Cantonese. Grongdingwa. Kéuibdeih olk gong They know Cantonese?i? Gwongdiingwé me! ? 3. Transformation Drill, Bx: T: Méihgwokyahn ahefk Americans can't speak Cantonese, gong Grongdingwd. Si Mthgrokyaha efi Can Anericans speak Cantonese? ‘ahsik gong Gwong- Gingra a? 1s Kéuih ahetk géng Yingnén. 1. Kéuth ofk ahetk gdng Ving- nén a? 2+ Hoh Siusé ofk ging Seuhng- 2, Han siugé olk ahstk ging nbini, Seuhnghoiwa a? 70CANTONESE BASIC COURSE LESSON 3 3. Kéuihdeih fk ging Gwokyih. 3. Kéuihdeih elk tholk ging Gwokyih a? +4, Méingwokyahn ahatk of 4, Métngwokydhn ofk thal & ‘Hingaah: Jangedha a? americans can't write Do Americans knox how to Chinese. write Chinese. +5. Kéuth ofk gaau Yantbinwd. 5. Kéuth ofk ahefk gaau Yant~ He knows how to teach blinwa a? spoken Japanese. 4. Response Drill He studies Cantonese /Shanghai aialect/ Gam, kéuih hohk 5: Well, then, does he study ‘ahohk Seuhnghéind Shanghai dialect? a? 1, Kéuin sik Yingnén, /Jingmihn/ 1. Gam, kéuih ofk ahelk Jingsin 2, Kéuih gagu Gwongdingwa. 2. Glmy kéuth gaay ahgaau Gwok- Zonokyin/ yin a? 3. Kéuth ofk gong Gwokytn. Gan, kéuih sfk abetk gbng ‘/Seubnghoins/ Séunnghdind 0? 4, Kéuih elk #6 Jingmihn. 1, kéuih sik ahefk 6 /Yingman/ Yingmdhn a? 5. Kéuth Tk gaay Yingein. 5. Gam, kéush fk ahsTk gaau /Snbngding Guéngdingna a? Consent: gém ic a sentence prefix with the connotation of Continuing from before, resuming the thread of pre- vious discourse. The closet Bugiioh approxinations would be "In that casey.es! "ell theny... but these don ie very frequent in Cantonese, but if translated in counter- part Snglish eentences is not ucually idiomatic. ‘ie Will usually not tranelate giz in the Znglieh Sentences, In the above examples gin is translated as "iell, then,’ suggesting continuation from the previous’ statement. 5. Transformation Drill Ex: T: Wohng Siang hohk 7: Mr. Wong te etudying Cantonese. Gnongdiingwa. a‘Lesson 5 CANTONESE BASIC COURSE St Hdhng 8 fuhaih hohie Gwéngdingwa at 1. Léth Téai gaau Gwokyih. 2. Hoh Sdang gong Yingmin, 3. Chihn Stu Jangnata. 4, ddung Sdang ofk gbng Yahtbinw 5. duh "éei ofk gaau Guing- 6. Question and Anower Drill Be: Tr Shag Sdang 9& Yingsdhn + (Yahteiha/(or) Yahtatn/ Sy: Wabng Sdang hath ahhaih of Yahtadn a? Sgt Mbhaih. Kéuih ahath 88 Yahtain; kéuih sé Yingaiha. 1, dung Tans g6ng Gwokyin. (/Seuhnghdina/ 2. Wohng Thad au Gyongdingwa. /Yingaaa) 3. Léih Sdang hohk Yingmihn. Comment: The above sentence 7 dang hath S: nay also be translated 'He instead of 'He is writing,’ etc. 88 Yingaihn, ‘writes fnglich Is Mr, Wong studying Cantonese? hain Bhhaih gaau Guokyan a? 2. Heh Sdang hash athaih gong Yingadn 3. Chaba Sfujé hath anhain 9& Jangadha a? 4, Jéung Sdang hath anhain elie gong Yahebinwa a7 5. bduh Téai nash ahhaih ok gaau Grongdinged a? Mr, Wong is writing Englich (right now). /Japanese/ Is Mr, Wong writing Japanese? Wo, he's not writing Japane he's writing English. Le Sy: Jéupg Teed hath abhath géng Seunnghdswa Sgt Rahgih, Kéuih shhaih gong Seuhnghine, kéuin géng Grokyih. 2, $y! W3hng Mai hash shhaih gaau Yingadhn a? Sgt Aihaih, Kéuih ahhaih hobk Yahtbinwd a? Mohaih. Kéuih fhhaih nohk YahebGnwd; keuih hohk Yingnann. writes! ‘or example: ‘not knows how to,CANTONESE BASIC COURSE LESSON 3. but does it as a habit, custom or general ruls instance, He writes English at the office, Lil for sentences with main verb hohk, gaau, and gong. ‘The situational context, not the structural fora of the Cantonese verb, makes the meaning clear, Expansion Drill : Ngbh efk gong Gwokyth. (/Seunnghoiwa/ 51 Ngdh ofk géng Guokyih, daahnhaih shoik gong uhnghéiwa. 