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JOUFOUJPOBMMZ
MFGU
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ߠѽ؄‫ם‬
Expressive Chinese

Panpan Gao
Hongyun Sun
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JOUFOUJPOBMMZ
MFGU
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“Bringing Asia to the World”™

ߠѽ؄‫ם‬
Expressive Chinese
Culture and Communication in a Changing China

Panpan Gao
Hongyun Sun
© Cheng & Tsui Company, Inc. Unauthorized sharing of this document in any form or by any means is strictly prohibited.

“Bringing Asia to the World”™

Copyright © 2022 by Publisher

Cheng & Tsui Company, Inc. JILL CHENG

All rights reserved. No part of this Managing Editor

publication may be reproduced or KAESMENE HARRISON BANKS
transmitted in any form or by any means,
electronic or mechanical, including Editors
photocopying, recording, scanning, or any NING MA, MARIAN STACEY
information storage or retrieval system,
without written permission from the Production Coordinator
publisher. TODD BROWN

First Edition 2021 Cover

DAVID MILES
25 24 23 22 21 1 2 3 4 5
Photographs
ISBN 978-1-62291-584-2 © Cheng & Tsui
© Shutterstock
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© Peabody Essex Museum

Photo credits are listed on p. 294

Cheng & Tsui Company, Inc.

25 West Street, Boston, MA 02111-1213 USA
P: 617.988.2400 / 800.554.1963
Printed in the United States of America F: 617.426.3669
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All trademarks a and references mentioned

in this book are used for identification
purposes only and are the property
of their respective owners. Every effort has
been made to contact copyright holders of
materials reproduced in this product. We
would be pleased to rectify any omissions
in subsequent editions should they be
drawn to our attention.
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Preface
Expressive Chinese is a comprehensive, development-focused textbook that is designed to take students
from intermediate-mid to intermediate-high or advanced-low levels (ACTFL). This book is for learners who
have studied college-level Chinese for two years or who have completed Integrated Chinese 4. Expressive
Chinese aims to improve four dimensions of bilingual competence: complexity, accuracy, fluency, and felicity
(Chu 2015). It can be used by both non-heritage and heritage learners for one semester on its own or for two
semesters with supplementary materials. The following sections explain our guiding philosophies.

Stories: A Meaningful and Fun Way to Learn Chinese in Context

Stories naturally grab the reader’s attention and are a powerful tool for quickly creating a connection. Read-
ing, retelling, and discussing stories is an intuitive way for students to express their feelings, moods, opinions,
and thoughts, creating higher levels of engagement and motivation. They are also an effective method for
developing students’ narrative and descriptive skills, which are key capabilities that move students from in-
termediate to advanced levels.

In this textbook, students will get a sense of how Chinese is used in real life through stories, interviews, and
narrative prose. As they follow the moods, experiences, and reflections of the characters within the stories,
students will be able to make social and cultural observations. Self-reflection will also help facilitate stu-
dents’ proficiency in communication, comparison, culture, community, and connection. These skills will in
turn support their intercultural competence and critical thinking abilities.

Building a Solid Foundation

After two or more years of Chinese language study, students are often expected to understand and produce
language about cultural and social issues. At the same time, students often have gaps in vocabulary related to
typical personal and daily-life topics. To address this issue and prepare students for advanced level study, the
themes in each lesson range from familiar topics related to everyday life to broader issues of community and
national and international interests. In parallel with more sophisticated topics, students also improve their
language skills with increasingly complex vocabulary and grammar patterns.

Adding Literacy to Oral Proficiency

From the novice to the intermediate levels, students typically focus more on spoken Chinese than on reading
and writing. In this textbook, we increase the focus on students’ literacy, while still promoting students’ oral
proficiency. Various reading strategies are utilized along with ample reading and writing exercises. Student
skills are scaffolded to grow from producing language at the sentence level to creating detailed narratives or
descriptions of several paragraphs using cohesive devices.

Contextualized Grammar Instruction

In order to help students truly understand when and how to use new structures, grammar is introduced
and taught in the context of real-life situations. Scenarios have been designed using example dialogues or
monologues to reveal the purpose of an exchange, the roles of the participants, socially acceptable norms of
interaction, and the register of the exchange. We believe that grammar structures will become internalized
only if students learn and use the structures for meaningful communicative purposes.

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Consideration of Characteristics Unique to Chinese

In addition to increasing students’ literacy and oral proficiency, this textbook also addresses unique features
of the Chinese language. These include the special characteristics of long sentence diagrams and comprehen-
sion, the classifications of discourse connectors, and text organization in Chinese.

Formal and informal speech are considerably different in Chinese. Understanding the formal register and its
application is a fundamental requirement for advanced Chinese language proficiency. Foundational principles
transitioning from the elementary informal register to the formal register are introduced to prepare students
to move up to the advanced level.

vi
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Ӽࡷ
գЋ‫ں‬Ӟ‫ح‬ᑦ‫׊‬ϽҶ‫ں‬Ӟ‫ح‬冟ЋӛҔ‫ۘޘ‬٨ϺϬ‫ࡷޥ‬Ͼ‫ب‬Փޮ଴ஹϢҶ‫ں‬Ћӛ
ЬᙀϬ‫؟‬ѣЋ‫أ‬༕Њң‫׭‬ಚ僙ӛւ僙‫ޅ‬ӸӃ‫ע‬冮Ϭӛ‫ۊ‬Ͼۜ֊ϩ‫ڇ‬ЋцϯϢѝً
ЭҠ冟ࡊຶ僙о႒僙Շ‫ڇ‬ӛ‫ۊ‬৐ೠ僚Ϭ‫ه‬ЬࣩЋ冟ҔЭ‫ڞڊ‬Ҕ‫ֿޘ‬ѥ僙ຟࠩҶ߉Ϣ
Ҕ‫౏็ޘ‬Џ‫ݐ‬զխϺ僚
僭ߠѽ؄‫ם‬僮уߠѽГӏ冟ឋу෗༯僙‫܍‬ஷ冟፵ҊчЋцৡЃӛ‫ۊ‬ϢϦӳጢ
ӱ冟ᤷϬफ़эҔЭϢӏҟՒ冟ѱҔЭϬ‫ࡷޥ܈ۅ‬՝޶ЕӇϢӳС冟ѐৡЃӛ‫ۊ‬Ҋ॓
֖ӑॊ੩Ϣࡊຶюۜ֊Ϣ‫ࡥܬ‬冟сѭ‫ۅ‬ҶЍӏҔ‫ޘ‬юᑦӛ‫ۊ‬ᄷ‫׬‬ϢЕӇ僚
ө‫؏ࡎܐ‬ӽՖћҴѠЋӛҔ‫ޘ‬僙޶ϽACTFLЋ‫ں‬ЋӞ‫ح‬ϢҔЭ‫ڪ‬ѣ冟ЏࡎѣӮ
ӽՖћ僭ЋӛթЦ४‫ޅ‬僮฻Ҕ‫ޘ‬ϢҔЭ僚ө‫ॄܐ‬Ϯࣧࢤ冟Ꮱ࢕щึզ‫ۯ‬僙दੇ
౨॓僙ৡ݀཮ւ僙ыལӛ‫ۊ‬僙ϸ‫ق‬঍‫ݓ‬僙ࢣᇣ‫ڊ‬আӓ؄‫ڂ‬冟Щࠃ࢙൰ϤҔ‫ڪؗ‬ѣۧ
Ԫ֊ଚঘಚॗӸГϤҔѠϢۭಚ僚ϣФ‫؃ޠ‬ҔЭՖћࣧࢤϢҔ‫ޘ‬ѭЩу޶ϽACTFL
Ћ‫ں‬ҶۧۘҶ‫ࢬں‬Ӟ‫ح‬僚

