Intermediate Written Chinese : Read And Write Mandarin Chinese As The Chinese Do

380 Pages·2016·175.848 MB·English

by  Kubler, Cornelius C.

INTERMEDIATE WRITTEN
CHINESE
READ AND WRITE MANDARIN CHINESE AS THE CHINESE DO
CORNELIUS C. KUBLER
(cid:2256)(cid:2223)(cid:4566)(cid:3802)(cid:421)(cid:1543)(cid:4311)(cid:3974)
(cid:3505)(cid:3531)(cid:704)(cid:769)(cid:237)(cid:5891)(cid:4265)(cid:4445)
TUTTLE Publishing
Tokyo Rutland, Vermont Singapore
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 11 22//99//1155 1100::0077 aamm
The Tuttle Story: “Books to Span the East and West”
Many people are surprised to learn that the world’s leading publisher of books on Asia had humble beginnings in
the tiny American state of Vermont. The company’s founder, Charles E. Tuttle, belonged to a New England family
steeped in publishing.
Immediately after WWII, Tuttle served in Tokyo under General Douglas MacArthur and was tasked with reviving
the Japanese publishing industry. He later founded the Charles E. Tuttle Publishing Company, which thrives today
as one of the world’s leading independent publishers.
Though a westerner, Tuttle was hugely instrumental in bringing a knowledge of Japan and Asia to a world hun-
gry for information about the East. By the time of his death in 1993, Tuttle had published over 6,000 books on Asian
culture, history and art—a legacy honored by the Japanese emperor with the “Order of the Sacred Treasure,” the
highest tribute Japan can bestow upon a non-Japanese.
With a backlist of 1,500 titles, Tuttle Publishing is more active today than at any time in its past—still inspired
by Charles Tuttle’s core mission to publish fi ne books to span the East and West and provide a greater under-
standing of each.
Published by Tuttle Publishing, an imprint of Periplus Editions (HK) Ltd
www.tuttlepublishing.com
Copyright © 2015 Cornelius C. Kubler
All photos © 2015 Cornelius C. Kubler
Cover photos©qingwa/istockphoto.com; ©Yali Shi/Dreamstime.com; ©Miao99/istockphoto.com
ISBN 978-0-8048-4020-0
Library of Congress Control Number: 2015940927
All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or
mechanical, including photocopying, recording, or by any information storage and retrieval system, without prior written
permission from the publisher.
Distributed by:
North America, Latin America & Europe Japan
Tuttle Publishing Tuttle Publishing
364 Innovation Drive Yaekari Building, 3rd Floor
North Clarendon, VT 05759-9436 U.S.A. 5-4-12 Osaki Shinagawa-ku Tokyo 141-0032
Tel: [phone] Fax: [phone] Tel: [phone] Fax: [phone]
[email protected] [email protected]
www.tuttlepublishing.com www.tuttle.co.jp
Asia Pacifi c
Berkeley Books Pte. Ltd.
61 Tai Seng Avenue, #02-12, Singapore 534167
Tel: [phone] Fax: [phone]
[email protected]
www.periplus.com
18 17 16 15 10 9 8 7 6 5 4 3 2 1
Printed in Singapore 1509CP
TUTTLE PUBLISHING® is a registered trademark of Tuttle Publishing, a division of Periplus Editions (HK) Ltd.
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 22 22//99//1155 1100::0077 aamm
A Note to the Learner that you can learn of all the relevant information regard-
ing Chinese culture and gain practice in Chinese pronun-
Welcome to the second volume of an unusual and highly ciation and grammar.
effective two-volume course in written Chinese! • The characters in Intermediate Written Chinese were
As a native English speaker learning Chinese, working chosen from those used in the Basic Conversation of the
hard to learn Chinese is not enough; you have to work smart in corresponding lesson in Intermediate Spoken Chinese,
order to learn this very different language effi ciently. No mat- based on frequency of occurrence. Thus, when you begin a
ter why you’ve chosen to learn Chinese—for business, travel, new lesson of Intermediate Written Chinese, you already
cultural studies, or another goal—the Basic Chinese approach know the pronunciation, meaning, and usage of the new
of two separate but integrated tracks in spoken and written words. You now need only to learn their written represen-
Chinese will help you learn this language effi ciently and suc- tations. This considerably lightens your learning load!
cessfully.