1. Ngbh ofk gong Gwongdingw ‘/Seuhnghoia/ 2, Kéuth ofk ging Yingnin. Zimokyih/ Kéuthdeih ofk gdng Tthsiam ‘They ean speak Toishan dialect. /Ungak 4, Hh Thad ofk gong Grokyth. /swbngaingxe/ chaha Téai fk gong Yingain. (JTabedinna/ 8, Expansion Dri11 Ex: T: Ngbh ofk ging Ting, ibn. /Snéngdingrd/ 1 NgSh of ging Yagainn; dou efk gang Gweng- dineeds Nigh efk gong Grongaiings ‘/seunnghoind/ 2. Kéuih ofk Guokyth. /Ying: / 3. Leth Séang ofk ong Seuhng- Abin /Srokyl irokyth/ B T can speak Mandarin, /Shanghai dialect/ I can speak Mandarin, but not the Shanghai dialect, Ngoh ofk ging Gwongdiingw daahnhaih sheik gong Seuhnghdimna. 2, Keuth sik gSng Yingzin, daahnhaih ahotk gong Gwokyin. 3. Kéuthdeth otk gong Tihs: wé, dgahnhaih ahetk gong ingnin. 4, Hoh Thad otk gbng Gyokyin, daghnhaih ahefk géng Gwongdiingea 5. Cham Thai ofk ging Ying- min, daakahain ahetk gong Yah toinwa. T can speak Dnglish, /Cantonese/ T can speak English; (and 1) ean aloo peak Cantonese. Ls Ngdh ofk gong Gwongdings: ‘dou ofk gong Seuhnghoi + Kéuih sik gbng Gwokyih, jou stk gong Tingnin 3. Leth Sang ofk ggg Seuhng- hoiwasdou sfk gong Gwokyih.Lasson CANTONESE BASIC COURSE 4. Chébn Taai fk ging Yhngadn. alk ging ing /oubngaingwd/ mins g6u of gone Gwone- ringwa. h Sfujé ofk ging Seutnghdiwd. 5. /ixbngdingwé/ sng, Seuhs Ease Tk gong Bong Cuong dou Expansion Drill kéuth ofk gong Gyong- He can epeak Cantonese, dingn’. /Gwokyah/ ‘Mondarin/ Kéuth (yauh), afk ging Me can speak Cantonese and, Gwongdingwé, yauh Mandarin, | oF alle gong Gwokyah, He can speak both Cantonese C(voth).,. and :46] and Mandarin, 1, Kéuih hohk Yshtmihn./Vingain/ 1, Kéuth yauh hohk Yahtain, yauh hohk Tngedn. He's studying written Japanese and Snglish. 2. Ngdh gaau Jingaahn. /Yingain/ 2. Ngdh yauh gaau Jingnin, yauh gaau Yngndn. Kéuib sfk o& Tingsdha. 3. Kéuih youn sfk 08 Yingsihn, (JYantaahn/ youn sfk 68 Yahtndnn, 4, Kéuin Abhath Néingwokyéhn. 4. Kéuih yuh abhain Méibgwok- (/Angenokyann/ yin, yauh @ohaih Tag- swokyaiin. 5. Wgih hhohic ging Gwokyih. + Nigh yaun Ahhonk ging Grok- (/Seuhnghdiwa/ yin, yauh abhobie gong Seubnghdind, 10, Expansion Drill Bx: T: Lin Siang hath Seyhng- Mr, Lee is from Shanghai nbiyahn. /Léih Taai/ Mrs, L Léih Sdang tihng L4in Mr. [Lee] and Mre, Lee are ‘Thai dou haih Seuhng- both from Shanghat. 1, Whng Thai of ging Grokyih. 1, Wahns Mas plhng Ohahn Sfuss /ohahn S6us6/ sou sik gong Grokyin. 2, Kéuih afk Wonng Sdang. /ngdh/ 2. Kéuih tihng ngdn dou stk yang Shange mCANTONESE BASIC COURSE LB Jéung Siusé none Guéngdiingwa Zebuih pihngyduh/ 4, Nigdh hain sing Jung ge. (ibaib/ Hoh Thad elk 98 Yahtmibn, /hahn Siu Al. Expanaion Drill kéuih, fk sé (/Guongdiingwa/ Kéuin afk géng Guokyin tihng Grongdingwa. Kéuih hohk Yingmin, /Yahtmin/ 2, Kéushdein gaau Jingnéhn. (Mingnin/ Léin had ofk 6% Tantedhn. /Tingaan/ git afk ein Sdang. /LSih Téai7 (kzow (soneone)) Substitution Drill 7 Bago game Guéne 718in Séang/ LBin Sdang gaau Gubng- dingwa. +8 a? Bingo ging Seurnghdiw A30 thas 2. Bingo hob Grokyih a? /Mdang Séang/ 3. Bingo gasu Yingsihn a? (nahn Shuse/ % Gwokyin. 3 3. Joung SiyJé tihng xéuth pahngyduh du kohk Gréng- aiingna. 4, Ngéh tihng kéuih du hath sing Jéung ge. H8h_Taad ting Chaba SLujé ddu sfk sé Yahtadhn. can peak Manderin, /Canton- ese/ He can speak Mandarin and Cantonese. kéuih hohk Yingsin tihng Yahtoin, 2. Kéuihdeih gaay Jiingmahn tihng Yingmin. 3. Léth Thai sfk sé Yahtain ‘tihng Jangedhn. 44, Ngdh ofk Lin Séang tihng Léih Thad. T know Mr. and Mra Lee, Ye teaches Cantonese? Mr, Lee teaches Cantonese. Ls Hh That gong Seubnghdiwd. WBhag Siang Ack Guokyth. Chain Siaj@ gaau Yingnihn, 4, sung Sh " g sik gong Yaht- aim1x80 5 CANTONESE BAS 5 Bingo ofk gagu Gwongdiings& a? /in Taai/ IC COURSE 5. Ubih Téa ofk gaau Grong aiinge. 