ebook img

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

380 Pages·2016·175.848 MB·English
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

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

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: 1 (802) 773-8930 Fax: 1 (802) 773-6993 Tel: (81) 3 5437-0171 Fax: (81) 3 5437-0755 [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: (65) 6280-1330 Fax: (65) 6280-6290 [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

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.