Modern Chinese Textbook Sample

SAMPLER PACKS C

2A

BEGINNER COLLEGE LEVEL CURRICULUM

Project Director:

James P. Lin Editorial Consultant:

Li-Hsiang

Yu ShenProject Manager:

Angel

YehAssistant Editors:

Sue-Ann Ma and Christopher PeacockCurriculum

Advisors:

Norman Masuda and Rebecca Starr Executive Publisher:

Chi-Kuo Shen

Illustrations:

Better

World Ltd

2012 BETTER CHINESE LLC (a Better

World LTD company)

TEXTBOOK 1A ISBN: 978-1-60603-481-1

ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means graphic, electronic, or mechanical, including photocopying, recording, taping, web distribution, infor-mation storage and retrieval systems, or in any other manner without the written permission of the publisher.

Photos used with permission from Thinkstock Photos.

For more information about our products, contact us at: Better Chinese, United States640 Waverley StreetPalo Alto, CA 94301Tel: 888-384-0902Fax: +1-(702)442-7968 Email: [email protected]

MODERN CHINESE FIRST EDITION

NOT FOR SALEMODERN CHINESE SAMPLER PACK

WORKBOOK 1A ISBN: 978-1-60603-482-8TEXTBOOK 1B ISBN: 978-1-60603-482-8

WORKBOOK 1B ISBN: 978-1-60603-485-9ONLINE TEACHERS GUIDE 1A ISBN: 978-1-60603-516-0ONLINE TEACHERS GUIDE 1B ISBN: 978-1-60603-519-1

Lauren Chen, Cheuk-Yue Fung,Tiantian Gao, Ying Jin,Lillian Klemp, Sue-Ann Ma,Christopher Peacock, and Bin Yan

Table of Contents

Modern Chinese Program Description

Component Features

Scope and Sequence

Sample Lessons

Sample Online Components

1

3

8

16

16

17

50

77

111

112

153

187

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Volume 1 Unit 4 Food

a. Textbook

b. Workbook

c. Teacher's Guide

Volume 2 Unit 4 Shopping

a. Textbook

b. Workbook

1 Foreword

FOREWORD

It has been a great start for Modern Chinese! We are both humbled and excited to hear so many positive things about the program since its inception. As an example of the warm welcome we have received, Professor Hong Jiang at Northwestern University shared with us, The students can speak freely about their daily lives,

Modern

Chinese.

In this second year program for Modern Chinese, we continued our tradition of research, working with both

ensure engaging, relevant, and effective curricula content.

The characters flourish in this installment with existing and new themes, allowing students to discuss and articulate language experiences that are important to them, such as employment and current events, in more depth. We introduce students to new narration and paragraph formats in addition to existing story dialogues. For practice exercises, we focus on authentic applications of the language so that students can apply them in real scenarios, such as planning a trip and renting an apartment, within a cultural context.Adding to the cultural context, the curriculum systematically introduces idiomatic expressions to help students understand and authentically communicate with Chinese people. The number of vocabulary words have been increased per lesson but the percentage of new individual Chinese characters has been kept constant, thereby alleviating the challenge of new vocabulary acquisition. Students will explore new grammar points that allow

their own opinions.

We want to thank everyone who took this journey with us: our Executive Publisher, Chi-Kuo Shen, who curated the Cultural Spotlights; Chief Educator Li-Hsiang Shen for her editorial overview; Norman Masuda for his insights in creating authentic activities; and Professor Rebecca Starr for her invaluable insights as a linguist and providing a non-native learners perspective. We would like to express our gratitude to the professors who provided feedback through numerous rounds of reviews: Hong Zeng, Michelle DiBello, Youping Zhang, and Chao Fen Sun of Stanford University; Lilly Cheng of San Diego State University; and Christopher Lupke of Washington State University. We also wish to thank our advisory board professors for their insightful and constructive feedback: Hong Jiang of Northwestern University; Yujie Ge of Santa Clara University; Cynthia Hsien Shen of University of Florida; Li Ma of Florida International University; Xiaojun Wang of Western Michigan University; and Tong Chen of Massachusetts Institute of Technology. Most importantly, Better Chinese would like to recognize the core Modern Chinese team: Project Manager, Angel Yeh for her creative story-telling abilities and critical eye in overseeing every detail of the Modern Chinese project; Lauren Chen, Cheuk-Yue Fung, Tiantian Gao, Roger Hsieh, Ying Jin, Lillian Klemp, Sue-Ann Ma, Christopher Peacock, and Bin Yan.

Finalizing Modern Chinesethe program continuously with feedback from you, as students or as teachers. I want to thank you for giving us the courage to make Modern Chinese and for helping us make learning Chinese more approachable and relevant. James P. Lin Project Director July 2013

2 Program Description

PROGRAM DESCRIPTION

Modern Chinese is designed for beginner college students with the aim of making learning Chinese lan-guage and culture approachable, engaging, and relevant. This colorfully illustrated curriculum contains 32 themes such as , , , , , , , and that help students to successfully communicate the whats and hows of life in Chinese.

Modern Chinese adheres to the National Standards for Foreign Language Learning the Five Cs: Communication, Cultures, Connections, Comparisons, and Communities. In addition, our lessons build vocabulary and grammar structures upon each other in a spiral-up approach that helps students build a strong language foundation. Our inquiry-based and story-centered design also ensures that our student-centric lessons prepare students for real life communication.

Our editorial team has created a framework that makes learning the Chinese language inviting without losing the rich, cultural aspects of the language. Students are immediately attracted to the colorful il-lustrations and lesson content is broken down into easily digestible parts. To avoid treating Chinese like Romance languages, our Structure Notes section is designed with students in mind, teaching them how to do something in Chinese, rather than focusing on grammar. In every lesson, we also include com-municative activities to facilitate interactions between students, either with a partner or within a group. Additional cultural references and videos serve to build a wider understanding of the Chinese culture.

In our classrooms, we encourage teachers to foster an environment of exploration, provocation, repetition, mastery, friendship, interaction, and collaboration. Our program design creates a culture-rich, activity-rich curriculum built on stories and provides a multi-channeled learning environment. We cultivate a desire within students for meaningful and interesting communication, emphasizing the importance of here and now. With a wide range of speech events, such as role-playing, drama, activities, and games, we form a foundation for Mandarin acquisition.

Furthermore, we encourage learning beyond the classroom with a variety of online resources for students that do not have access to a Mandarin language environment. These additional online activities, tools and resources enable students to forge a deeper connection to the Chinese language and culture.

With proven pedagogies, advanced technologies and careful observations of student needs and wants, we hope the Modern Chinese program can help instructors create a fun and effective learning environment for students, making Chinese learning truly modern.

MODERN CHINESEFOREWORD

Program Description3

COMPONENT FEATURES

TEXTBOOK

Modern Chinese is organized by units, each representing a particular theme. In each unit, there are two lessons presenting different scenarios. The organization of each lesson is as follows:

Lesson Story

Lesson Text

Vocabulary

Related words and phrases that are not in the Lesson Text. Students are required

to learn these words as core vocabulary. They will be used in the Structure Notes and Practice sections.Optional related words and phrases that are not in the Lesson Text. Students are

not required to learn these words. They can be used for extended learning.

Pronunciation NotesDetails on the pronunciation of lesson words or phrases that are exceptions to general Chinese

pronunciation rules.

Language NotesLanguage and culture notes pertaining to the lesson theme and vocabulary.

MODERN CHINESE

* The numeral 1 denotes the target year in a 2-year college setting. Instructors can choose to use only one volume per year.