ۭಚ‫֢ځ‬
ᐪۭҔӮߠѽ
ԫճ‫׭‬ಚϢ‫ځ‬ᑻՒ冟ߠѽऋϮँ‫ر‬ϢЭҟՒ僙ܰᠷՒ僚‫׬‬Ьߠѽ֖ӑ‫ۭࡷޥ‬
Ҕ冟Е࠴ѱҔЭ֖֊џԓϢЭҠռू冟‫ߠ܍ے‬ѽӏउϢХѥ僙ၵ࡚ю‫ࡥܬ‬冟ґԪܲ
֊ы֖ӑৡЃӛ‫ຶࡊۊ‬юۜ֊ϢՕॱ僙ࠍ‫ܬ‬僚
ө‫ࢤܐ‬ӛуߠѽГӏ冟‫׬‬ЬЭҟϢᮕѽюЊҥϢҠҟ冟ળ঒ҔЭӏҟ‫ۅ‬ч֜
‫׭‬僙о႒ৡЃҊ॓僙Շ‫ڇ‬ЋцϯϢӛ‫ूࣈۊ‬юӑГឝ઎僚ϼҥϤӃӱЩуफ़эҔЭ
঺੹冟ฯตѫФࠩћӏҟߑႯҼ‫ױ‬僙ౘ‫م‬Ҕ‫ୂ࠭ޘ‬Ϣ‫ޘ‬૗冟Г۞ԣҔ‫ޘ‬ṦԎਅᓍ冮
ࣺϤӃӱЏЩуϮ൷ѐՒыଇಅҔЭ‫ଁݺ‬ѽֱӎЬ僙Ꭽଁऋւռू冟߫ऩҔЭ‫܈ۅ‬
‫ࡷޥ‬Ӟ‫ح‬僚ডঝACTFLϢ‫ހ‬঒‫ה‬১冟ϼҴңЕӇϨࡥ‫צ‬ҔЭϨଜᕩ֊Ҷ‫ں‬ϢխϺऌ
ࠐ僚

ᑦ‫۠׊‬ৰಔᄱ።ᔥ
գЋ‫ں‬ᕩ‫ب‬Ҷ‫ں‬冟ЋӛҔ‫ۘޘ‬٨Ϻಅ‫ޘ‬ұ‫ڈ‬ѐॵ॓ྩ߆֖ӑ਱‫ܦ‬冟Џ٨Ϻഛສ
࢞‫צ‬ϢѝًЭҠًѣಔᄱ僚Պ‫ݧ‬ӼϦׄҔ‫ۘޘ‬ϮϤϲ೔࡞Ϩ冟ՍӼۘӸГ‫ࡷޥ‬Ӟ‫ح‬
‫܈ۅ‬ϢӏϺቸ‫צ‬ऌࠐ冟ී౏ϩѭۘϢҔ‫ޘ‬юᏥॿ僚ө‫ܐ‬Սӛ‫ۊ‬਱‫ܦ‬Ԧ֊ҊԓЭҠռ
ू冟‫ڪ‬ҔЭϬџԓЍҖϢ݀ձЋ‫ޘ‬И僙ࡩҊѝًಔᄱ冟߫ऩѫФଚ࢞ᕩ‫ب‬Ҷ‫ں‬Ӟ‫ح‬
Ԇ٨Ϣಔᄱ冟Ֆћ‫ࡷޥ‬ϾϢᑦ‫׊‬僚

թЦ४‫ޅ‬冟ϤϲЅϦЕׄ
Ϭ‫ࡷޥ‬ЕӇӃӱ冟ө‫ܐ‬թЦ४‫؜ޅ‬խ僚‫ܐ‬ЋϦ੬ࠤ۫ϩ‫ڋ‬ም‫ۚޥ‬ಅ‫ޘ‬юಔᄱ‫ޥ‬
‫ע‬ಅ‫ޘ‬冟ү੕Џࠤ੾ϩ‫ۯ‬लՒϢ४‫ࢵۻޅ‬僚ճ‫ݧ‬ϢϨѱҔЭࠈ‫ۊ‬४‫౏็ޅ‬冟֖ӑћ

vii
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߮՝޶僚ӳС冟ҔЭϦ੬ϬթЦЋ冟ЏЕϬ४‫ޅ‬ЋԷչҼ‫ױ‬僙‫౉᠇ࡷޥཱྀۅ‬冟‫ݢ؜‬
ѣϼԻҼ‫ױ‬ю᠇౉֖ӑґ‫ࠐٲ‬僙ґҶ‫ں‬Ϣ‫ޥث‬՝޶ю‫ܐ‬ӱ‫ޅ‬Ӹ僚

ѥਫϨсϴϢ‫עޥ‬ҿ٫
ϬџԓϢ僙଴पϢЭҠѥਫЋҔ‫עޥޘ‬Е࠴ѱ‫ࡷޥ‬Ҕ‫ޘ‬ѽ‫ܺ۝‬༿僚ГԓҊϼϤ
‫ݧ‬ऌ冟ө‫ܐ‬ถᄸًѣ‫ྥ؁עޥ‬С冟Ϧ੬࣮ϮࢊӛϢධ੓ю‫ڪ‬ѣۡӝѽল冟ү੕գۚ
‫܂‬僙ॽ࣮僙‫ޥ‬ւ僙Қѥ֢ࣁӓϦӳउ‫ט‬ѐ‫ྥ؁‬Ϣ‫ڪ‬ѣѥਫ࢕؉ֱ֖ӑϩ௭ॊ‫ڇ‬ධ僚
ӳС冟ГϩѱҔЭґ‫ࡊل‬ыҚ֮‫ڪ‬ѣѥਫ冟ϣФϬҽϲ‫עޥ‬ာ‫ڒ‬ӼӱЅ҅чϩ
ռूЦӕ僚ϼҥЕ࠴߫ऩҔЭӕ૜ռ؏࢕ϯ‫ؘ‬զ‫ۯ‬冟‫࡞؜‬оЭҠռूю‫ק‬Ӹռ؏冟
ѱѫФґϴыҚ֮ռ؏僙ϯ‫ؘ‬զ‫ۯ‬ӓԫ੧ѐ‫ڪࡷޥ‬ѣϢ‫ٴ‬૊僚