• Both simplifi ed and traditional characters are taught
in the same volume. This means students can learn ei-
• Intermediate Written Chinese is a continuation of Basic ther or both without having to purchase another book.
Written Chinese (Tuttle Publishing, 2011). Instructors have the fl exibility to teach a combined class
• Intermediate Written Chinese systematically introduces where some students read and write one type of charac-
336 of the highest-frequency characters (in both ter and other students the other type.
their simplifi ed and traditional forms) and over 1,200 • Intermediate Written Chinese is designed to be used
common words written with them, showing their use both in a class with an instructor and by independent
in a variety of sentences and reading passages, to help learners working on their own.
you master Chinese reading and writing. Together with
• The course includes an audio CD of the new vocabulary
the 288 characters and some 700 words introduced in Ba-
and reading exercises, recorded by native speakers, to
sic Written Chinese, a total of 624 characters and more
help with pronunciation, phrasing, and comprehension.
than 1,900 words are formally taught in this two-volume
• The on-line Instructor’s Guide (available gratis from
course. In addition, Intermediate Written Chinese intro-
the publisher) contains detailed suggestions for using
duces another supplementary 199 characters and over
these materials as well as a wealth of exercises for use by
700 words, meaning that students will have encoun-
instructors in class or by tutors during practice sessions.
tered a grand total of 823 characters and over 2,600
words by the end of this course.
• Each lesson introduces six new characters and a number
of words written with them. By dividing the learning into 出版和使用说明
small tasks, you maintain a sense of accomplishment
rather than getting bogged down. 《进阶中文：读与写》专供读写课使用。这本教材通过
• The structure and etymology of each new character 各种练习有系统地介绍336个高频字（简体及繁体）和
is explained in detail to make the learning of characters 1,200多个高频词。这本教材另外还介绍199个补充生字
easier, and similar characters are compared and con-
及700多个补充生词，所以总共介绍823个生字和2,600多
trasted.
个生词。学习者宜与配套的《进阶中文：读与写》练习
• Some lessons include realia such as photographs of
册、《进阶中文：听与说》及《进阶中文：听与说》练
street signs, name cards, e-mail messages, and handwrit-
ten notes. 习册一起使用。
• Lessons include both printed and handwritten forms
of characters, as well as several different printed fonts.
出版和使用說明
• There are detailed, clear English explanations for the
key points you need to understand to read and write
《進階中文：讀與寫》專供讀寫課使用。這本教材通過
Chinese correctly, plus information about Chinese us-
各種練習有系統地介紹336個高頻字（簡體及繁體）和
age, culture, and society, as well as recommended study
strategies for learning written Chinese. 1,200多個高頻詞。這本教材另外還介紹199個補充生字
• Intermediate Written Chinese should be used in con- 及700多個補充生詞，所以總共介紹823個生字和2,600多
junction with the accompanying Intermediate Written 個生詞。學習者宜與配套的《進階中文：讀與寫》練習
Chinese Practice Essentials.