15. Response & Dxpancion Drill LT NEsh afk anstk S: Ngbh otk kuin, Kéuih baih ngoh pabngya 2.7: Néih afk ahelk WShng Siang a? (shake) St Ngdh anol keuth. Kéuih hath bingo 1, Néin sik ahsik /n0d/ Néih sik ithsik Chahn Sdang a’ /shake/ toh Mai a? (/n08/ 4, Néin ofk AhsTk Léin Sdang a? /shake/ Néin ofk ahsfk Jéung Siujé a? T: Do you know Mr. Hone? S: Yes, he is a friend of wine. 7 Do you know Mr. Jong? 5 No, who is ne? Ls Ngdn ok kéuin. Kéusn hain ngdh pabagyauh. 2. Nigdh thot kéuih, Kéaih hadh bingo a? 3. Ngdh otk Kéuih. Kéuih nash gdh pahngyauh. 4, Nigdn @hstk kéuih. Kéuih hath ‘bingo a? 2 14, Response Drill Ba: 1: N8in ok aholk gong 7: Yahtbinwd a? /shake/ S: Pek. Yahtbinnd agen yay gout abu nati eng. rs /nod/ S: Sik ebefu 43. Ls Néah of dhote gong dings a? /shake/ 2. Néih sik ahsik gong Cuokyth a? ‘/ehake/ 76 Do you know how to speak Japanese? /shake/ Nos I don't even know one Sentence in Japanese. (2) know just a litte. 1. Melk. Gwongéiingwa gdp yat goui dou ahafk gong. 2, Mali Gwokcyin ngbn yét geui 80u dheik gong.16. CANTONESE BASIC COURSE LESSON 3. bh ofk aholk gong 5 Bind a? /nod/ 4. Nin ofk ahofk géng Yingndhn 0? 4. Sik séelu J. uhng- 3. STK ebafu 43. /n08/ 5. Néih ofk ihefk gong Yantbiinwd 5. MnsTk, Yahtbinwd ngéh yet a? /ehake/ geui dou ahstk gong. Expansion Drill Bx: T: Kéuingeih ging T: what language are they opeaking? aeyéh wd a? St Nah jf dhgt kéuih- S: Do you know what Language dgih gong maysh they're speaking? wa a? 1. Kéuih sing That te his nam 1. Néah jt ahgt kéuih eing Do you know what his name is? 2. Kéuth gaau wéyth wd a? 2, Néth gf apgt but gaau Maat language does he teach? aeysh wa 0? 3. 3. Néih jf ange kéuih of adyén What io he writing? a? 4, Kéuth hath bingo a7 4, Nein J mgt kguth hath Who is he? bingo a: 5. Kéuth haihabhath eing Hoh 5. Néth $f abst keuih ath ga? Ahnain sing da ga? Ts her nane Ho? Do you krow if her name is Hor ‘Translation Drill Ex: 7: "Pahngyfuh" Yingnin 7: How do you say "friend" in ain gong a? English 5: Friend St Friend. 2, “Hobk," Yingain dia ging a? 1, "Learn". 2, "Gnu," Yingnin dim ging a? 2, "Teach" 3. "Daahahaih," Yingnén aim géng 3. "But." 4, "sdefu," Yingmin dim gong a? 4, "A Littler” 5. "Gwokyin,” Tingnén dia ging a? 5. "Mandarini" 7Ess CANTONESE BASIC COURSE 6. "Jidou", Yingnin dim géng a? 6. "Know" (sonething) Tk", Yingndn aim ging a? 2. "Know how to or know (a person)." 8. "S8", Vingnin aio gong a? 8. "rite." ingnin die 9. "Student. Ay. Translation Drill Bx: T: "Iwo" Gwongdingsé : How do you say "two" in ain gong a? Cantonese? wyan wean, "Three" Gwongdingwd afm "saan." gong a? 2, "Beach" Gwongdingwé dim ging 2+ "Gaau, 3. "They" Gwongdiingwh aia géng a? 3. "Kuthdein.” 4, "ino" Gwéngdingwa dim ging a? 4, "Ingo." 5. "Know how" Gwongdingsé aim 5. "STK." gong 6. "But" Gwongdingmd afm ging a? 6, "Daahnhaih, 2. "Please cay it again" Gwong- 7, ""Phgéi néih Jos géng yat dingwd dim gong a? 8. "r don't know Gadngdingwi «8. "gdh jt." aia gong a? 9. "Teacher" Gwongdingwa dim 9. "Sinedang.” gong a? 10, "Four" Gwongdtingwa dfa ging a? 10, "Sed." 11. "Five" Gwongaingwd dim ging 11. "Nigh." 18. Response Drill: Bx: T: Kéuih hain bingo a? T: ho te he? esau Tingndn/ (teach English/ Kéuih hain gaau He's someone who teaches Yingnan ge. English. 