ҩѰҩЋӛ冟ӄЕ‫ۿ‬۹‫ۿ‬ର
ЋӛҮԆуӉ‫ܢ‬ГϨϤ֡ՙҔϢ‫ࡷޥ‬冟ԲЋӛϢ‫ځ‬ᑻՒϮл௎޲Ϣզ‫ۯ‬冭ԁ‫ڒ‬
౉ྥ僙॑‫ྥ؁ء‬僙ӑӛ‫ځ‬ѷ僙‫ޥ‬ւᙩෛӓ僚
ӸГգЋ‫ں‬Ӟ‫بح‬Ҷ‫ں‬Ӟ‫ح‬ЬᙀϢۭಚ冟ө‫ܐ‬Ϯӝऑыᄺ‫بނ‬ҔЭॿ޸Ͼଁ‫ځ‬
ѷ冟‫ځ‬ԸϨՓޮ‫ޥ‬ւԲѝً‫ޥث‬Ϣ࡞Ը僚ө‫ܐ‬ЋถᄸϩՓޮѣ‫ޥ‬Ϣਅө‫ځྥ؁‬ѷю
‫ܐޥث‬ӱ‫ޥ‬Ϣؔࡓ஄ෛ冟у‫߫ؗ‬ऩҔЭ僧ҩճҖ冟ЏҩճԆуҖ僨冟ࡶࡶࢣ࢙Ϥϲѐ
ЋӛϢ‫ۯ‬लՒ‫ܢ‬ҩ僚

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Lesson Structure
This textbook consists of eight lessons. Each lesson is composed of three parts: communicative activities,
language and literacy development, and exercises.

Learning Objectives Ҕ‫ݧޘ‬ऌ

At the beginning of each lesson, the learning objectives for the development of communication, culture, com-
parison, and literacy skills are clearly defined. This communicates specifically to students what they will learn
in each lesson, guides them as they work through the text, and helps them to assess their learning process.

Part I: Communicative Activities ݀ੵҠҟ

The communicative activities section in each lesson begins with a warm-up and various tasks and activities. It
is important to activate prior language and culture background on the topic and build the initial knowledge
the students need in order to absorb the upcoming main text. Activities featuring real-life scenarios are uti-
lized to encourage the students to talk about themselves, learn about others, exchange information, share
opinions, and engage in problem solving. This helps students engage in meaningful communication within
various contexts via interaction with partners and authentic materials.

Vocabulary 1 Эಔ՝1
Vocabulary 1 provides high-frequency words that students need when they communicate in Chinese at inter-
mediate level.
™ The words marked with numbers are the core vocabulary. Students should be able to recognize, speak,
type on a computer, and write these by hand. They are marked in green in the text.
™ The words marked with bullet points are less commonly used words, proper nouns, and words composed
of characters the students already know. These words only require students to be able to recognize,
speak, and type on the computer. They are marked in purple in the text.
™ The formal words are marked with [‫ ]ܐ‬and the informal equivalent words marked with [‫]ث‬.

Multiple Perspectives军Ͽщ֗ЙЦ农
One effective method to reduce stereotypes is to present diverse perspectives and values. This section is
designed to provide experiences or opinions from different age, gender, or career perspectives for the same
topic in modern China. It is followed by discussion questions to deepen comprehension and cultural under-
standing.

Word Usage Enhancer军ಔᄱԪ‫݆ޗ‬

This section presents systematic and practical word usage with structures, explanations, and examples to
expand students’ vocabulary knowledge.

Part II: Language and Literacy Development军४‫ޅ‬ЕӇ‫܈ۅ‬农

Vocabulary 2军Эಔ՝2
This is a detailed pre-reading vocabulary with common usage structure, usage extension, word collocation,
examples, and oral or written register to help students better understand vocabulary usage rules.

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Before You Read the Text军Ⴏ४Ӽ‫ࢵۻ‬农

This part consists of three types of exercises: discussion of new vocabulary or Chinese idioms, thinking about
the topic, and thinking about what you know. These exercises prepare students to read the main text and
connect the topic to their own lives.

Main Text ӏࢤӛ

Each main text strives to take the reader into the lives of people in contemporary China. The text is presented
in both simplified and traditional characters to accommodate different groups of students. Grammar points
in the main text are in bold and marked by superscripts, which correspond to the numbered grammar points
that follow.

Reading Strategies军Ⴏ४็౏农
™ First read-through军ӚϤҨႯ४农
This is when students scan the key words and skim for the main idea and the author’s purpose. Students
are asked to time their reading and rate their comprehension after the first read-through so they can
check their progress as they proceed through the whole book.
™ Second read-through军ӚՃҨႯ४农
This is a more intensive reading. Students may better understand the new vocabulary by deducing the
meaning in context. Students are still asked to note the time they spent and rate their comprehension
as compared with their first read-through, but the second read-through is expected to be more time
consuming than the first, with an increase in comprehension.
™ Reading strategy development军Ⴏ४Ӄ‫ע‬农
Students are introduced to a variety of reading strategies, including cause and effect, compare and
contrast, key elements of a narration, description of charts and graphs, inferences, and diagrams for long
sentences. This section helps students focus on developing one literacy skill in each lesson, with extensive
exercises to improve reading and writing skills.

Grammar ‫עޥ‬
Sentence structures, usage, function, and register are clearly explained in this section. By providing scenari-
os, the examples for new grammar illustrate on what occasion the dialogue or monologue would occur.

Part III: Exercises 军ಅ‫ޘ‬农

Pronunciation Exercises军эۚಅ‫ޘ‬
This section not only focuses on accuracy but also on word boundaries, where to pause in a sentence, and
how inflection is used to convey emotions. Students can listen to the accompanying audio to imitate and
practice speaking. These exercises are intended to help students sound more like a Chinese native speaker.

Vocabulary and Grammar Exercises军Эಔ‫עޥ‬ಅ‫ޘ‬农

Here the student is provided with additional exercises on vocabulary, sentence patterns, grammar structures,
and connected discourse. These exercises aim to improve students’ use of Chinese lexicon and to practice
the structure and vocabulary they have learned in this lesson.

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Reading Comprehension军Ⴏ४Շ‫ڇ‬
The reading comprehension section is an extension of the main text, showing different aspects of the same
topic. Students will transfer the reading strategy they practiced in this lesson and apply it to reading compre-
hension.

Cross-Cultural Communication军ᑦӛ‫ۊ‬ᄷ‫׬‬
In order to further develop intercultural awareness and competence, students will collaboratively practice
the DTE model to “Describe,” “Think,” and “Evaluate” the cultural phenomena in this lesson that they have
observed or encountered.