冊、《進階中文：聽與說》及《進階中文：聽與說》練
• Either before or at the same time that you study a lesson
習冊一起使用。
in Intermediate Written Chinese, you should study the
companion lessons in Intermediate Spoken Chinese and
Intermediate Spoken Chinese Practice Essentials, so
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 33 22//99//1155 1100::0077 aamm
Contents
A Note to the Learner . . . . . . . . . . . . . . . . . . . . . . . . 3 Part 3: The Peking Duck Banquet (cont.) . . . . . . . . . . 144
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Part 4: Making Dumplings . . . . . . . . . . . . . . . . . . . . . 152
About This Course . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
UNIT 16: EATING AND DRINKING (III) . . . . . . . 159
Organization and Use . . . . . . . . . . . . . . . . . . . . . . . 10
Part 1: Eating with a Colleague in a Restaurant . . . . . 160
Abbreviations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Part 2: A Dinner Party at Home . . . . . . . . . . . . . . . . . 167
Part 3: A Dinner Party at Home (cont.) . . . . . . . . . . . . 174
UNIT 11: GETTING AROUND TAIPEI . . . . . . . . . . . 15
Part 4: A Dinner Party at Home (cont.) . . . . . . . . . . . . 184
Part 1: By Taxi to the Bank of Taiwan . . . . . . . . . . . . . . 16
Part 2: “Which Bus Do I Take to Muzha?” . . . . . . . . . . . 23
UNIT 17: ON THE TELEPHONE . . . . . . . . . . . . . . 190
Part 3: Asking Directions to a Friend’s House . . . . . . . . 30
Part 1: “Want to Go to the Show?” . . . . . . . . . . . . . . . 191
Part 4: Filling Up at a Gas Station . . . . . . . . . . . . . . . . 37
Part 2: Telephone Tag . . . . . . . . . . . . . . . . . . . . . . . . 199
Part 3: Calling About an Advertisement for
UNIT 12: SHOPPING (I) . . . . . . . . . . . . . . . . . . . . . . 44
an Apartment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Part 1: Buying Ice Pops . . . . . . . . . . . . . . . . . . . . . . . . 45
Part 4: Calling About an Advertisement for
Part 2: Purchasing Pens . . . . . . . . . . . . . . . . . . . . . . . 51 an Apartment (cont.) . . . . . . . . . . . . . . . . . . . . . . . . . 213
Part 3: Shopping for Vegetables . . . . . . . . . . . . . . . . . . 58
UNIT 18: VISITING PEOPLE (I) . . . . . . . . . . . . . . 221
Part 4: At a Fruit Stand . . . . . . . . . . . . . . . . . . . . . . . . 64
Part 1: Visiting a Friend at Home . . . . . . . . . . . . . . . . 222
UNIT 13: SHOPPING (II) . . . . . . . . . . . . . . . . . . . . . 71 Part 2: Visiting a Friend at Home (cont.) . . . . . . . . . . . 230
Part 1: Buying Meat at a Traditional Market . . . . . . . . . 72 Part 3: Calling on Someone to Request a Favor . . . . . 236
Part 2: In a Supermarket . . . . . . . . . . . . . . . . . . . . . . . 78 Part 4: Calling on Someone to Request a Favor (cont.) . 243
Part 3: Purchasing New Shoes . . . . . . . . . . . . . . . . . . . 85
UNIT 19: VISITING PEOPLE (II). . . . . . . . . . . . . . 251
Part 4: Buying Pants . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Part 1: Visiting a Sick Classmate . . . . . . . . . . . . . . . . 252
UNIT 14: EATING AND DRINKING (I) . . . . . . . . . 100 Part 2: Visiting a Sick Classmate (cont.) . . . . . . . . . . . 259
Part 1: Ordering a Meal in a Restaurant. . . . . . . . . . . 101 Part 3: A Farewell Call on a Favorite Teacher . . . . . . . . 267
Part 2: Ordering a Meal in a Restaurant (cont.) . . . . . . 108 Part 4: A Farewell Call on a Favorite Teacher (cont.) . . . 275
Part 3: Arranging a Banquet. . . . . . . . . . . . . . . . . . . . 116
UNIT 20: LEISURE TIME ACTIVITIES (I) . . . . . . 283
Part 4: Arranging a Banquet (cont.) . . . . . . . . . . . . . . 123
Part 1: Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
UNIT 15: EATING AND DRINKING (II) . . . . . . . . 130 Part 2: Hobbies (cont.) . . . . . . . . . . . . . . . . . . . . . . . 291
Part 1: The Peking Duck Banquet . . . . . . . . . . . . . . . . 131 Part 3: Going to the Movies . . . . . . . . . . . . . . . . . . . . 298