PROGRAM COMPONENTS*

Textbook 1A 1B 2A 2BWorkbook 1A 1B 2A 2BOnline Workbook 1A 1B 2A 2BOnline Teachers Guide 1A 1B 2A 2BAssessment 1A 1B 2A 2B

SERIES COMPONENTS*

Textbooks with Audio and Online Resources WorkbooksOnline WorkbooksOnline Teachers GuidesAssessment

PROGRAM DESCRIPTION

Modern Chinese is designed for beginner college students with the aim of making learning Chinese lan-guage and culture approachable, engaging, and relevant. This colorfully illustrated curriculum contains 32 themes such as , , , , , , , and that help students to successfully communicate the whats and hows of life in Chinese.

Modern Chinese adheres to the National Standards for Foreign Language Learning the Five Cs: Communication, Cultures, Connections, Comparisons, and Communities. In addition, our lessons build vocabulary and grammar structures upon each other in a spiral-up approach that helps students build a strong language foundation. Our inquiry-based and story-centered design also ensures that our student-centric lessons prepare students for real life communication.

Our editorial team has created a framework that makes learning the Chinese language inviting without losing the rich, cultural aspects of the language. Students are immediately attracted to the colorful il-lustrations and lesson content is broken down into easily digestible parts. To avoid treating Chinese like Romance languages, our Structure Notes section is designed with students in mind, teaching them how to do something in Chinese, rather than focusing on grammar. In every lesson, we also include com-municative activities to facilitate interactions between students, either with a partner or within a group. Additional cultural references and videos serve to build a wider understanding of the Chinese culture.

In our classrooms, we encourage teachers to foster an environment of exploration, provocation, repetition, mastery, friendship, interaction, and collaboration. Our program design creates a culture-rich, activity-rich curriculum built on stories and provides a multi-channeled learning environment. We cultivate a desire within students for meaningful and interesting communication, emphasizing the importance of here and now. With a wide range of speech events, such as role-playing, drama, activities, and games, we form a foundation for Mandarin acquisition.

Furthermore, we encourage learning beyond the classroom with a variety of online resources for students that do not have access to a Mandarin language environment. These additional online activities, tools and resources enable students to forge a deeper connection to the Chinese language and culture.

With proven pedagogies, advanced technologies and careful observations of student needs and wants, we hope the Modern Chinese program can help instructors create a fun and effective learning environment for students, making Chinese learning truly modern.

MODERN CHINESEFOREWORD


Structure NotesGrammar explanations, examples, and practices.

PracticeIndividual, partner, and group speaking exercises through conversations, presentations,

and audio recordings. Stroke order is displayed for characters that students are required to be able to

write for the lesson. These are the most frequently-used characters. Exercises that involve writing and typing Chinese characters are also provided.

Reading comprehension sections contain vocabulary from the Lesson Vocabulary and Required Vocabulary sections.

Cultural SpotlightGrammar explanations, examples, and practices.

Text in English

What Can You DoSummary of interpretive, interpersonal, and presentational communication skills achieved by the student.

Unit ReviewFound at the end of the second lesson per unit, this is a summary of all vocabulary and structure notes

learned in the unit. To assess comprehension of the material from the two lessons, a short list of role-play suggestions are provided for extended communicative practice.

WORKBOOK

The Modern Chinese workbook is designed to create opportunities for students to practice individual language skills in targeted settings as well as in holistic and applied ways. Please visit our website, http://college.betterchi-

tools, further cultural information, and additional character writing materials. The workbook is comprised of the following sections:

Vocabulary ReviewVarious exercises aim to help students absorb the new vocabulary introduced in each lesson. Exercises

focus on character recognition and pinyin accuracy.


Character Writing Practice

Characters highlighted in the Practice section of the textbook are revisited with ample space for writing practice. Complete stroke-order sequence diagrams and radical information are also included. For further character writing practice, please visit the website to download additional character writing sheets.

Listening ComprehensionThis section offers an extra opportunity to gain exposure to Chinese sentences and conversations outside

of the classroom. Students answer a variety of comprehension questions after listening to short dialogues

Speaking PracticeTo encourage active production of Chinese sentences, this section prompts students to make audio

recordings that role-play everyday situations they may encounter. Students can also visit our website to use our online tools to record their compositions and send them to their teacher for review. Alternatively, teachers may want to use this section in the classroom for additional speaking practice.

Structure ReviewEach section provides the Structure Note formula introduced in the lesson and also exercises focusing on

mastery of the grammar.

Reading ComprehensionLesson Vocabulary and Structure Notes are reviewed in passages, narratives, and other authentic

materials. Questions are provided to assess students comprehension of the material.

Writing PracticeThis section provides another opportunity for students to practice writing Chinese using authentic

materials. Students must draw from previously learned vocabulary and Structure Notes to compose short essays based on prompts relevant to the theme of the lesson.

TEACHERS GUIDE

The Teachers Guide is designed to provide instructors with additional information on how to lead students through Modern Chinese, our unique program for college students and adult learners. For ease of reference, the Teachers Guide is in a wraparound format: each page is comprised of annotations below and to the side of the relevant page in the textbook. The following are the different kinds of notes you will encounter in the Teachers Guide:

Objective


Teaching PointerProvides tips on how to teach grammar, vocabulary, language notes, etc., and gives additional relevant

information not included in the textbook.

CheckpointProvides suggestions for appropriate exercises to test students on their understanding of the material.

Online LinkHighlights sections of the textbook that can be augmented with material and tools from the Modern

Chinese website.

DiscussionOffers appropriate discussion topics on themes covered in the Language Notes and Cultural Spotlight

sections.

To help instructors implement a standardized teaching program in the classroom, the Teachers Guide draws attention to the use of each of the ACTFL Cs. National Standards markers accompany Teaching Pointers,

ONLINE COMPONENTS

Each Modern Chinese lesson is fully-supported by online modules found at http://college.betterchinese.com. Authorization codes to access the online features are found in the back of each purchased textbook and/or workbook. Complimentary online modules that accompany the textbook include:

Lesson Animation

classroom.

Lesson Text and Vocabulary Audio

Online Resources

differentiated instruction.

Modern Chinese also offers an online workbook, which offers assorted practices from the physical workbook with automatic-grading features.


VOLUME 2 CHANGES AND PROGRESSIONS

We are excited about Modern Chinese, Volume 2. Building on the strengths of Volume 1, the intermediate-level text incorporates new features aimed at guiding students through the next stage of Chinese language acquisition, while telling the story of our characters as they come to discover themselves. The second vol-ume contains the same overarching design, focusing on engaging, relevant, and approachable content, but new elements provide students with the confidence to apply the language in a more culturally authentic manner.

In Modern Chinese, Volume 2, the program is different in that the lesson texts include character dialogues as well as narratives and practical correspondence. The program also deepens language-learning at this level through the introduction of authentic material and real-life exercises. Students learn how to apply what they learn in actual scenarios, such as planning a trip and renting an apartment.

The program is still organized into themes: new themes, such as , , , , , , , and were selected as relevant topics for students to communicate effectively and in-context. For themes already intro-duced in Volume 1, the text delves deeper into the subject at-hand. The text also systematically introduces well-known Chinese expressions, such as idioms, to help students understand everyday communication during exchanges with native Chinese speakers. The number of vocabulary has been increased per lesson, but scaffolding rates remain consistent with the prior volume to foster high retention rates and alleviate the challenge of new vocabulary acquisition. Students will explore new grammar points that will make them

We look forward to hearing your feedback. We hope you and your students will enjoy this second volume of the Modern Chinese program.