Composition军Ӹӛ
In this section, students transform the skills they’ve learned in reading strategy training into writing skills to
further improve their literacy.

Teaching and Learning Resources:

™ Audio recordings are available at cheng-tsui.com/resources.
™ Answer keys for educators are available through customer service at cheng-tsui.com.

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ۭಚւာ冭
ө‫ॄܐ‬оГࣧࢤ僚ҽϤࢤЅу僧Ҕ‫ݧޘ‬ऌ僨ӸГљ‫ي‬冟‫ੵ݀ݕ؜‬Ւ‫ࢵۻ‬僙‫ࡷޥ‬Е
Ӈଇಅюࢤѭಅ‫ޘ‬Ѽϲ‫ت‬оྥћ僚

Ҕ‫ݧޘ‬ऌ
ϼϤٰङӕ૜ϩөࢤϬ‫ࡷޥ‬ҩऑԲ‫؟‬ѣ僙ӛ‫ۊ‬Շ‫ڇ‬ԲՕॱ僙४‫ޅ‬ીЕ‫܈ۅ‬Ѽϲ
ӃӱϢխѷ冟ճ‫ݧ‬ϢϨѱҔЭϮӝऑыྶౚЍѰϢҔ‫ޘ‬Ьࣩюଇಅћһ僚ϼҥϮऩ
Ӯ้߬ҔЭߘЭᇟ๳僙ᚚՙѥඓ冟ܳ‫ڞ‬Ҕ‫ֿޘ‬ѥюҟӇ僚

ӚϤ‫ت‬о݀ੵҠҟ
ϼϤٰङ‫ֿݕ‬ԣҠҟюϤ‫ࢵۻੵ݀ࣚۯ‬ੑћ僚ϼԻ‫ࢵۻ‬Ћ፵ҊϢϨөࢤҩऑϬ
ҊԓЭҠЋϢ‫؟‬ѣռू冟у‫ه‬ฯตҔЭӏҟ݀ࡓҼ‫ױ‬僙оӐࡊѷ僙‫׭֜߿ڇ‬僚ճӏ
Ϻ‫ݧ‬ϢϨ߫ऩҔЭफ़ҠӽϮࣈूҩऑ冟Гѭ‫ݏ‬ϢӏࢤӛҔ‫ޘ‬Բཬሲ਱‫ܦ‬ҝϴࠐ࠺僚
Эಔ՝1ЋϢЭಔϨѝًЭҠЋً݉ԓѣ僙ՊҔЭ๶ഛສϦ࢞Ϣಔᄱ冟‫ڋ‬ም෬
ХಔᄱюՇ‫ڇ‬ಔᄱ僚

™ ෬ХಔᄱִϮ‫ک່އڮ‬僚ϬۭҔЋϺ٩ҔЭթ僙Ц僙४僙‫ޅ‬僙ӯӋӱഛ
ສ冟ГϩӃ‫ݛ‬ҔЭ࡞о冟ϬࢤӛЋऌۡГ୓֢僚
™ ಔ՝ЋϢԪѷಔГՇ‫ڇ‬ಔᄱ冟ѡϺ٩ҔЭഛສթ僙Ц僙४僙ӯ冟ϦϺ٩Ѓ
҇‫ޅ‬冟ϬࢤӛЋऌۡГᄃ֢僚
™ ϣФЏϬಔ՝Ћ‫ڪ‬ѣ“<‫϶”>ܐ‬ऌۡ‫ܐ‬ӱ‫ޥ‬冟஝Ϯѐ‫؟‬Ϣ‫ޥث‬঍ޮ冟ϣФЏЃ
ѣ“<‫֖”>ث‬ӑऌۡ僚
Ͽщ֗ЙЦϤற‫ضݕ‬ϲв߮ࡒྥћ冟ӏϺ‫ݧ‬ϢϨ߫ऩҔЭՇ‫ڇ‬ϦӳѠབ僙Ւ
Ը僙୹‫ق‬ϢЋцϯϢЭࣽҊంю‫߆ࡊࡲۃ‬冟ѱҔ‫ޘ‬؄‫ڂ‬գҔЭϲϯӎঁюЍѰત࿜
ϢЭҠ१ਫᏥॿϽґϿϢৡ࡞юਃւ僚Ⴏ४ҮѭϢՑզ਱‫׭ܦ‬冟ᤷϬ߫ऩҔЭԪۜ
ѐ٥Ӆ‫׭‬ϢՇ‫ڇ‬冟‫ۅ‬Ҷᑦӛ‫ੵ݀ۊ‬ЕӇ僚
ಔᄱԪ‫݆ޗ‬ГҔЭ‫ۅ‬൰‫ۯ‬लՒϢ僙ԓѣϢྥಔ‫ע‬ҩऑ冟у‫߫ݛ‬ऩҔЭೂྪ僙℉
ཽಔᄱϢًѣ‫ྥ؁‬ю‫ڪ‬ѣ஄১僚

ӚՃ‫ت‬о४‫ޅ‬ЕӇ‫܈ۅ‬
Эಔ՝2ГӏࢤӛႯ४ᆽ‫פ‬ಔᄱ።ᔥ僚Эಔ՝Ϧ੬࡞оϩ෬ХಔюՇ‫ڇ‬ಔ冟ү
੕ЯϬࢊӛۡධЋ‫ۅ‬൰ϩ෬ХಔᄱϢًѣ‫ྥ؁‬僙ॽ࣮ѐ॓僙‫ޥ‬ւ֢ࣁӓ冟߫ऩҔЭ
ഛສխѷಔᄱ‫ڪ‬ѣϢ෬Хѥਫю஄১僚
Ⴏ४Ӽ‫ࢵۻ‬Ϩ‫׬‬Ьџԓ‫ޥ‬ॗۧӅ‫׭‬਱‫ܦ‬冟ѱҔЭӏҟຄ඿Բөࢤӏ‫׭‬ՑզϢࣈ
ूҼ‫ױ‬冟‫ࡥܬ‬ЍѰϢϲϯӎঁ冟ГЖϤ‫ނ‬Ϣۜ֊਱‫ܦ‬ҝϴࠐ࠺僚
ӏࢤӛϤறϨ‫׬‬Ьߠѽۧճѫ঍ޮϢᮕଁ冟‫ب‬ҔЭॿ޸џԓϢЋцৡЃ僙ӛ‫ۊ‬
Բ‫߆ࡊࡲۃ‬僚ӏࢤӛ‫ۅ‬൰ႏࡾҴϲٰө冟ۖ࢞ϦӳҔЭϢ٨٩僚ࢤӛЋϢ‫עޥ‬ѷу
࿿ւ՝޸冟үѣϾऌऌ‫׼‬冟ԲѭӱϢ່‫עޥک‬ѷՑѐ‫؟‬僚
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Ⴏ४็౏ٰङϺ٩ҔЭՖћҴҨࢤӛႯ४࢕Ց‫؟‬ϢႯ४ଇಅ‫ࢵۻ‬僚