Part 2: The Peking Duck Banquet (cont.) . . . . . . . . . . 137 Part 4: Going to the Movies (cont.) . . . . . . . . . . . . . . . 304
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 44 22//99//1155 1100::0077 aamm
UNIT 21: LEISURE TIME ACTIVITIES (II) . . . . . 313 UNIT 24: SINGAPORE AND MALAYSIA . . . . oonn ddiisscc
Part 1: Talking About Sports . . . . . . . . . . . . . . . . . . . 314 Part 1: Conversation at Singapore
Botanic Gardens . . . . . . . . . . . . . . . . . . . . . . . . . oonn ddiisscc
Part 2: Talking About Sports (cont.) . . . . . . . . . . . . . . 321
Part 3: Watching a Soccer Game on Television . . . . . . 329 Part 2: A Visit to Singapore Zoo . . . . . . . . . . . . . . oonn ddiisscc
Part 4: An Excursion to the Great Wall . . . . . . . . . . . . 338 Part 3: A Day at a Penang High School . . . . . . . . . oonn ddiisscc
Part 4: Purchasing a Laptop in a Penang Mall . . . . oonn ddiisscc
UNIT 22: EMERGENCIES . . . . . . . . . . . . . . . . . . . 345
Part 1: Illnesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 A. Characters With Multiple Pronunciations. . . . . oonn ddiisscc
Part 2: The Pickpocket. . . . . . . . . . . . . . . . . . . . . . . . 354
B. Simplifi ed-Traditional Character Conversion Table. .379
Part 3: A Lost Bag . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
C. New Characters and Words By Unit and Part . . oonn ddiisscc
Part 4: The Accident . . . . . . . . . . . . . . . . . . . . . . . . . 370
D. Character Index. . . . . . . . . . . . . . . . . . . . . . oonn ddiisscc
UNIT 23: HONG KONG AND MACAO . . . . . . oonn ddiisscc E. Chinese-English Glossary . . . . . . . . . . . . . . . oonn ddiisscc
Part 1: A Walking Tour of Hong Kong . . . . . . . . . . oonn ddiisscc F. English-Chinese Glossary. . . . . . . . . . . . . . . . oonn ddiisscc
Part 2: A Walking Tour of Hong Kong (cont.) . . . . . oonn ddiisscc
Part 3: The Linguistic Situation of Hong Kong . . . . oonn ddiisscc
Part 4: A Trip to Macao . . . . . . . . . . . . . . . . . . . . oonn ddiisscc
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 55 22//99//1155 1100::0077 aamm
How to Download the Bonus Material of this
Book.

1. You must have an internet connection.
2. Click the link below or copy paste the URL to your
web browser.
http://www.tuttlepublishing.com/intermediate-written-
chinese-downloadable-cd-content
For support email us at [email protected].
Acknowledgments
I am indebted to a number of people for their assistance in the preparation of this volume. It’s not possible to
mention everyone who participated, but special thanks are due the following for their contributions:
For assistance in drafting an earlier version of some of the reading exercises, parts of which survive in the
present version, my good friend Qunhu Li, formerly my colleague in the Chinese Program at Williams College
and now Director of New Century Language and Culture Center in Tianjin. Student research assistants Jenny
Chen and Tron Wang also contributed to the reading exercises.
For corrections to the manuscript and helpful comments of all kinds, Jerling Guo Kubler, Eric Pelzl, and
Shaopeng Zhang; and my colleagues in the Chinese Program at Williams College, present and past, Cecilia
Chang, I-Ting Chao, Yu-yin Hsu, Nini Li, Christopher M. B. Nugent, Cathy Silber, Hsin-I Tseng, Weibing Ye,
Zhang Mo, Wei Zhang and, especially, Hao-hsiang Liao and Li Yu. Yang Wang, my coauthor for Basic Spoken
Chinese Practice Essentials and Intermediate Spoken Chinese Practice Essentials, went over the entire
manuscript with a fi ne-toothed comb, for which I am deeply grateful. I would also like to thank my colleague
and friend Professor Shengli Feng, formerly of Harvard University and now with the Chinese University of
Hong Kong, for his valuable insights concerning register and prosody in written Chinese.