8 Scope & Sequence

Units Communication Goals Structure NotesLanguage Notes & Cultural

Spotlights

Prelude:

The Chinese

Language

1. Understand the 4 Chinese tones2. Learn the Chinese phonetic system,

pinyin3. Understand the rules of Chinese

stroke order

UNIT 1

Me

Count from 1 to 99

1. Use an adjective phrase to describe a subject

2. Use to convert a pronoun or noun (people only) to its plural form

3. Use to express also4. Use to turn a statement into a

question5. Use to ask What about . . .? 6. Use to state ones name7. Use to ask what? questions8. Use to ask about somones age9. Add after a number to state

ones age10. Use to indicate equivalency11. Use to ask about nationality

and country + to state nationality

12. Use to negate a verb13. Use Verb + + Verb to form

14. Use Verb or + Verb to answer

UNIT 2

Family

1. Use to express possession2. Use to express not have3. Use to form a have or not

have question 4. Use to ask what one has 5. Use to indicate possession 6. Use number + measure word to

quantify a noun7. Use + measure word to ask how

many and number + measure word to answer

8. Use or to express this or that

9. Use to ask who? 10. Use to express also11. Use to state what one knows

how to do12. Use to ask whether or not

one knows how to do something13. Use to express only

MODERN CHINESE Scope and Sequence

9 Scope & Sequence


Spotlights

UNIT 3

Time

1. Use to indicate the possibility of an action taking place in the future

2. Use to ask when3. Use to ask what day of the

week and + number to state the day of the week

4. Use to discuss time5. Use to express almost6. Use ( ) to express not yet

or still have not7. Use to make a suggestion8. Use to ask what month and

what day9. Use to mean both or all10. Use to indicate a change of state

or situation11. Use the verb in the context of gift

giving 12. Use to modify nouns

UNIT 4

Food

1. Use to indicate a desired action2. Use to mean to give3. Use to express liking

something or someone4. Use Verb + + Verb with

5. Use ( ) to mean Well then or In that case

6. Use + Verb to form a compound adjective

7. Use to ask for an opinion of something

8. Use to describe an exaggerated attribute

9. Use to indicate desire10. Use and to ask

questions and give explanations respectively

11. Use to express the brevity of an action

UNIT 5

Daily Lives

1. Use to indicate location2. Use as a verb complement3. Use to ask where4. Use to talk about future events5. Use to express doing

things together6. Use to express permission7. Use with an action verb to

indicate the location of an activity8. Use as a resultative complement

to indicate completion of an action9. Use or and a resultative

complement to indicate whether it is possible or not possible to reach a result

10 Scope & Sequence


Spotlights

10. Use to express likelihood11. Use completion to describe

completed actions12. Use to indicate right or

precisely

UNIT 6

Shopping

1. Use to express existence rather than possession

2. Use to express must3. Use as the preposition to 4. Use to ask how many or

how much 5. Use Adjectives with ( ) ( ) to

express a little more6. Use ... to express a

suggested alternative7. Use to indicate a repeating

action8. Use to express

causal relationships9. Use to say need not 10. Use or to intensify

adjectives11. Use Verb +

completed actions12. Use to express already13. Use ( ) to say if . . .

then . . . 14. Use ( )

or questions

UNIT 7

Travel &

Navigation

1. Use to create when expressions

2. Use to indicate an action occurring later than anticipated

3. Use with a place word to indicate origin

4. Use to emphasize the time, locale, or manner of a completed action

5. Use to mean take6. Use to express location relative

to a reference point7. Use with place words to indicate

destination8. Use to ask how something is

done9. Use to indicate directional

movement10. Use , , to indicate

a sequence of events

11 Scope & Sequence


Spotlights

UNIT 8

Academics

1. Use as a resultative complement to indicate ability to understand

2. Use or to express doing an activity more or less often

3. Use to indicate the best course of action among limited options

4. Use Verb + to describe completed actions

5. Use to express after doing something

6. Use Verb + to describe a sequence of events

7. Use to indicate an action

8. Use to ask how come questions

9. Use / to express incredulity or amazement regarding a situation

10. Use to express as soon as A, B

11. Use to express subjective opinions

12. Use with adjectives to compare qualities

13. Use to express ordinal numbers14. Use ( ) ( ) to indicate

ongoing actions

UNIT 9

Fashion

1. Use to express choices and options

2. Use / + to express a subjective impression

3. Use to make comparisons4. Use to say even more5. Use ( ) ( ) to describe small

differences6. Use to express both . . .

and . . .7. Use (Adjective) to

express sameness8. Use Verb Verb to describe casual

or brief activities9. Use to express superlatives10. Use reduplication to intensify

adjectives or adverbs11. Use Verb reduplication to describe

casual or brief activities12. Use to mean and see13. Use ( ) ( ) to express

somewhat14. Use

12 Scope & Sequence


Spotlights

UNIT 10

Hobbies &

Activities

1. Use to describe simultaneous actions

2. Use to mean any

4. Use to mean some5. Use to express

interest in something6. Use ( )to express often7. Use to describe ability8. Use name + to refer to a group

of people9. Use to describe the manner of

actions10. Use to express every11. Use time periods to indicate

duration12. Use multiple numbers to estimate

amounts13. Use ? to ask a rhetorical

question14. Use as the preposition to,

towards

UNIT 11

Relationships

& People

1. Use to indicate degree or result2. Use to express number of times3. Use to express to let or make

someone do something4. Use to describe keeping

something in mind5. Use to form the passive voice6. Use to express constantly7. Use Verb + to express a past

experience

UNIT 12

Medicine

1. Use to make suggestions2. Use to express bringing objects or

people3. Use noun or measure word

reduplication to express every4. Use name/pronoun + to talk

about someones location or home5. Use to express the manner in

which an action is performed6. Use to mean for7. Use as a resultative complement

to describe a properly completed action

8. Use to say again

13 Scope & Sequence


Spotlights

UNIT 13

Business

guanxi

1. Use to introduce an unexpected event

2. Use to express no wonder3. Use to ask what kind?4. Use to express not

onlybut also5. Use to express

although . . . however . . .6. Use to express length of

time7. Use to express a desire8. Use as an intensifier9. Use to express relevance

to a subject10. Use Noun + / to say this/

that type of . . .

guanxi

UNIT 14

Festivals

1. Use to describe the means of doing something

2. Use to indicate an ongoing action

3. Use to say be about to4. Use to express when the

time comes5. Use to express resemble or is

like 6. Use to mean increasingly7. Use to say for example8. Use to say even . . .

14 Scope & Sequence


Spotlights

UNIT 15

Chinese

Ways

1. Use to make requests2. Use before verbs to express

commencing an activity3. Use to say or else or

otherwise4. Use to express as it happens;

happen to . . .5. Use or to express just now6. Use nouns with

7. Use ( ) to say for instance and give examples

to describe an action continuing up to the present

UNIT 16

Technology &

Modern China

1. Use to say besides . . .2. Use question words with to

express any or every3. Use to refer to oneself or

another4. Use to express at the point

when/by the time5. Use Verb Phrase Someone /

to express doing something to show someone else

6. Use to express keeping someone company

7. Use to stress that something will be the case

8. Use to mean extremely or to death

15 Scope & Sequence


Spotlights

UNIT 1

Weather

1. Use to emphasize a small number or amount.

2. Use after a number to make an estimate.

3. Use to express possibility or uncertainty.

4. Use to mean each or different.

5. Use to strengthen an adjective.

6. Use to mean Ive heard that.

7. Use A B with an adjective and a quantity to specify an amount in comparison.

8. Use to express much more.

9. Use to express as it turns out.

UNIT 2

Academics

1. Use B to indicate A is the only condition necessary for B to occur.

2. Use to explain the purpose of doing something.

3. Use to say but to indicate a contrast to the previous statement.

4. Use to describe transformation in state or from one thing to another.

5. Use to indicate and so on at the end of a list.

6. Use to formally indicate when something happened.

7. Use to indicate a reason or cause.

8. Use to join two nouns in formal writing.

MODERN CHINESE VOLUME 2Scope and Sequence

16 Scope & Sequence


Spotlights

UNIT 3

Housing

1. Use to bring up additional points.

2. Use to say indeed or really.

3. Use to emphasize not at all.

4. Use to express doubt over an unfortunate situation.

5. Use to indicate that things are within or outside of scope.

6. Use to express pity at an unfortunate situation.

7. Use to list included items or examples within a category.

8. Use to express satisfaction or dissatisfaction with something.

UNIT 4

Shopping

Express apologies and frustrations.

of terms related to a stores return policy.