™ ӚϤҨႯ४冭Ϻ٩ҔЭᆽ४զ༚ಔ僙Շ‫ڇ‬ӛ‫ء‬Ͽӝۧ‫ޅ‬Ӹӝ‫נ‬冟‫ࣝ׼؜‬ЍѰ
Ⴏ४СӢюѐࢤӛՇ‫ڇ‬ѥ౥僚
™ ӚՃҨႯ४冭Ϻ٩ҔЭ‫ٲ‬४ࢤӛ冟ϮӝऑыᅙԎզ༚Ҽ‫ױ‬юऋւॊ‫܂‬冟‫ྶ؜‬
ౚЍѰϢႯ४ЬࣩюСӢ僚ӚՃҨႯ४ѣСЃґԁ冟ҔЭФѐࢤӛ؄‫ڂ‬ϢՇ
‫ڇ‬ЏЃґԪۜ֊僚ϼҥࠤ۫ϨГϩ߫ऩҔЭࠈ‫ۊ‬Ⴏ४็౏冟‫؜‬Ϭ‫أ‬Ж϶Ϣ僧
Ⴏ४Ӄ‫ע‬僨ٰङЋ֖ӑԓ᛻僚
™ Ⴏ४Ӄ‫ע‬冭‫؏؁‬ӏࢤӛ؄‫ڂ‬冟ҽϤࢤጢխӮଇಅϦӳϢႯ४Ӄ‫ע‬冟‫ڋ‬ምՇ‫פ‬
‫ڒ‬ਃюӛ‫ء‬Ϣ‫ྥ؁‬僙Ꭽଁϯ‫ؘ‬ю१ਫ僙о႒ߠѽѥ‫܂‬冟ಅ‫ޘ‬ѐՕ僙Յ‫ܦ‬僙‫נ‬
՝Ꭽଁӓ僚
‫تעޥ‬оࣚчϩًѣ‫ྥ؁עޥ‬僙‫ڇ‬ධюာ‫ڒ‬冟ЏѐՓޮ‫ޥ‬ւЏ֖ӑϩऌۡ僚ာ
‫ڒ‬оГѐӅюࠃտҴң僚ѐӅఓϮЭҠЋϢѝًռू冟ЏϮՓޮռ؏ЋϢ݀ձ冮ࠃ
տ‫ً׬‬Гࢿ‫ߊܽۧݺ‬ӓ঍ޮ冟уॱГՓޮϢ‫ޥ‬ւчҊ冟‫ݧ‬ϢϬӮѱҔЭત࿜Փޮ‫ޥ‬
ւϢ‫ڪ‬ѣ؉ֱюѥਫ僚

ӚѼ‫ت‬оಅ‫ޘ‬
эۚಅ‫ޘ‬գ‫ڢ‬ᙩ߂僙‫ܟ‬խۚу࢕࢝ಮӓЊϲउ‫ט‬冟‫ބ‬ાာ僙ѭઇᇒ冟Ӈ٩ॿҊ
сЍҖϢ੥‫ۚޥۘޥ‬ӱໜ冟൰ҔЭ֖ӑᢑෞ僚
Эಔ‫עޥ‬ಅ‫ޘ‬঍ޮЊҥ冟‫ڋ‬ምᏲِ僙ܰ‫ݨ‬僙Ꮵ‫ޅ‬僙‫ޅݘ‬僙Ֆћ‫ڒ‬пӓ僚ϤӃӱ
ຄ࣠ҔЭѐӽҔЭಔ‫עޥ‬Ϣഛສࣩ‫ט‬冟ѱҔЭϢ‫ࡷޥ‬ോчգٔ‫ڒ‬эॿϽ‫ڒ‬ਃ冮ࣺϤ
ӃӱЏϬ‫ࠅ׭‬юಅ‫ޘ‬ЋГҔЭ‫ۅ‬൰ً݉ԓѣϢѝًѣ‫ޥ‬冟ҔЭՖћಅ‫ޘ‬ѭЩу‫أل‬
ϬՑ‫؟‬ռूЋ‫؟‬ѣ冟֖ӑ‫ࡷޥ‬Ϣӷण࡛僚
Ⴏ४Շ‫ڇ‬ϨӏࢤӛϢཬॿ冟ᤷϬॿҊӳϤӏ‫׭‬ЖϢϦӳጢӱ僚ҔЭЃϬϼϤಅ
‫ޘ‬Ћ‫؟‬ѣөࢤҔϽϢႯ४็౏֖ӑ४‫ޅ‬᝞ॿଇಅ僚
ᑦӛ‫ۊ‬ᄷ‫׬׬‬Ь僧Ѽ‫ނ‬Ӗ Ꭽଁ‫ࡥܬ‬խБࢍၟ 僨϶ฯตҔЭ‫ބ‬ӏҟࡊຶюᎭଁࢤ
ӛЋ፵ҊчϢӛ‫ۊ‬৐ೠ冟ӷ‫ࡥܬ‬ю਱‫ܦ‬ϼԻӛ‫ۊ‬৐ೠࣈѭϢৡЃ‫ה‬ԫюӑГҟҹ冟
сѭխБࢍၟЍѰѐЋцӛ‫ۊ‬ϮۣԻБϢϩ‫ڇ‬冟‫ݧ‬ϢϨຟࠩҔЭϢᑦӛ‫ੵ݀ۊ‬Е
Ӈ僚
Ӹӛಅ‫؏؁ޘ‬өࢤӏ‫׭‬冟ѱҔЭԗϬөࢤԆҔϢႯ४็౏‫؟‬ѣӮ‫ޅ‬ӸҮЋ冟֖
Ϥ‫ཽ℉ނ‬ю‫܈ۅ‬४‫ޅ‬ЕӇ僚

ճѫۭҔ࠭ୂ
™ ४ۘЩϬcheng-tsui.com/resourcesЖ֚ۚࢭӛֱ僚
™ ٨Ϻಅ‫׭ޘ‬ઔటϢҿ٫ЩӼ‫ݾ‬cheng-tsui.comԲ‫֖صݬ‬ӑࣤ‫ۯ‬僚

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Acknowledgments

From inception to completion, this book has been a three-year project. During this time, we have been sup-
ported by friends, colleagues, and an amazing publishing team, for which we are incredibly grateful.

First, we want to express special thanks to Jill Cheng, President and CEO of Cheng & Tsui, for her belief in our
vision and her support of our writing process. She enabled us to turn our ideas into a reality.

We are also deeply grateful to Professor Ning Ma of the University of Minnesota for her review of this book.
Her feedback on each lesson—in particular, her suggestions for how best to communicate complex Chinese
language concepts in English—was always positive and precise.

The design of the literacy strategies development section was inspired by training at the Read-on Startalk
program in 2018. Many thanks to Professors Claudia Ross, Baozhang He, and Meng Yeh for their innovative
pedagogical training.