8CANTONESE BASIC COURSE LESSON 3 1. Kéuth hath bingo a? 2. Kéuih hath oing Wang ge. /oing iidbng/ 2, Kéuth hash bingo a7 2. Kéujh haih gaat Gwongding- esau Gwongdingwd/ wi gee 3. Kéuih hain bingo a? 3. Kéuih hain gaau Yingwin ge. Jeans Vngais/ 4, Kéuth haih binge a? 4, Kéuih haih hohk Grokyih ge. Poohke Gwokyits/ a, Repeat, teacher cueing with right bend column, studente Feeponding with correspond hain ahhath question sentence, ‘hus: Kéuih gaau ngdh Yingain ge. S: Kéuth hath ahhath g a néth Yngain ga? IV. CONVERSATIONS FOR LISTSNING (On tape. Listen to tape with book closed.) V. SAY IT IN CANTONESE: Aek your neighbor: B, And he answer: h Ls that he can't, but that he can ‘Shanghas dialect. speak Mandarin, who teaches him to speak 2. that Mr, Cheung does. Cantonese. 3. if Mra. Wong teaches 3. that she doesn't; she teaches Cantonese. English. 4, if his friend can speak 4, that he can't say even one Cantonese. sentence. 5+ how to eay "Good morning’ 5 that he didn't hear you (hear in Cantonese. clearly)--would you repeat. if he can write Chines 6. that he can't write it, but ‘can speak a little. 7. if Mr. Chan can speak the 7. that he can speak Taishan Taishan dialect. @ialect and also can speak Shanghai dialect. if Mr. Cheung can speak Yea, he cen speak both Japanese Japanese and Englieh. and English. 79LESson CANTONESE BASIC COURSE 9 Af he knows what language |. they're speaking English. they are speaking. 10. whether hig student 46 10, No, he's not an Anerican, he's auerican, an Englishman, Vocabulary Checklist for Lesson 3 a 2 3 a 5. 6 a a 9% 10. ae 12. Be ae ase 16. Um 18. as. 20. ale 22. 23. ake 25. 6. 27 bEngo? Qi: who? end m: time, occasion ehingené adj: clear @aahahadh eo: bat ar a: a Little, some aia? Qu: how? au adv: both gaan veack aa/ee/e sen, suf. for matter of fact assertion gous a: sentence gong vi epeak Gwokyth ni: Mandarin spoken language Gwongdiingwé ni Cantonese spoken language honk etudy, learn & sen euf. only, aerely; that's all sX(aou) vi know (something) Jot adv: again Joi ging yatehi Fh: Say it again, Jingaiha ni Chinese (written) language 2 een. suf. for question indicating surprise Magit nine. Please..., Would you please... jen. pre. preceding a request figh mi five oian tar write sielu Ph: 9 Little ent nu: four Seubnghdiné ni Shanghai aialect (spokes language) 80CANTONESE BASIC COURSE L3SSON 5 28. ebung aux vs sh to, want to, would like to, sidering, be of a mind to 29. fk vi to know someone 30. fk aux v/v: know how (to do something) a vi hear, Listen 32. ni oishan dialect 33. tihng ei: and (connects nouns) She wh i spoken language, dialect 35. Yahtbiinwd a: Japanese (spoken) Language 36. Yahtoan ni Japanese (written) language 3?» Yantadhn ni Japanese (written) Language 38. nur one 39 Ph: once [one-time] 40. yaub adv: also (connects Verb Phrases) 4. yauh Vy yauh Ve PAdw: botheesy and « 42, yin mu: two 43, YEngadha a: Snglich Language 4h, Yingndn ni English language 81Lassow 4 CANTONESE BASIC COURSE CLASSROOM PHRASES Learn to respond to the following classroom instructions. First look at the English equivalents as the teacher reads the Canton Anetructions. Th your books and listen to the teacher and watch hie 6 aifficulty. The teacher will say the sentences several tines to help elo: tures to help you understand, Check your book if you have you become familiar with them, Your goal is to be able to respond to the Cantonese without needing to do mental translations into English. 2. Wg afthdein tii dain Ls Now look at pay 1 yinp. 2. Dah’t néih bin eyd, dain 1 yihp. 3. Whga nghdeih dunk dain 4 4, Winga ngéhdeih winjaahp dain 3 fo. 5. Kahayaht gaaudou bindouh a? Where did we get to [1it. teach to] erday? 6. Seubng chi gaaudou bindouh a? 6, Where did we get to last tine? 7. Rinmyaht gaaudou daih 2. 