1. Use A B to indicate A is not as good as B.

2. Use to mean also to connect words or clauses in formal contexts.

3. Use A B as a formal way to exprss both A and B.

4. Use to emphasize superlatives.

5. Use to express ability or inability to complete certain actions.

6. Use to describe categories using comparisons.

7. Use to say actually.8. Use to express

that something does not matter.

UNIT 5

Hobbies

1. Use to talk about additional items.

2. Use to minimize the significance of something.

3. Use to indicate a preferred alternative.

4. Use to formally express someones opinion

5. Use to indicate a place of origin.

17Scope & Sequence


Spotlights

UNIT 3

Housing

1. Use to bring up additional points.

2. Use to say indeed or really.

3. Use to emphasize not at all.

4. Use to express doubt over an unfortunate situation.

5. Use to indicate that things are within or outside of scope.

6. Use to express pity at an unfortunate situation.

7. Use to list included items or examples within a category.

8. Use to express satisfaction or dissatisfaction with something.

UNIT 4

Shopping

Express apologies and frustrations.

of terms related to a stores return policy.

1. Use A B to indicate A is not as good as B.

2. Use to mean also to connect words or clauses in formal contexts.

3. Use A B as a formal way to exprss both A and B.

4. Use to emphasize superlatives.

5. Use to express ability or inability to complete certain actions.

6. Use to describe categories using comparisons.

7. Use to say actually.8. Use to express

that something does not matter.

UNIT 5

Hobbies

1. Use to talk about additional items.

2. Use to minimize the significance of something.

3. Use to indicate a preferred alternative.

4. Use to formally express someones opinion

5. Use to indicate a place of origin.


Spotlights

6. Use to express obtaining physical objects and for receiving abstract concepts.

7. Use to express making someone feel a certain way.

8. Use to introduce topics.

UNIT 6

Cuisine

Talk about necessary ingredients for making a dish.

expiration dates of food.

to make compliments about food.

of dishes.

1. Use to express mistaken belief.

2. Use to indicate an action

in formal contexts.3. Use to express

no matter what something is always the case.

4. Use to mean really and honestly.

5. Use to say hence or thus.

6. Use to say nearly.7. Use to indicate that

something happened as expected.

8. Use to describe rare situations and opportunities.

UNIT 7

Emergencies

1. Use to say completely.2. Use to emphasize a

negative contrast.3. Use to say therefore.4. Use to

emphatically state never ever again.

5. Use to say with regard to a topic.

6. Use to introduce additional points.

7. Use to indicate the purpose of an action.

8. Use to indicate ever since a certain time in the past.

:

18 Scope & Sequence


Spotlights

UNIT 8

Travel

1. Use to describe future events in formal contexts.

2. Use to indicate a reversal or contrast.

3. Use to make unless statements.

4. Use to talk about events or situations that have just occurred.

5. Use A B to emphasize a contrast between A and B.

6. Use to explain how things really are.

7. Use to take advantage of a situation.

8. Use to describe necessary conditions for a condition to occur.

Journey to the West

UNIT 9

The Arts

1. Use to mean especially or particularly.

2. Use to talk about a particular aspect of a situation.

3. Use to suggest a better alternative.

4. Use to indicate doing something for or in place of someone else.

5. Use to emphasize states or events.

6. Use to intensify attributes7. Use to mean any.8. Use to describe

using something as something else.

@UNIT 10

Technology

1. Use to mean according to or "based on."

2. Use to say by means or "through."

3. Use to join words or phrases in formal contexts.

4. Use to intensify attributes.

5. Use to say even (to the extent that).

6. Use as a formal way to say then.

7. Use to mean often or usually.

19Scope & Sequence


Spotlights

UNIT 8

Travel

1. Use to describe future events in formal contexts.

2. Use to indicate a reversal or contrast.

3. Use to make unless statements.

4. Use to talk about events or situations that have just occurred.

5. Use A B to emphasize a contrast between A and B.

6. Use to explain how things really are.

7. Use to take advantage of a situation.

8. Use to describe necessary conditions for a condition to occur.

Journey to the West

UNIT 9

The Arts

1. Use to mean especially or particularly.

2. Use to talk about a particular aspect of a situation.

3. Use to suggest a better alternative.

4. Use to indicate doing something for or in place of someone else.

5. Use to emphasize states or events.

6. Use to intensify attributes7. Use to mean any.8. Use to describe

using something as something else.

@UNIT 10

Technology

1. Use to mean according to or "based on."

2. Use to say by means or "through."

3. Use to join words or phrases in formal contexts.

4. Use to intensify attributes.

5. Use to say even (to the extent that).

6. Use as a formal way to say then.

7. Use to mean often or usually.


Spotlights

8. Use to mean but or rather.

9. Use to mean not only . . . but also . . ."

10. Use to indicate ability to do something.

UNIT 11

Business

1. Use to mean anyway or in any case.

2. Use to say after all or actually.

3. Use to say so as not to or in case.

4. Use to express that something will happen as soon as something else occurs.

5. Use to mean thus or thereby.

6. Use to indicate that something applies to everything in a certain category.

7. Use to say even if.8. Use to introduce an

example.

UNIT 12

Health

1. Use to describe something that always happens.

2. Use to mean everything or all.

3. Use to say either . . . or . . .

4. Use to mean let alone or moreover.

5. Use as a formal preposition meaning to, for, in, or at.

6. Use to mean as much as possible.

7. Use to indicate that some event was unexpected.

8. Use to mean if it were not for.

UNIT 13

History

1. Use to mean however or "but."

2. Use to mean as result of or as consequence.

3. Use to mean since . . . then . . .

4. Use to introduce a topic.

20 Scope & Sequence


Spotlights

5. Use to mean make or cause.

6. Use to mean simply or just.

7. Use to mean mutually or each other.

UNIT 14

The

Environment

1. Use to mean at all or simply.

2. Use to mean unavoidable.

3. Use to express viewing something in a particular way.

4. Use to mean moreover or besides.

5. Use to mean to or torward in formal contexts.

6. Use to introduce a topic or issue.

7. Use as a formal way to express then.

8. Use to say even if . . . still . . .

UNIT 15

Society

1. Use to express how in formal contexts.

2. Use to mean originally.

3. Use to indicate even if . . . still . . .

4. Use to introduce a possible or hypothetical situation.

5. Use to describe certain manners of performing actions.

6. Use to mean as or "being."

7. Use to say to be sure or admittedly.

21Scope & Sequence


Spotlights

5. Use to mean make or cause.

6. Use to mean simply or just.

7. Use to mean mutually or each other.

UNIT 14

The

Environment

1. Use to mean at all or simply.

2. Use to mean unavoidable.

3. Use to express viewing something in a particular way.

4. Use to mean moreover or besides.

5. Use to mean to or torward in formal contexts.

6. Use to introduce a topic or issue.

7. Use as a formal way to express then.

8. Use to say even if . . . still . . .

UNIT 15

Society

1. Use to express how in formal contexts.

2. Use to mean originally.

3. Use to indicate even if . . . still . . .

4. Use to introduce a possible or hypothetical situation.

5. Use to describe certain manners of performing actions.

6. Use to mean as or "being."

7. Use to say to be sure or admittedly.


Spotlights

UNIT 16

Dreams

1. Use to create emphatic questions.

2. Use to mean not to mention.

3. Use to express that something would be impossible without something else.

4. Use to emphasize warnings.5. Use to mean thanks to. 6. Use 7. Use to introduce a

conclusion.8. Use to mean in time or

promptly.

UNIT 4

Communication Goals

Lesson 1: Ordering Food

Lesson 2: How Does It Taste?