In addition, we also want to thank our editors, Marian Stacey and Kaesmene Banks. Their careful review
helped us keep the perspective of learners forefront in our minds during the creation of this book.

In addition, there are two other people we wish to thank:

Nancy Beliner, Wu Tung Senior Curator of Chinese Art at the Museum of Fine Arts, Boston, for her invaluable
review of the lesson on Yin Yu Tang. Her encouragement motivated us to continue our integration of cultural
and language learning. She generously helped us obtain permission to use the pictures that bring this chapter
to life.

Zhou Kang, lecturer in Chinese at MIT, for inspiring the innovative pronunciation exercises included in this
book.

We earnestly extend our heartfelt thanks to all of you. This book is the result of everyone’s support and joint
efforts.

Panpan Gao
Hongyun Sun
June 2021

xiv
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੩‫ڣ‬
ө‫ܐ‬գ࢙ল僙່‫ޅ‬僙࠶ѐϽћ‫ܐ‬чٰ冟ᑦ‫׊‬ϩѼѠϢСӢ冟Џӎঁϩ
ᚡѥ‫ؗ‬ӢϢට၈僚Ϭ‫ه‬ЬࣩЋ冟ߴϲۭಚঔ࣎Ϣ‫ܢ‬ЩԲߏ‫ڞ‬Ϩϼөۭಚс
۞Иућ‫ܐ‬ϦЩۧ஢ϢऩӇ僚Ϭ‫ه‬冟ϣФϺᒪխѐ۠‫׵‬՝޶ϣФ೗᢬Ϣ‫ڣ‬
ӝ僚

‫ބݡ‬冟Қ‫ڣ‬Cheng & TsuiчٰৡৡԁJill ChengѐϣФ່‫ޅ‬Շ߆Ϣ‫ܢ‬Щ僚Ϩ

ՠϢߏ‫ڞ‬ѱϣФϤ‫ނނ‬ԗЍѰϢۭҔՇ߆юࠤЇϬϼөۭಚЋ፵Ҋч϶僚

ϣФЏً݉Қ‫ڣ‬ӕ૩෻޶ϿҔϢࡂ௟ۭᇴϬ‫ۿ‬ऎҮЋॵчСӢГϣФ
ԗզ僚ϿϽٰङ‫ྥ؁‬ಔᄱ‫עޥ‬ධ੓冟вϽӛ‫އٰڴއ‬ւ‫کއ‬冟ՠЅ҅чϩ
௭ॊ僙‫ࠐٲ‬Ϣे‫ݘ‬ӝՁ冟ѱϣФ๋֮ᠮຝ僚

ө‫ܐ‬Ћ४‫ޅ‬ЕӇଇಅੇङдЊࠤ۫ॹҚЅ϶ୂӮRead-onְઁল‫ݧ‬Ϣຟ
ଇ冟Ϭ‫ه‬ϣФЏ‫ب‬٥ল‫ݧ‬Ϣ௢ఎҿ٫юՇϿҔϢ೮࣏ۭᇴю‫ۭ⛌ֻڈ‬ᇴ冟
у࢕᛹઀ϿҔϢඣቤۭᇴ՝޸೗᢬ϢҚ‫ڣ‬僚

ӳС冟ۭಚਛ‫ݢ‬чٰЏИ๋Ӯ່઎ঔ࣎ГϣФ‫ۅ‬чϩ‫ގ‬ЊֻଦϢे
‫ݘ‬ӝՁ冟༩ճϨMarian Stacey冟Ϧ੬Ϭॊ੩࠶ѐϢЬࣩЋ‫ۅ‬чϩдЊϮࢣ
ࠤՒϢࠍᢊ冟ү੕ЯգҔЭϢउ‫ט‬чэ冟ГϣФִ϶ϩБϢٞउю‫ܬ‬
֣僚Kaesmene BanksЏϬ‫ٰ່ڴ‬઎ϢЬࣩЋ‫ۅ‬чϩ‫ގ‬ЊЇ‫ע‬冟ѱϣФϢࠤ۫
ю‫֣ܬ‬Е࠴усࡾอ僙ӕᗠ僙‫ٲ‬ѹϢӃޮϬ‫ܐ‬Ћ፵Ҋч϶僚

ࣺ‫ם‬冟ЯϮҴϲϣФ‫ځ‬ԸҚ‫ڣ‬Ϣϯ冭

Ϥ‫׵‬ϨᷠົಶϢэᨋϯ僙ೢजಮѹৼൕЋцൕൕԁNancy Berliner: ՠГ
ϣФ‫ۅ‬൰ϩϮզᷠົಶϢࠐ૜Ҽ‫ױ‬僙‫ڮ‬ঝу࢕୼ଦ‫٭‬ԃ冟‫ैڊ‬٥ࢤ؄‫ڂ‬Е
࠴џԓ僙Ֆߴы፵ҊᷠົಶϢӼՈҌЭ僚

ࣺϤ‫׵‬Ϩଐ఍Շ‫ק‬ϿҔϢ‫ڎ‬ঈҿ٫冭ө‫ܐ‬Ϭ࢙লቲ߮冟ѫГϣФ‫ۅ‬൰
ϩ‫ގ‬ЊϮ‫ࡲۃ‬Ϣ‫֣ܬ‬юࢣ૧冟੕‫ܐ‬Ћэۚಅ‫ޘ‬Ϣ঍ޮЏϨ֮ѫๆэ僙‫ݕ‬ѫ
ྥ‫ܬ‬僚

Ϭ‫ه‬冟ϣФᒪխ‫ب‬уϾᏳ‫׵‬੩у៣ХϢҚ‫ڣ‬僚ө‫ܐ‬Е࠴ਛ‫ݢ‬чٰ冟И
๋ӮϿщϢߏ‫ڞ‬юॄӳ৩Ӈ僚
Ӹۘ
‫ޅ‬ӮՃ๿ՃϤѠѼ‫ב‬

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‫ࣝݧ‬
Table of Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Ӽࡷ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Lesson Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
ۭಚւာ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiv
੩‫ ڣ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xviii
Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii

ӚϤࢤХѥོ݄՝ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Ϥ僙݀ੵҠҟХѥюҚӀ. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬џҶ঺ХѻӅЅЦч϶ϩ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

ӚՃࢤԸϯ֓ѻϢϣ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Ϥ僙݀ੵҠҟӚϤ౨॓ю‫ދ‬л . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬ৡঔӱք‫ ׼‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

ӚѼࢤਬીѱЭҠґѹϴ冲 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Ϥ僙݀ੵҠҟԮප‫ݘ‬յЭҠ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬དྷ֢Ϣְ‫ ڹؗ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

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Ӛ‫ےࢤض‬лѹܿа࢈ӑ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Ϥ僙݀ੵҠҟϫЃҝ‫ݞ‬ԧ". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Ճ僙४‫ޅ‬ЕӇ‫ֶ܈ۅ‬ӦӦϢѹܿѝ‫ ׼‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Ӛ‫ࢤڹ‬ЬϴҽϤϹ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Ϥ僙݀ੵҠҟѝًЭҠ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬ЭҠϢ࢜इ޺ఉ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156