7. Yesterday we got to page _2 yihp, daih 2 fo, dain Lesson 2, Drill _2., 2. go, lihnjaahp, dain Sentence __2.. —2 gout. 8. Dak mesh? Are you ready yet? Readys Moth dik a. or Meth dik, Not ready yet. 82CANTONESE BASIC COURSE LESSON 4 I. BASIC CONVERSATION Ae Buthawps ‘L64h Baak-chiu appears at the door of Linh Gwok-Jiing’s office, The two had planned to have Junch together, and Mr, Léih has come to meth Nosh a Alnsing or ala wing daahp yat yit afm daanp Whgi ... (he looks at his watch) yat aim Gaanp yi wht Gbiain wi? yat go jih Yat afm yat go jin n wa @hjéun a7 vtu go bin aéin go blu Nein go btu foun abgtun gat 83 Me. Lauhs ready? Baak-ohiu, are you ready? not yet Not yot. hour, of eleck what tine? What time 4s it? five after the hour five after one It's ...five after one. sentence suffix "what did you say?* Wuat tine did you say? accurate/not accurate wrintwatch, watch a vatoh your watch Your watch accurate one? (1, Te your watch ecourate?)Ligh chaahds—— faat ae feat odefu ie 1d» 1a + raised sentence fina) intonation tinjing eit eéi finjiing ding agéh gf fanjing fot ding ngSh 61 finsing tin tied ah CANTONESE BASIC COURSE Approximately-- fast atence suffix indicating change from previous condition: ‘has become’. gotten a bit fast raised final intonatio a sentence suffix indi- cating casualner mybe, or Maybe it's a little fast, or Or a little fast. minute(s) several several minutes wait, wait a few ainutes wait for mea fow ninute again wait for mea few minutes entence suffix for suggestion--polite imperative Well, wait for ae a few minutes wore, please, OK, all right, fi OK, 1°22 wait for you. orry. or It's embarrassing. (used in apologising for social, gaffe.)CANTONESE BASIC COURSE Lasson 4 bo Anna yiet bo. Iss | Maginyis eont ce suffix, expressing cortainty, Im sorry. 8 all right, Rooapitulation: Bank-chiu, ak meih? Mein a, Geidia a? Tinga... (he looks at bis wateh) «2. yit aim daabp yi Géadia wi? Yat ale yit go Jin. Liuh Néih go biu foun ahjéun ga? Laan Chathdd--waahkJé faai séefu 1a, Lash Gis, joi ding agoh géi fanjing tie Héu, ngdh ding néih 1a, fanéu yiei bo. EEE Baak-chfu, are you ready? Wot yet. What tine ds 4t7 What time did you say? It's one oh five, Ie your watch accurate? [Your watch accurate one?) Approximately--or a little fast. Well, watt for a few ainutes more, pleas OK, 1°22 wait for you, orry. ‘That! all right. 85,Lessor 4 CANTONESE BASIC COURSE PRONUNCIATION PRACTICE le (written dn our text as a when dt de in ayllable-final position) as in yihga, Min, wi a4 a0 oyMable final 1 @ low back vowel [2]. It de stsilar to the Yowel in the Agerican word "Pa," though the American vowel 1s le backed than the Cantonese one. (American [45 Cantonese [2], Sone Anericane have the backed vowel in their pronunciation of the Engligh word "bala." (baa) Since the backed mid-central vowel in Cantonese [2°] which write with the letter @ does not occur as & syllable final but only aa the first part of a two-part final, we use a single a to write the lowback vowel aa [4] when 4t is final in ite syllable. Leven and re; Le Hin BY 2 wk 4 3. ying me aap, as in daahp aap is @ two-part final composed of the low back vowel as [2] plus the bilabial stop consonant p [p J. Asa final p te unrele [p'. ag before p te produced the same way as aa finally, as & low ‘ack vowel, relatively long in an isolated syllable [a:p$. Te arest American counterpart ie the op in the American word "pop," but the vowel portion 4e ore backed than the Anerican vowel. (american (1, Cantonese [2])+ Listen and rej daanp —, daakp =, dnahp im sabp, ‘10° a ap 10 2 tro-part final composed of the backed ald-contral vowel 2 (2°) plus the bilabial stop consonant p(p J. Asa final p ie unreleased: [p7]. The a 4 