Food

19

LESSON TEXT 4.1

Ordering Food

Chen Dadong, Li Zhongping, and Sun Mali go out to eat at a Chinese restaurant. While there, Mali spots a new student, Zhang Anna, at the next table. They invite Anna over to eat with them.

y

LESSON TEXT

20Unit 4 Lesson 1 Food

LESSON VOCABULARY 4.1Simplified TradiTional pinyin Word

CaTegorydefiniTion

1. ie welcome (to a store/restaurant)

v to welcome

2. qph how many (people)

3. v to sit

4. av would like to (do something)

5. v to drink; to eat (soup)

6. v to give

7. n, mw cup; (used for liquid)

8. n tea

9. n menu

10. adj new

11. n Chinese food

n China

n dish, food

12. n dumplings

13. cj then; in that case

14. v to order (food)

15. n, mw plate; (used for plates of food)

16. n roasted chicken

17. mw (used for portions of food)

18. n green vegetables

19. n, mw bowl; (used for bowls of food)

20. n Hot and Sour Soup

21. mw (used for restaurants and companies)

22. n restaurant

VOCABULARY

21

Simplified TradiTional pinyin Word CaTegory

definiTion

23. adj tasty (of solid food)

24. adj hungry

nameS25. name Zhang Anna

surname Zhang

given name Anna

REQUIRED VOCABULARY 4.1

eaTing 26. vo to eat

n meal; rice

27. vo to cook

28. adj thirsty

29. n water

OPTIONAL VOCABULARY 4.1

foodS 30. n Mapo Tofu

31. n Peking Duck

32. n soft drink

33. n fruit juice

34. n beverage

35. n, mw bottle; (used for bottles)

LESSON VOCABULARY 4.1 (continued)

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LANGUAGE NOTESPronouns: He, She, It

in the 20th century that to differentiate between he, she and it. In the spoken language, however, the difference is inaudible. Written (traditional) Chinese also possesses special pronouns for animals and deities,

Traditional Chinese does possess both masculine and feminine forms of the word you, is the most frequently used form, and one will always write rather than .

Use of Nin The second-person pronoun address ones elders or people of a higher social station. As a customer, you would also frequently hear it used by employees in restaurants or stores. You might use

meeting. more than one elder or superior, used rather than

Omitting Pronounsinformation in the context to make the meaning clear. This is the case for pronouns such as sentence is implied. In this lesson, for example, the sentence

is shortened to by omitting the subject -

pronouns and other words.

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23

STRUCTURE NOTE 4.1Use to indicate a desired actionThe auxiliary verb means would like to In this pattern, must be followed by a verb phrase and

cannot be directly followed by an object to express a desire for something as in I would like tea.

From the Lesson Text:

Other examples:

I would like to go to China. He would like to drink water.

STRUCTURE NOTE 4.2Use to mean to give In Structure Note 3.11, was introduced as a verb associated with the giving of a gift. In this lesson,

is also introduced as to give, but is typically used for non-gift items. Similar to , the verb must appear

between the subject and recipient; however, the subject can be omitted if its presence is implied.


Please give us three cups of tea.

Other examples:

I would like to give Mali a birthday present. Please can you give me a menu.

Practice: Create complete sentences using the above structure and the information provided below.

Example:

1. ______________________________________________ 2. ______________________________________________

3. ______________________________________________4. ______________________________________________

5. ______________________________________________

Subject + + Verb + Object

Subject + + Recipient + Object


STRUCTURE NOTE 4.3Use to express liking something or someone

means like or enjoy and is usually followed by the noun or action of preference. To negate

the sentence, add in front of to mean "dislike." Other adverbs such as and can be added in

front of to indicate only like or really like, respectively.


I only like to eat dumplings.

Other examples:

He doesnt like cats, he only likes dogs. We all really like to speak Chinese.

STRUCTURE NOTE 4.4Use Verb + + Verb with two-character verbs to form affirmative-nega-tive questionsTo use the Verb Verb pattern (see Structure Notes 1.13 and 1.14) with two-character verbs like ,

simply repeat the entire verb.

Practice: Create sentences using and the information provided below, inserting verbs where appropriate.

Example: (doesnt like)

1. (really likes) _____________________________

2. (doesnt like) _____________________________

3. (only like) _____________________________

4. (like) _____________________________

5. (only like) _____________________________

Subject + + Verb Phrase/Noun

Practice: Create complete sentences with , using the information below.

Example:

25

For certain two-character verbs, such as , the second character is often omitted before the followed

by the full two-character verb, as in . The full two-character verb is often repeated in formal written

Chinese.


Other examples:

STRUCTURE NOTE 4.5Use ( ) to mean Well then or In that caseThe demonstrative pronoun can also be used as a conjunction meaning Well then or In that case. It

serves as a transition word from one thought to another, addressing an already established fact or statement.

and can be used interchangeably.


I only like to eat dumplings. Then lets get a plate of dumplings . . .

Other examples:

I dont want to go to the restaurant. In that case, lets go to the coffee shop.

+ Statement/Question

Practice: Create complete sentences including or and the information provided below.

Example:

1st Character of 2-Character Verb + + 2-Character Verb

2-Character Verb + + 2-Character Verb


I dont know how to speak French.

STRUCTURE NOTE 4.6Use + Verb to form a compound adjectiveThe adjective and its negative , when combined with certain verbs, create compound adjectives that

express positive or negative attributes, as in . When it is used with verbs such as

and , the


The roast chicken at this restaurant is really good.

Other examples:

The coffee is very tasty!

Practice: Respond to the provided statements with sentences beginning with .

Example:

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

Practice: Create complete sentences expressing your opinion of the items listed below, combining and verbs.

Example: (eat)

1. (write) _________________________________________ 2. (make) _________________________________________ 3. (eat) _________________________________________ 4. (drink) _________________________________________

5. (eat) _________________________________________

+ Verb

ONLINE RESOURCESVisit http://college.betterchinese.com for more examples of compound adjectives.

27

PRACTICE 4.1

Example:

A:

B:

A:

B:

A:

PRACTICE 4.2Working with a partner, ask whether each character likes the following foods. Answer accordingly.

Example:

A:

B:

PRACTICE

2.

4.

1.

3.


PRACTICE 4.3Working in groups of three or four, act out a restaurant scenario with a waiter or waitress and customers looking at a menu. Discuss food and drink preferences and then order the food. You may use the additional dishes below to help you.

PRACTICE 4.4

below.

Dish Number of students

3.

Kung Pao Chicken

5.

stir-fried Chinese cabbage

2.

Spring Rolls

4.

fried noodles

6.

fried rice

1.

Peking Duck

29

PRACTICE 4.5

Radical Stroke Order

enclosure

wood

eat

person

person

earth

heart

mouth

silk

axe

person

blue

grass

eat

eat

PRACTICE 4.6Make an audio recording and send it to your teacher. In the recording, state what foods you would like to order at a Chinese restaurant and state the reason for your preferences.


PRACTICE 4.7Type the following sentences on your computer and provide answers to the questions.

1.

2.

3.

4.

5.

PRACTICE 4.8

PRACTICE 4.9

PRACTICE 4.10

Read the dialogue and answer the following questions.


Read Huang Xiangans diary and answer the following questions.

31

Cuisine Across ChinaChinese cuisine is as rich and varied as its culture, peoples, and di-alects. A lot of the differences between Chinas cuisines have been brought about by variations in local resources, geography, and tradi-tions. There are eight major types of regional cuisine, each possessing its own distinctive characteristics. Below are four of the most well known of these styles.

Symbolism in Chinese Foodany Chinese festival. Some foods gain their importance through the lin-guistic link of homophones. Fish, for instance, is considered auspicious

abundance, the pomelo fruit is a symbol of abundance due to the similarity of its Chinese name

-

of a large family. Round foods such as rice cakes symbolize family unity, as does the serving of whole chicken. All these dishes may be found at various Chinese festival celebrations, occasions rich in family reunion, well-wishes and, of course, food.