Ӛࣵࢤ݂϶ϢӃ‫ ب‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Ϥ僙݀ੵҠҟ‫ק‬ӸԲ୹‫ق‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬ϸ‫ق‬ӱӱࡊ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200

Ӛ३ࢤӖ֖ۚӦϢՈ‫ ז‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Ϥ僙݀ੵҠҟۚӦюϣ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Ճ僙४‫ޅ‬ЕӇ‫ۚ܈ۅ‬ӦСؕҹ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Ӛࣧࢤࢣᇣ冟ϦѡϨࢺп . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Ϥ僙݀ੵҠҟϫ‫ס‬Ϭּۣ". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬ϤӵЋцসࢣᇣϢӼՈҌЭ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Ѽ僙ಅ‫ ޘ‬. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283

Final Project: My Cultural Growth Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

Photo Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Vocabulary Index (Chinese-English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Vocabulary Index (English-Chinese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322

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Scope and Sequence

Lesson Learning Objectives 1. Communicative 2. Literacy 3. Exercises
Ҕ‫ݧޘ‬ऌ Activities Development Ѽ僙ಅ‫ޘ‬
Ϥ僙݀ੵҠҟ Ճ僙४‫ޅ‬ЕӇ
‫܈ۅ‬
ӚϤࢤ • Describe various ХѥюҚӀ ӏࢤӛ • Cause-and-
moods and feelings 1. ϴХѥюਇХѥ џҶ঺冟Хѻ effect
Хѥོ with supporting details.
ӅЅЦч϶ϩ
• Common
2. Ц ЦϫϢҚӀ
݄՝ • Explain the cultural Discourse
behaviors and practic- 3. Ͽщ֗ЙЦ冭 Connectors
‫עޥ‬冭
es often seen in family ҌϹϢХѥ
relations in modern • S VP军Џ农
Chinese society, and Word Usage ϨГsbϴ
compare them to my Enhancer: • SԯлsbϢӱVP
own culture. Psychological Verbs • SԗN1ԯҝN2
• Identify cause-and- 军Ϥҥ农
effect relationships and
• SҮԆуVP1冟
their discourse connec-
tors in the text. ϨԫГVP2
• Present cause-and- • ๬ਸS VP/
effect relationships with S๬ਸVP
discourse connecters in
paragraph length.

ӚՃࢤ • Describe a character’s ‫ދ‬люӚϤ౨॓ ӏࢤӛ Features of

physical appearance 1. ӚϤ౨॓ ৡঔӱք‫׼‬ a Narrative:
Ըϯ֓ and personality using
2. ‫ݥ֫۽ދ‬
Understanding
ѻϢϣ precise adjectives. ‫עޥ‬冭 Character
• State the factors that 3. Ͽщ֗ЙЦ冭
• Clause冟у‫ݐ‬Ӯ
influence first impres- ҌϹ‫҄ދ‬Й冲
+ (S) VP
sions and explain the
reasons with details. • ٚᆨclause1冟
Word Usage
• Give examples of certain Enhancer: (ϺϦҖ) clause2
stereotypes related to Modifying Verb with • Previous condi-
the manner of attire “Adjective/Psychologi- tions, SһҖ
or personality in China, cal Verb + ы(de)” VP/ Previous
and explain how these conditions,
stereotypes and biases һҖ冟S VP
affect people’s lives in • S ϤVϸϨtime
modern Chinese society. duration
• Write a character de-
• Clause1冟ӮϨ
scription using creative
clause2
and specific details,
such as appearance,
personality, action, and
language, etc.
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ӚѼࢤ • Describe my own Ԯප‫ݘ‬յЭҠ ӏࢤӛ Features of

digital behavior and 1. ‫ح‬СϾԮҝ҄ དྷְ֢‫ڹؗ‬ a Narrative:
ਬીѱ preferences, and ask
Й冲
Analyzing Plot
ЭҠґ a variety of follow-up ‫עޥ‬冭 Structure
questions. 2. ϾԮ‫ޘ‬૗߂ߑ
ѹϴ冲 • ௟ЩVP1冟ЏϦ
• Recognize how social 3. Ͽщ֗ЙЦ冭
军Ѓ/ЇϺ农
media connects and ԮපԲЭҠ
shapes communities VP2
and culture in China • 僤冟ґ+Ը/Ϧ
and how that compares ѣ+‫ۅ‬/Ц僤ϩ
to my own culture. • VϾ
• Analyze the structure • ۣϮ(sb)ϼЙVP
of a narrative using
Ϣ冲
textual graphic
organizers. • (S)ᄖ҄ЙVP冲
• Write a story in
Chinese with plot
development including
a beginning, a build-up,
a climax, and an ending.

Ӛ‫ࢤض‬ • Describe various ϫЃҝ‫ݞ‬ԧ冲 ӏࢤӛ Compare &

flavors, ingredients of 1. ৞‫ٔפؘ‬ ֶӦӦϢѹܿ Contrast
‫ے‬лѹ food, and methods of
2. ϫЃҝ҄Й ѝ‫׼‬
ܿа࢈ cooking.
• Describe my own ࠼冲
ӑ 3. Ͽщ֗ЙЦ冭
‫עޥ‬
eating habits.
• N/NPϬӮ僤
• Compare and contrast ։‫ݞ‬ҏ҄Й冲
Chinese eating habits • ՕнA冟 B僤
with my own food / ‫ے‬AՕн
culture. ϶冟B僤
• Demonstrate an • сϮ۪՝ՒϢ
understanding of food
军N农Ϩ僤
culture in different
regions of China. • ‫׬‬Ьagent/
• Organize information method, S VP /
and present S+‫׬‬Ь+agent/
compare-and-contrast method + VP
text structures with • NP1/VP1ࠍᅯ
appropriate discourse (ϩч) NP2/VP2
connectors in 2-3
paragraphs.

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Ӛ‫ࢤڹ‬ • Describe people’s daily ѝًЭҠ ӏࢤӛ Features of a

routines and habits, 1. ϣϢϤϹ ЭҠϢ࢜इ޺ఉ Narrative:
Ьϴҽ and discuss the factors
2. ҝщࢵ
Analyzing the
ϤϹ that influence their ‫עޥ‬ Setting of a Story
daily routine. 3. Ͽщ֗ЙЦ冭
• ‫ل‬Ͻ+time
• Discuss the age- ‫ڎ‬எϢ՞‫ڴ‬
point冟S ӄ VP/
appropriateness of
chores and their value. ‫ل‬Ͻ+time
• Negotiate how work point冟S Ѕ/Я+
is divided among (Ϧ/е)VP
collaborators. • ༼Ϧ+Disyllable
• Demonstrate knowl- V/N
edge of the lifestyles • A僤冟үB
of various professional,
军‫ؚ‬/১农僤
generational, and
socio-economic groups • ۖ+ԣ/ࢶ/ы/੤+
in contemporary China. (Ѕ)ϨN
• Create a setting and • Statement冟S
convey an impression, 军ϦՊϦ/ϦՊ
mood, or emotion us- еVP1农冟ࠍү
ing multiple sentences VP2
in a narrative.