relatively short in an isolated eyl- Inble: [9p], but At can be attenuated in ntence context under certain conditions, The nearest American counterpart to ap is the sid-central vowel [2] 4n the up of general American "cup," [kop], but the Cantonese vowel 4s more backed than the American one (Cantonese [37], American (21), 86a 5 6. a 8, CANTONESE BASIC COURSE LESSON 4, Listen and repe: eshp ,sahp ,sahp , sahp . ab ap/aap contraate Listen and repeat: 21. eahp veep. ae 2, daanp sdaanp 6 3. sahp daahp —, sahp daahp —, sahp daanp 4, 4, daahp oahp — daahp sahp —, daahp sahp $45 ung practice a 2. 3 a, ae in jun gun 1a a two-part final composed of the lower sid-central rounded vowel eu [ @ } plus the dental nasal 2. lower and more backed than the before n 4a relatively long: before n is Yowel before ng. oun = [ @ 2}; eung = (6.9) The vow Coe ta. The vowel is an open vowel before the nasal final. The rounded hos © rounding effect on @ consonant preceding and following it. There 1s no close counterpart in English. Listen and repeat: (Watch the t position) ABSA 1. soun, goun, goun 5 foun, foun, goun A AA G12, Soun angoun a? —, foun angiun ar, féun anjoun ar, cher, copy his lip eun/eung contrast 2. foun (3 times), sdung 2. foun (3 times), Jéung 3. joun (3 times) , 1éuhng (3 tines) 4. séung, Jéung, 16 + doun jéun foun; 5. géun, jun, foun, edung, Jéung, 1Subng ‘gun/eut contrast 2. foun foun deus dout 2 vdout seunLESSOR 4 CANTONESE BASIC COURSE as in inbk, tetxt uk de a two-part final composed of the high back rounded vowel u plue the velar stop consonant k. k as a final 1a un. released: [k7] Before k, the tongue position for u 1s considerably lovered in regard to tongue height from cardinal high position to upper-aid position: [ 0]. ‘he vowel 1 relatively short before Cok). Te closest American counterpart 1s the ook of "Look," but the Cantonese voxel e lower then the Auerican one, (Cantonese (ok), American [ Uk J.) Lasten and rey 2. whe ubke 2uhie 2. Qhke y duhe = tue 10, ung, an in gihng lung 20 4 two-part final composed of the high back rounded vow#l plus the velar nasal consonant ng: [1] J. The tongue position for u before ng in the aane as that of u before k--lowered from cardinal high back position to upper mid position: [ 09 3. The ‘vowel 1s an open vowel before the nasal final, Zips are round Listen and repea' 1, tihng tihng tihng 2, tihng, tihng, ting. 11. ung/ak contrast 1. lubk tihng » Tubk tibng + luhk tihng . 2. tihng luhk » tihng luhk + tihng unk . 3. lube ting, tihng Juhk tihng luke, lube tihng 12, up/apg contrast ( uta J/{ oa J Cospare: Listen and repeat: 2, tahag tihng @ , bun bun F . 2. ban tihng —, tihng buns 3. tihng bun tinng 4, bun tihng bunCANTONESE BASIC COURSE LSSSON 4 IT. NOTES A, Gulture Note Grootings. When two Americans meet for the first time during the aay they use sone sort of greeting before ordinary talk begins. Hi, hello, good morning, good afternoon, whatever evens appropriate to the situation, In English it ie a bit rude not to offer a greeting before getting down to the business at hand. But Cantonese doesn't have one to one correspondences with Anerican greetings and uaca greeting forms more sparingly than Baglish docs. A good a11-purpose grecting 42 just to greet the addre Be: Mr. Ohan (to Mr. Lee): Léih Sang. A, Chaha Séang. In thie connection notice the first lines of dialogue in the opening by nas converaation. Bx: When A comes to B's office to get him for lunch: -ehiu dak meih? © Bak-chiu, are you ready? 