CULTURAL SPOTLIGHT

chili, and other peppers, often in great quantities. -marked Ladys Tofu) and Sichuanese favorites.

Guangdong cuisine is often described as light or fresh, with attention paid to

Suckling Pig).

Shanghais cuisine is known for its smaller portions than the average Chinese fare and its propensity toward drunken foods, which are prepared by soaking alcohol

Northeastern cuisine is a product of its environment: its hearty steamed buns and hot

is noodles, and in addition it is also famed for its pickles.


Three.

Please sit. What you would like to

Please bring us three cups of tea.

Sure. This is our menu.

I only like to eat dumplings.

Then lets get a plate of dumplings,

one roast chicken, an order of

vegetables, and a bowl of Hot and

OK. The roast chicken at this

restaurant is really good. Im hungry;

lets order!

TEXT IN ENGLISH

What Can You Do?

inTerpreTive

inTerperSonal

preSenTaTional

35

LESSON TEXT 4.2

How Does It Taste?

Chen Dadong, Sun Mali, and Li Zhongping discuss their food and teach Zhang Anna how to use chopsticks.

.

Sh

W

LESSON TEXT


LESSON VOCABULARY 4.2Simplified TradiTional pinyin Word

CaTegorydefiniTion

1. adj tasty (of liquids)

2. adj spicy

3. n

4. adj not bad, pretty good

adj wrong

5. qw how is it

6. adv too, excessively, extremely

7. adj salty

8. av to want; must; will; should

9 v to order

10. n rice

11. qw why

12. n meat

13. cj because

14. vo to be vegetarian

15. v to use

16. n chopsticks

17. n knife

18. n fork

19. v to try

20. y mw a bit

21. v to teach

22. p oh! (interjection)

23. a p (used to make a question less abrupt)

24. rv to be full

25. n dinner

26. vo to treat ones guests (i.e. to pay for others)

VOCABULARY

37

REQUIRED VOCABULARY 4.2

Simplified TradiTional pinyin Word CaTegory

definiTion

mealS 27. n breakfast

28. n lunch

flavorS29. adj sweet

30. adj bitter

31. adj sour

OPTIONAL VOCABULARY 4.2

aT The reSTauranT 32. n, vo check; to pay the bill; check, please.

33. vo to pay the bill

foodS 34. n white rice (alternate term for )

35. n fruit

36. n seafood

37. n chicken

38. n pork

39. n beef

ONLINE RESOURCES Visit http://college.betterchinese.com for a list of other Chinese foods.

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OnomatopoeiaIt can be fun to look at how other cultures represent certain sounds in their language. Onomatopoeia refers to words that sound like the thing they describe (for instance, buzz or whoosh). Chinese pos-sesses many such words: to represent the sound of laughter, Chinese has the words hee and ha ha.

There are interesting similarities and differences in the representa-tion of animal noises: the word for the sound a cat makes is virtually identical to the English meow. The noise made by a dog, however, is

-ter has a mouth ( ) radical to indicate that it is a sound char-acter.

Foreign Names in ChineseAs mentioned in Language Notes 1.1, Chinese names are chosen with care for their meaning, even in transliterations, which often reveal something about the person or thing they describe. This is particularly true with the Chinese names for certain West-ern celebrities. For instance, the name for Audrey Hepburn is

-cally chosen for the actress famed for her beauty and darkly penciled brows. Marilyn Monroe is referred to as (beauty) (lotus) (dream)

(virtuous)

It is good to remember, though, that Chinese equivalents of foreign names are not al-ways consistent, especially between different Chinese speaking regions. Vincent van Goghs name, for example, could be rendered as either

Place Names in ChineseForeign place names in Chinese are also represented by characters that ap-proximate the sound of the original; the Chinese name for Berlin, for instance, is from Cantonese, however, they may sound quite unlike their English versions in Mandarin. New York, for example, is the Cantonese pronunciation of these characters more closely resembles the English.

Just as with peoples names, the characters for place names are often chosen to convey a positive meaning. The transliteration of London is the two characters meaning human relationships (or ethics) and sincere respectively, while Delhi is rendered as character for virtue.

LANGUAGE NOTES

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39

STRUCTURE NOTE 4.7Use to ask for an opinion of somethingTo ask someone what his or her opinion about something is, simply state the subject followed by


Other examples:

How was your younger sisters birthday

STRUCTURE NOTE 4.8Use to describe an exaggerated attribute

is an adverb that means too or extremely. Similar to , appears before the adjective and

expresses a great degree of the adjective of reference. can be distinguished from other adverbs as it connotes

excess beyond expectation and it typically appears with for further emphasis.


(It is) Too salty.

Other examples:

The soup is too spicy. Mom is making dumplings tonight, great!

NOTE: can be used in a positive or negative context. While the literal translation may appear neg-ative, as with , or excessively good, colloquially, this is actually a positive remark meaning Great!

or Awesome!

Practice: Use the English phrases with to create questions in Chinese.

Example: Mrs. Lius cake 1. Yesterdays soccer game __________________________________________ 2. This cafes coffee __________________________________________ 3. This Hot and Sour Soup __________________________________________ 4. His spoken French __________________________________________ 5. This restaurant __________________________________________

Subject +

+ Adjective +


STRUCTURE NOTE 4.9Use to indicate desireIn Structure Note 4.1, was introduced to express a desire or inclination to perform an action. In contrast,

, meaning want, can be applied to objects as well as actions.


I want a bowl of rice.

Other examples:

She wants to go to China. He doesnt want coffee.

STRUCTURE NOTE 4.10Use and to ask questions and give explanations respectively

is a question phrase meaning why and typically appears between the subject and verb

phrase.

Practice: Create complete sentences including and the provided information.

Example:

1. _______________________________________

2. _______________________________________

3. _______________________________________ 4. _______________________________________

5. _______________________________________

Subject + + Noun/Verb Phrase

Practice: Create sentences using the pattern and the provided phrases.

Example:

Subject + + Verb Phrase

41

In addition, can also be placed before the subject and verb phrase.

The difference between the two structures above is that the emphasis is placed on the verb phrase or subject imme-

diately following . To answer a why question, , meaning because, is followed by the supporting reason, as in English.


Because Im a vegetarian.

Other examples:

Because she is not hungry.

Because my mother doesnt like cats.

Practice: Create questions and answers using the and patterns.

Example:

1. ______________________________________ ______________________________________

2. ______________________________________ ______________________________________

3. ______________________________________ ______________________________________

4. ______________________________________ ______________________________________

5. ______________________________________ ______________________________________

+ Subject + Verb Phrase

+ Supporting Reason


STRUCTURE NOTE 4.11Use to express the brevity of an actionThe use of following a verb has the same effect as the English equivalent for a moment or for

a bit. It indicates the informality or brevity of an action. Some verbs, such as are conventionally used

with . When the verb is followed by an object, comes between the verb and the object. Note that cannot follow auxiliary verbs, such as or .


Give it a try!

Other examples:

Take a look at the menu. Please sit for a bit.

NOTE: describes the short length of time taken for an action, while (y ) describes the small quantity of an object. For example, means drink tea for a moment, while , means

drink a bit of tea.

Practice: Transform each sentence using , following the example.

Example:

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

4. ______________________________________________

5. ______________________________________________

Subject + Verb + (+ Object)

43

PRACTICEPRACTICE 4.11Determine the most appropriate adjectives to describe the tastes of the foods below and record them in Chinese in the spaces provided.

PRACTICE 4.12Working with a partner, act out dialogues about the foods shown below. Ask each other about the food and how it tastes. Elaborate on the conversation if you can.

Example:

A

B

A

1. 2. 3.


PRACTICE 4.13Working with a partner, act out a dialogue in which Partner A does not know how to use chopsticks and Partner B teaches him/her to use them.