For making the accompanying audio recordings, Jerling Guo Kubler.
For advice and assistance with computer-related work, Adam Jianjun Wang, Senior Instructional Tech-
nology specialist at Williams College, and Peter Leimbigler of Asia Communications Québec Inc. All of the
Chinese-language content in this volume was processed using the KEY 5.1 Chinese language software that Dr.
Leimbigler and his colleagues developed.
For their careful editing and helpful suggestions during the production of this course, my editors June
Chong and Sandra Korinchak. I also wish to express my appreciation for their enthusiastic support of the
project and its development, and for their patience, to Tuttle’s Publisher Eric Oey and Vice President Christina
Ong; and to Nancy Goh, Ngo Su Yin, and the Tuttle Sales and Marketing Team for their expertise and assis-
tance.
Last but not least, I wish to thank the students in the Basic Chinese classes at Williams College from 1993
through 2014 for their comments and suggestions. I should also state here that though many have helped me
bring this volume to completion, I alone am responsible for the fi nal form of the content and any mistakes or
imperfections.
Cornelius C. Kubler
Department of Asian Studies
Williams College
Williamstown, Massachusetts, USA
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 66 22//99//1155 1100::0077 aamm
About This Course
Intermediate Spoken Chinese and Intermediate Written Chinese constitute the second level of a comprehen-
sive course in modern Chinese (Mandarin), the language with the largest number of native speakers in the
world, the offi cial language of mainland China and Taiwan and one of the offi cial languages of Singapore. The
focus of this course, which is designed for adult English-speaking learners, is on communicating in Chinese in
practical, everyday situations. We have tried to keep in mind the needs of a wide range of users, from college
and university students to business people and government personnel. With some adjustments in the rate of
progress, high school students may also be able to use these materials to their advantage. By availing them-
selves of the detailed usage notes and making good use of the Practice Essentials books, the video, and the
audio, it is even possible for motivated self-learners to work through these materials on their own, though it
would be desirable for them to meet with a teacher or native speaker for an hour or two per week, if possible.
Although users with specialized needs will, in the later stages of their study, require supplementary materials,
we believe this course provides a solid general foundation or “base” (hence the title of the course) that all
learners of Chinese need, on which they may build for future mastery.
The course is divided into spoken and written tracks, each with various types of ancillary materials. The
following diagram will clarify the organization of the whole course:

Basic Spoken Chinese Basic Written Chinese
Textbook Practice Essentials Workbook Textbook Practice Essentials Workbook
Video Software CD-ROM Audio Disc CD-ROM
Audio Disc (Audio + Printable resources) (Audio + Printable resources)
Character Transcription
Instructor’s Guide for
Basic Spoken Chinese and Basic Written Chinese

Intermediate Spoken Chinese Intermediate Written Chinese
Textbook Practice Essentials Workbook Textbook Practice Essentials Workbook
Video Software CD-ROM Audio Disc CD-ROM
Audio Disc (Audio + Printable resources) (Audio + Printable resources)
Character Transcription
Instructor’s Guide for
Intermediate Spoken Chinese and Intermediate Written Chinese
Several modes of study are possible for these materials: (1) the spoken series only; (2) a lesson in the
spoken series followed a few days, weeks, or months later by the corresponding lesson in the written series;
and (3) a lesson in the spoken and written series studied simultaneously. What is not possible is to study the
written series fi rst or only, since the written series assumes knowledge of the pronunciation system and rel-
evant grammatical and cultural information, which are introduced in the spoken series.