1 Meth 0 Not yet. AL In an equivalent Hnglich situation, A would be likely to say "Hi" or some ouch greeting before B, Structure Notes 1. "Dake mesh?" Dak means ‘OK, all right! and geih, 'not yet,' Together they form a posttive-negative question--'OK?, or not yet?," i.e., "Ready yet?" ying "Ready yet?" to Dak meih? are: = Ready. = Not ready yet. ‘Time Expressions 1. The following time expressions are used in telling tine in Cantonet aim or dfesing = hour, o'clock fanjing = minute (not used as much in Cantonese in English) grat = quarter-hour sections of the hour (trans- Literation of Englich "quarter") gah = five-minute sections of the hour (jin 89pi ONE ————— Literally means s" here the 12 nuabers on the clock dial.) 2, The above time-words combine as follo1 1. yat dim (jing) = one o'clock ain y&t finjing = one minute after one o'clock 3. yat dia yat go jin = five atnut (See brid 2) 4, yat ale yt go igure after one t= u quarter after one (ee Drii1 _6 ) 5. yat dim bun = half past one (See Driz1 _3.) 3. dashp in time expreeeione ‘dashp, literally "tread on" ie used in reference to the number on the clock face to which the minute hand points to tell time: five minutes after one aia daanp yin = ten minutes after one (See BC and Drilis 4, 7) 4, 4842 ‘which number?" 4n time expressions fx: yat aim daanp 3i in time expressions operates as an interrogative number, and occupies the position in the aentence which the y number occupi Ex: 1./e6sflm a7 = wnat tive ie it? [What number of clock?) im. = Itte five o'clock. 2. Tinga daahp|géi] a? = What time is it? [Now treada on what number?) ‘vinga daahp|seij. = It's 20 after, [Now treads 4.) (See BC and Drille 1, 5, 4) 5. Positioning of time expressions in relation to main verb 1, A time expression which precedes the verb in the sentence indicates the time that the action represented by the verb took/takes/mill take place. We refer to the pre-verb time expression ae a ‘tine when' expression. Bx: Kéuth sahp dinjing gaau He teaches Cantones 10 otelock. at Drill _10_) 90CANTONESE BASIC COURSE L3SSON 4. 2. A time expression which follows the verb indicates the length of time the action repreaented by the verb took/ takes/will take place, Wie refer to the post-verb tine expression as a "time spent" expression, Bx: Bagi néih joi déng Would you mind waiting for ngdh géi fanjiing tim me a few more ainute: G 3. Sentence suffix praia 32) wi 10 an interrogative sentence ouffix attaching to question-word questions, asking for a repeat of th5*Sthtice. Tt has the force of 422 aid you (or he, ete.) say?" Bx: 1, Gétaim wa? That time did you eay t wae? 2. Bingo gaau néin 3. Kéuih ing wdyén 2 Who aid you say taught you? What did you say his name was? (si Dri21 _11_) 4, Measures A Meagure d@ a word in Cantonese which comes be} number (or a limited set of other entities) and a noun. Bx: go representative of a class of worda called Measures, Ngdh go bfu- ay [Measure] watch = ay watch yat go jih = one [Measure] figure = one figure, i.e., (in relation to time on the clock dial) five minutes past the hour Inasmuch as ordinary English nouns do not have a cate- gory of word standing between number (and certain other modifiers) and noun, M sures are usually not translatable in English equivalent sentences. sdam go gwat = 3 [M] quarters = three quarters In follow sentences the Measure substitutes for the B Kéuin go biu jéun Ahjéun His (M] watch--is it ga? accurate? a5 CANTONESE BASIC COURSE Kéuin go ahjéun. His one don't accurate. (See Drina 8) We defer fuller treatment of Measures to Lessons 6 and 7. Adjectai Adjectives in Cantonese are descriptive words. Example 4n thie leseon are jéun, ‘accurate,’ faai, ‘fast,’ maahn, ‘elo. Adjectives are cls