Example:

A:

B:

A:

B:

PRACTICE 4.14Working in groups of three to four, imagine that you are in a restaurant. The waiter has brought you your food, but none of you enjoys the taste. Discuss why you do not like the dishes and what you will eat instead.

Example:

A:

B:

PRACTICE 4.15Work with a partner to complete and act out the following dialogues in Chinese. Present your dialogues to the class.

A:

B: (Yes, I am.) ____________________________________

A:

B: (Thank you!) ____________________________________

A: (Youre welcome!) ____________________________________

B:

A:

B: (Happy Birthday to you!) ____________________________________

45

PRACTICE 4.16

Radical Stroke Order

speech

sun

one

gold

spear

mouth

walk

heart

big

stopper

enclosure

dot

meat

silk

use

PRACTICE 4.17Make an audio recording and send it to your teacher. In the recording, talk about a trip to a restaurant. State who you will go with and what you would like to order.


PRACTICE 4.18Type the following sentences on your computer and provide answers to the questions.

1.

2.

3.

4.

5.

PRACTICE 4.19

PRACTICE 4.21


Read Chen Dadongs diary and answer the following questions.

Read the passage and answer the following questions.

PRACTICE 4.20

47

Chinese Dining EtiquetteThe use of -ence between Chinese and Western dining customs, but there are a number of other habits that distinguish Chinese table manners from Western table manners. Below is a short guide on what to do and what not to do when eat-ing in a formal setting in China.

What to Do

it is common to lift a bowl of soup from the table and directly drink the remainder.

What Not to Do

ceremonies for the deceased.

The Art of Tea

millennium B.C., and legend has it that the Emperor Shennong dis-covered it a thousand years before that, when a tea leaf dropped unnoticed into his boiling water. Today, the Chinese drink tea both

and the social pleasures it provides. Teahouses are enormously popular throughout the country, providing people with a place to socialize and to enjoy Chinas many varieties of tea.

While serving and drinking tea, there are also certain customs to follow. In Chinese society, the younger generation serves tea to the older generation as a form of respect. It is also customary to pour

popular practice is to remove the lid of a teapot to alert the waiter

Taiwan, this drink contains chewy tapioca balls, a modern twist on an old tradition. Today, whether it is the traditional loose-leaf teas or milk tea with sweet delicacies inside, tea drinking still appeals to people of all ages and cultures.

CULTURAL SPOTLIGHT


The Hot and Sour Soup is really good! I like

the taste of hot and sour dishes.

The roast chicken is pretty good. Zhongping,

Too salty. I want to order a bowl of rice.

Because I am a vegetarian.

No. I only know how to use knives and forks. . .

Give it a try! Ill teach you.

Oh, using chopsticks is simple!

TEXT IN ENGLISH

What Can You Do?

inTerpreTive

inTerperSonal

preSenTaTional

49

UNIT REVIEWACT IT OUT Working in groups, compose an original three-minute skit that utilizes the vocabulary and structures introduced in Unit 4. Each of you should assume a role and have a roughly equal number of lines in the skit. Be prepared to perform your skit in class. You can either come up with your own story or choose from one of the following situations:

a) You work at a Chinese restaurant and take the orders from a group of customers.b) You and your friends want to go out to dinner, but no one likes the same dishes.

CHECK WHAT YOU CAN DOreCognize WriTeAdjectives

Adverb

Auxiliary Verbs

Conjunction

Idiomatic Expression

Measure Words

Name

Nouns

Onomatopoeia

Particles

Question Words

Verbs

uSe to indicate a desired action

to mean to give

to express liking something or someone

+ Verb with two-character verbs to form af-

to mean Well then or In that case

+ Verb to form a compound adjective

to ask for an opinion of something

to describe an exaggerated attribute

to indicate desire

and to ask questions and give ex-planations respectively

to express the brevity of an action

50

Modern Chinese

UNIT 4 LESSON 1

VOCABULARY REVIEW 4.1

I. Mark the correct tones above the pinyin for the vocabulary below. Read the char-acters aloud as you mark the tones.

1. huanying 7. shaoji

2. fuwuyuan 8. qingcai

3. qing zuo 9. Suanlatang

4. caidan 10. fanguan

5. xihuan 11. dian cai

6. jiaozi

II. Match the Chinese vocabulary below with the corresponding pictures.

1.

2.

3.

4.

a.

b.

c.

d.


CHARACTER WRITING PRACTICE 4.1

enclosure

Radical

wood

Radical8

8

9

10

eat

Radical

52

earth

Radical

person

Radical

person

Radical


8

9

10

11

12 13

heart

Radical

mouth

Radical8 910

1112

8

9

silk

Radical

person

Radical

8

9

1111 12

13

7

8

axe

Radical

blue

Radical

54


grass

Radical8

9

10 11

7

8

9

11

10 eat

Radical

eat

Radical

56

LISTENING COMPREHENSION 4.1

I. Choose the picture that best illustrates what you hear.

1.

A. B. C. D.

2.

A. B. C. D.

II. Listen to the recordings and answer the questions.

A. American B. Chinese C. Italian D. Japanese

A. Dumplings B. Spicy beef C. Dumplings and Vegetables D. Dumplings and Hot and Sour Soup

A. The man and the woman eat dinner together. B. The woman wants to have Chinese food. C. The man suggests they have dumplings for dinner. D. The woman wants to have Hot and Sour Soup instead of dumplings.

III. Listen to the recordings and answer the questions.

A. The waitress seats the customers at a table. B. The waitress asks what drink they want to order. C. The restaurant does not offer tea. D. The customer orders three cups of tea.


SPEAKING PRACTICE 4.1

I. Listen to the audio recording. Say an appropriate response to each sentence you hear. Use the space below to make note of your ideas, if necessary.

1. Your Response: ______________________________________________________________________

2. Your Response: ______________________________________________________________________

3. Your Response: ______________________________________________________________________

4. Your Response: ______________________________________________________________________

5. Your Response: ______________________________________________________________________

II. Imagine you are with a large group of friends in a restaurant. Using the menu below, make an audio recording in which you order dishes for everybody. You should order at least two items from each section. Remember to use the correct measue words.

Drink

Coffee

Appetizer

Dumplings

Soup

Vegetable SoupChicken Soup

Roast Chicken

Chicken Fried RiceEgg Fried Rice

Shanghai Vegetable Rice

58

STRUCTURE REVIEW 4.1

I. Complete the following Structure Note practices.

Structure Note 4.1: Use to indicate a desired action.

A. Add to the following sentences to indicate preferences.

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. _______________________________________________________________

5. (Create your own sentence) _________________________________________________________

Structure Note 4.2: Use to mean to give.

B. Make sentences using and the given words.

1.

________________________________________________________________________________

2.

________________________________________________________________________________

3.

________________________________________________________________________________

4.

________________________________________________________________________________

5.

________________________________________________________________________________

Subject + + Verb + Object

Subject + + Recipient + Object


Structure Note 4.3: Use to express liking something or someone.

C. Transform the sentences below by adding to the appropriate place.

1. _____________________________________________________________________

2. __________________________________________________________________

3. _______________________________________________________________

4. (Create your own sentence) ________________________________________________________________

5. (Create your own sentence) ________________________________________________________________

Structure Note 4.4: Use Verb + + Verb with two-character verbs to form affirmative-negative questions.

D. Change the following questions into questions using the Verb Verb pattern.

1.

_____________________________________________________________________________________

2.

_____________________________________________________________________________________

3.

_____________________________________________________________________________________

4.

_____________________________________________________________________________________

5. (Create your own sentence.)

_____________________________________________________________________________________

Subject + + Verb Phrase / Noun

2-Character Verb + + 2-Character Verb

1st Character of 2-Character Verb + + 2-Character Verb

60

Structure Note 4.5: Use ( ) to mean Well then or In that case.