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 77 22//99//1155 1100::0077 aamm
8 About This Course
Students embarking upon the study of Chinese should be aware that, along with Japanese, Korean, and
Arabic, Chinese is one of the most diffi cult languages for native English speakers. This course makes no pre-
tensions of being an “easy” introduction to the language. However, students can be assured that if they make
the effort to master thoroughly the material presented here, they will acquire a solid foundation in Chinese.
The profi ciency goals in speaking and reading by completion of the Intermediate Spoken Chinese and
Intermediate Written Chinese portions of the course are Intermediate-High on the American Council on the
Teaching of Foreign Languages (ACTFL) Chinese Profi ciency Guidelines, which correlates with S-1+/R-1+ on
the U.S. government Interagency Language Roundtable (ILR) Language Skill Level Descriptions. By the time
they attain this level, learners will be able to conduct simple, practical conversations with Chinese speakers
on a variety of everyday topics. They will also be able to read simple, connected texts printed in simplifi ed or
traditional Chinese characters and recognize about 600 high-frequency characters and common words written
with them. Of course, they will not yet be able to conduct conversations on professional topics or read news-
papers or novels, skills that in the case of Chinese take a considerably longer time to develop.
Some of the special features of this course include:
Separate but integrated tracks in spoken and written Chinese. Most textbooks for teaching basic Chinese
teach oral and written skills from the same materials, which are covered at a single rate of progress. Students
typically study a dialog, learn how to use in their speech the words and grammar contained in the dialog, and
also learn how to read and write every character used to write the dialog. But the fact is that, due to the in-
herent diffi culty of Chinese characters, native English speakers can learn spoken Chinese words much faster
than they can learn the characters used to write those words. As East Asian language pedagogues Eleanor
H. Jorden and A. Ronald Walton have argued,* why must the rate of progress in spoken Chinese be slowed
down to the maximum possible rate of progress in written Chinese? Moreover, in Chinese, more than in most
languages, there are substantial differences between standard spoken style and standard written style, with
many words and grammar patterns that are common in speech being rare in writing or vice versa. For all these
reasons, this course uses separate but related materials for training in spoken and written Chinese. However,
refl ecting the fact that written Chinese is based on spoken Chinese, and so as to mutually reinforce the four
skills (listening, speaking, reading, and writing), the written track is closely integrated with the spoken track.
A day’s spoken lesson is based on a conversation typically introducing one to three new grammar patterns
and 15 to 20 new spoken words, while the corresponding written lesson introduces six new high-frequency
characters and a number of words that are written using them, chosen from among (but not including all of)
the characters used to write the basic conversation of the corresponding lesson. Experience shows that the
learning of written skills in Chinese proceeds more effi ciently if learners study for reading and writing the
characters for words they have previously learned for speaking and comprehension. Under this approach,
when students take up a new lesson in written Chinese, they already know the pronunciations, meanings, and
usages of the new words, needing only to learn their written representations—which considerably lightens
the learning load. Such an approach also allows students and instructors maximum fl exibility concerning at
which point, how, and even whether, to introduce reading and writing.
Graduated approach. There is so much to learn to become profi cient in Chinese that Chinese language learn-
ing can easily become overwhelming. By dividing large tasks into a series of many smaller ones, the learning
of Chinese becomes more manageable. Therefore, each spoken lesson consists of only one fairly short (fi ve-
to twelve-line) conversation, while each written lesson introduces only six new characters. An added bonus to
this approach is the sense of accomplishment learners feel through frequent completion of small tasks, rather
than getting bogged down in long lessons that seem never-ending.
Naturalness of the language. A special effort has been made to present natural, idiomatic, up-to-date Chinese
as opposed to stilted “textbook style.” This will be evident, for example, in the use of interjections, pause fi llers,
* Cf. Eleanor H. Jorden and A. Ronald Walton, “Truly Foreign Languages: Instructional Challenges” in The Annals of the American
Academy of Political and Social Science, March 1987.
IInntteerrmmeeddiiaatteeWWrriitttteennCChhiinneessee__FFMM--UUnniitt2222..iinndddd 88 22//99//1155 1100::0077 aamm