fed with Verbs, since they can be preceded by the negative ah. Bx: Néin go pfu Jéun ah jeun ga? Je your watch accurate? Ngdh go bu ahyéun, My wateh ten't accura (See 8c) Mote that whereas in English an appropriate form of the verb "bi 46 needed when an adjective is used in the pre- dente, in Cantonese adjectives are used in the predicate without any other verb, Compare: Subject, Predicate My watch ie not accurate. Ngdh go bin abséun. ‘This class of words which we call “adjectives,” sone other writers refer to es "stative verbs.! Adjectives will be treated more fully in Lesson 8. Numbe: 1. Simple numerals a. From 1 to 10: a. vat 6. unk 2. yih 2. chat 3. 8 8. baat he ees 9. sau 5. igh 10, sahp. b. From 11 to 19 Cantonese numbers use an adding formula: ten-one, ten-two, ete: Li. eahpyat 13. sahpaias 12. sahpyih Uh. eahpeet 92CANTONESE BASIC COURSE LESSON 4. 15. sahpigh 18. sahpbaat, 16. sahpluhk 19. sahpgdu 17. sahpehat 2, yah and 2éuhng = "2! yuh and 1uhng both represent "2," ik is used in counting off: yat, yih, sdam, ‘one, two, three,’ and in compound numbere: sahpyih, '12," qibeahp, '20,' yiheahpyih, '22," ete. éuhng represents "2" usually, but not in every cai before Measures. Bx: Mung ete 200 Léubng dfn yat go jin = 2:05 Léubng dim 1éunng go jin = 2:10 (See brittle 1, 2, 54 2) We recomsend that students not try to generalize at firat about when to use 1éubng and when to use yih, but simply learn them as vocabulary in the places where they occur. tence suffix 2a 1a a sentence suffix indicating that the condition described in the sentence to which it ie attached 4e changed frog the way it used to be. Ex: Ngéh go bfu faai My watch has gotten 2 little sdeiu la. fast. More on sentence suffix Ja in Lesson 5. 8, Raised final intonation. * In the Basie Conversation of thie lesson, raised final intonation traneforns sentence euffix 1a into 1a in the following Maybe (t's) a Little fast. Raised fine) intonation here indicates uncertainty, doubt. euffix 1a ten 1a attaches to imperative sentences, with the effect of making the imperative a gentle one, definitely a suggeation politely intended rather than a command. (By imperative we %CANTONESE BASIC COURSE qr, mean ‘inciting to action,’ including everything fron per~ aptory commands to polite requests and also eelf-iay ative such as the equivalent of 'I'11 do such and such,') Perhaps the closest English equivalent for voice, The connotation is ‘ple: for the self-inperative, ‘I'll, Ex: 1. Mhgds néih_ ding ngdh jing tim 1a. 2. Hou, ngoh dang nbs Bat 1a. (See BC) 10. Dialect variations: Horde in Canton is @ polite tone of +* tWould you mind, * and Would you please wait for me a few ainutes nore, Ok, L112 wait for you, (ng)Ga0(ng)gam and others which begin with aa, Qs and y have a variant pronunciation in Standard Cantonese in which the initial vowel is preceded by ng. Example: ob, ngoi. iy nai ‘aniam, ng@aangaan actly; just! ‘want! "house! (See Driti 5) DarLLs Prelisinary Number Drill: 6-10 1. Students listen. Teacher counts off from one to five, then from six to ten, geeturing with fingers. 2, Students in chorus count simul- ‘taneously with teacher. ‘Teacher counts from 6 to 10, ueing hand signals. 3. Teacher silent, signals to an individual student to recite ‘vy bingelt. 4, Random order count: Teacher indicates one finger at a tine in randon order, signalling students either individually or in chorus to call out appropriate number. Wat yin aiam oot dgh (1 time) au eanp wen eight nine ten) Go 20° tim IUhk chat baat gia sabp Go tines) duhk chit baat gau sahp eahp, lubk, gau. ete. (approximately 30 nusbers) *