E. Respond to the following prompts using ( ).

1. A: B: ________________________________________________________________________________

2. A:

B: ________________________________________________________________________________

3. A:

B: ________________________________________________________________________________

4. A:

B: ________________________________________________________________________________

5. A:

B: ________________________________________________________________________________

Structure Note 4.6: Use + Verb to form a compound adjective.

F. Add to the correct place in the sentences below.

1. __________________________________________________

2. ___________________________________________________________

3. _____________________________________________________

4. _____________________________________________________

5. __________________________________________________

+ Statement / Question

+ Verb


READING COMPREHENSION 4.1

Answer the following questions in Chinese.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

(i) _____ (ii) _____

(iii) _____ (iv) _____ (v) _____

62

___________________________________________________________________________________

___________________________________________________________________________________

Answer the following True or False questions on the basis of the passage above.

1. T F Chen Dadong is American.

2. T F Sun Mali and Chen Dadong are classmates.

3. T F Chen Dadong and Sun Mali go to eat Chinese food.

4. T F Mali orders dumplings and Hot and Sour Soup.

5. T F Chen Dadong is not hungry, so he only orders a cup of coffee.

(i) ___________

(ii) ___________ (iii) ___________

(iv) ___________ (v) ___________


WRITING PRACTICE 4.1

I. Create a menu by writing the names of dishes in Chinese in the space below.

II. Based on the menu above, write a paragraph or conversation using the given words in the space below.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Drink

Appetizer

Soup

64

Modern Chinese

UNIT 4 LESSON 2

VOCABULARY REVIEW 4.2

I. Mark the correct tones above the pinyin for the vocabulary below. Read the char-acters aloud as you mark the tones.

1. tai xian 6. kuaizi

2. yi wan 7. shi yi xia

3. bucuo 8. hen jiandan

4. suanla 9. chi bao

5. mifan 10. wo jiao ni

1.

2.

3.

4.

5.

a.

b.

c.

d.

e.

8

9

one

Radical

7 8

9

10

11 sun

Radical

speech

Radical


CHARACTER WRITING PRACTICE 4.2

gold

Radical8

91011

12

13

8

9

spear

Radical

8

mouth

Radical

66

big

Radical

8

9

10

11

12 walk

Radical

89

heart

Radical


89

stopper

Radical

enclosure

Radical

dot

Radical

68

meat

Radical

use

Radical

77

9 810 silk

Radical


70

LISTENING COMPREHENSION 4.2

I. Choose the picture that best illustrates what you hear.

1. A. B. C. D.

2. A. B. C. D.

II. Choose the best response to the sentence(s) you hear.

1. A. C. B. D.

2. A. C.

B. D.

III. Answer the questions based on the dialogue.

A. The woman doesnt know how to use chopsticks. B. She doesnt know how to use a knife and fork. C. The man tries to help the woman use chopsticks.

IV. Answer the questions based on the dialogue.

A. At school C. On the street B. At a restaurant D. At a party

A. Chicken C. Dumplings B. Hot and Sour Soup D. Rice

A. The woman complains about the restaurant. B. The man asks for the womans opinion on the dumplings. C. The woman insists the man try the Hot and Sour Soup. D. The man asks for a beverage.


SPEAKING PRACTICE 4.2

I. Listen to the audio recording. Say an appropriate response to each sentence you hear. Use the space below to make note of your ideas, if necessary.

1. Your Response: _____________________________________________________________________

2. Your Response: _____________________________________________________________________

3. Your Response: _____________________________________________________________________

4. Your Response: _____________________________________________________________________

5. Your Response: _____________________________________________________________________

II. Make an audio recording in which you call a friend and offer to take him/her out to dinner. Tell him/her the reason why you want to pay for the dinner. Ask your friends preferences and talk about what dishes you like. Use the space below to make note of your ideas, if necessary.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

72

STRUCTURE REVIEW 4.2

I. Complete the following Structure Note practices.

Structure Note 4.7: Use to ask for an opinion of something.

A. Write the following sentences in Chinese using .

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Structure Note 4.8: Use ... to describe an exaggerated attribute.

B. Change the following sentences by substituting for .

1.

_______________________________________________________________________________

2.

________________________________________________________________________________

3.

________________________________________________________________________________

Subject +

+ Adjective +


4.

________________________________________________________________________________

5.

________________________________________________________________________________

Structure Note 4.9: Use to indicate desire.

C. Create sentences by using the Subject + + Noun/Verb Phrase pattern and the given words.

1. _______________________________________________________________

2. __________________________________________________________________

3. _____________________________________________________________________

4. __________________________________________________________________

5. _____________________________________________________________________

Structure Note 4.10: Use and to ask questions and give explanations respectively.

D. Complete the following dialogues using the and patterns.

1. A: ______________________________________________________________________________

B:

2. A:

B: ______________________________________________________________________________

Subject + + Noun / Verb Phrase

Subject + + Verb Phrase

+ Subject + Verb Phrase

+ Supporting Reason

74

3. A: ______________________________________________________________________________

B:

4. A: ______________________________________________________________________________

B: _______________________________________________________________________________

5. A: ______________________________________________________________________________

B: ______________________________________________________________________________

Strucutre Note 4.11: Use to express the brevity of an action.

E. Add to an appropriate place in the sentences below.

1.

________________________________________________________________________________

2.

________________________________________________________________________________

3.

________________________________________________________________________________

4.

________________________________________________________________________________

5.

________________________________________________________________________________

Subject + Verb + (+ Object)


READING COMPREHENSION 4.2

I. Read the passage and answer the questions below.

-nese.

Hot and Sour Soup Rice Coffee Tea Dumplings Vegetables

1. Zhongping ____________________

2. Xiaomei ____________________

3. Anna ____________________

4. Mali ____________________

II. Read the dialogue and answer the following true or false questions.

1. T F Dadong likes the spicy food.

2. T F Zhongping is a vegetarian.

3. T F Mali thinks the chicken is good.

4. T F Zhongping is full.

5. T F Zhongping wants a cup of tea because the soup is too salty.

76

WRITING PRACTICE 4.2

I. Write or type sentences in Chinese according to the given phrases and pictures.

1.

__________________________________________________________________________________

2.

__________________________________________________________________________________

3.

__________________________________________________________________________________

4.

__________________________________________________________________________________

5.

__________________________________________________________________________________

II. Write or type sentences in Chinese to describe the taste of the dishes below and whether or not you like them.

1.

2.

3.

TEACHERS GUIDE Unit 4 Lesson 1 Food

OBJECTIVEIn this unit, students will learn to talk about what kinds of food and drink they like, how to order in a

of foods and offer to treat someone to something.

CHECKPOINTAssess how well students

Check their pinyin pronun-ciation and tones.

TEACHERS GUIDE

78

TEACHING POINTER

through the lesson illustra-tions to get an idea of the

gone through the Lesson

practice reading the charac-ters directly from the illustra-tions.

ONLINE LINKFind the animated lesson

-lege.betterchinese.com

TEACHING POINTER (STRUCTURE NOTES)

to indicate a desired action

to express liking something or someone

(

INTRODUCTIONTo introduce the lesson, ask students if they like or dislike Chinese food. Also ask students what Chinese dishes they are already fa-miliar with and write down the names of the dishes on the board.

NatioNal StaNdardS

79Unit 4 Lesson 1 FoodTEACHERS GUIDE

CHECKPOINTAsk students what the Lesson Story is about. Say a few sentences from the Lesson Text and ask stu-dents to respond. Alterna-

listening comprehension quiz to assess how well they prepared for the lesson. For the quiz, read a few Lesson Text phrases at a normal speed and ask students to write down the pinyin or the

CHECKPOINTYou may also wish to ask students reading compre-

(1)

(2) (3)

TEACHING POINTER (VOCABULARY)

Recognize Write

80

TEACHInG PoInTER The Lesson Text can be

-cording to the sequence

illustrations. Focus on part one in a class sess

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