Ӛࣵࢤ • Discuss the relation- ‫ק‬ӸԲ୹‫ق‬ ӏࢤӛ Describe Charts

ship between person- 1. ۠ӑ۠‫ق‬ ϸ‫ق‬ӱӱࡊ & Graphs
݂϶Ϣ ality, skills, interest and
2. Ւ‫ݥ‬Բ୹‫ق‬
Ӄ‫ب‬ career choices. ‫עޥ‬
• Describe how to 3. Ͽщ֗ЙЦ冭
• ‫ޥث‬Բ‫ܐ‬ӱ‫ޥ‬
prepare for the first ୹ռԲ݂϶
day of a new job. • Statement,
• Talk about how to deal Word Usage у僤Гာ冟/
with different work Enhancer: Statement,
scenarios. Common Chinese Suffix ‫܀‬僤϶Ц冟僤
• Demonstrate an under- Indicating Professions • ϮԆ+disyllable V
standing of basic forms
• ላ‫ݐ‬time point,
of media Chinese
S VP
including TV interviews
and news reports. • 僤ϨсխϺ
• Describe basic charts Ϣ冟僤Ϭճ
and graphs with formal Ҩ僤/僤(Ѕ)Ϭ
expressions. ճҨ冟僤ӄϨ
• Demonstrate an under- сխϺϢ
standing of social and
cultural phenomena
related to employment
and careers in contem-
porary China.

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Ӛ३ࢤ • Name and describe ۚӦюϣ ӏࢤӛ Making Infer-

musical instruments 1. ًՁϢӦਝ ۚӦСؕҹ ences
Ӗ֖ۚ and genres
2. ۚӦ֫‫ݥ‬Բ౨
ӦϢՈ • Talk about character- ‫עޥ‬
istics of Chinese (pop) ॓
‫ז‬ • Sሺࢿ军л/ϩ农
music 3. Ͽщ֗ЙЦ冭
n/adjϢउ֢
• Explain how music and ‫ۚޥލ‬Ӧϯ
genres can connect to • ՝޶+
history, culture, and 军ѐ僤Ϣ农
identity in China and َ‫؃‬/‫߆ܬ‬/
beyond Қफ़+Үѥ
• Write a short biogra-
• A҅Bந
phy of a public figure
• Make inferences and 军Ͼ僤Ϣ农ऌ
predictions based on ુ/BӉ军A农ந
my comprehension of Ͼ军ϩ农僤Ϣ
a text ऌુ
• ҁ‫ע‬+disyllable V
• S军Г僤农ҝ
чϩ军adjϢ农
៩ၛ
Ӛࣧࢤ • Describe the location, ϫ‫ס‬Ϭּۣ冲 ӏࢤӛ Diagramming
layout, furniture, appli- 1. ϣϢщ ϤӵЋцসࢣ Long Sentences
ࢣᇣ冟 ances, and neighbor-
2. ᆺБщ ᇣϢӼՈҌЭ
ϦѡϨ hood of a dwelling with
supporting details. 3. Ͽщ֗ЙЦ冭
ࢺп ‫עޥ‬
• Compare how my cur- Ћц‫څ‬ल‫ܭ‬ी
rent dwelling is similar • Sᇒ෇/ϴ֌(Ϩ)
or different from a NP
typical modern condo • adj޶+number
in urban China. • Ԇ೯ϢN/V,ϸ
• Demonstrate my Ϩ/Ϩ‫ހ‬/‫ހ‬Ϣ
knowledge about vari-
Ϩ+NP/VP /Ԇ೯
ous types of traditional
Chinese dwellings. ϢN/V,ճԓϨ
• Discuss how regional +NP/VP
attributes (the climate, • ঝ(sb)+disyllable
the culture, the geog- V,
raphy, etc.) influence • S+ஆл+Ͽ֫/
the architecture of Ͽம/Ͽ݄+VP /
dwellings.
• Explain the history, S+ஆл+(дϿ/
architectural style, tra- VPϢ)֫੻/౬
ditional Chinese values, ੻+VP
and cultural heritage of
Yin Yu Tang house.
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ዘ౏‫ޥ‬
Abbreviations
ዘ‫ޅ‬ Ӌਕ Ћӛ ൤ۚ
adj adjective ঍‫ڂ‬ಔ xíngróngcí

adv adverb ඏಔ fùcí

attr attributive Ԏ‫ेޥ‬ೲ‫ޥ‬ GuQJ\ɨ[LɫVKu\ɨ

conj conjunction ܰಔ OLiQFt

IE idiomatic expression ћ‫ޥ‬ FKpQJ\ɨ

m measure word ‫צ‬ಔ OLjQJFt

n noun ԇಔ míngcí

num numeral ‫ڮ‬ಔ VKFt

pn place word ыԇ dìmíng

pv psychological verb ХՇҟಔ [ƮQOƬGzQJFt

prep preposition ถಔ MLqFt

pron pronoun ۪ಔ GjLFt

v verb ҟಔ GzQJFt

vc verb complement ҟଚ‫ྥ؁‬ GzQJEɨMLpJzX

vo verb object ҟ༈‫ྥ؁‬ GzQJEƮQMLpJzX

vi intransitive verb Ϧ࢕‫ؘ‬ҟಔ EMtZGzQJFt

[‫]ܐ‬ formal style ‫ܐ‬ӱ‫ޥ‬ VKɫPLjQ\ɨ

[‫]ث‬ informal style ‫ޥث‬ NȂX\ɨ

sv subject verb ӏ೯‫ྥ؁‬ ]KɨZqLMLpJzX

pref prefix Ӽᢨ TLiQ]KXu

suff suffix ѭᢨ KzX]KXu

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ӚϤࢤ

Х
Ѥ
ཻ
Learning Objectives
After completing this lesson, I will be able to:
݃
™ Describe various moods and feelings with supporting details.
™ Explain the cultural behaviors and practices often seen in family
relations in modern Chinese society, and compare them to my own
culture.
՜
™ Identify cause-and-effect relationships and their discourse
connectors in the text.
™ Present cause-and-effect relationships with discourse connecters in
paragraph length.
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 Ϥ僙݀ੵҠҟХѥюҚӀ
1. ϴХѥюਇХѥ
A. Which of these words do you know? You may check the new words in Эಔ՝ on the next page.

љХ僙ৎ᥺僙ൟಂ僙َ‫؃‬僙ԦХ僙Ԧ਴僙ՙЬ僙ᛮᛁ僙ۖӝ僙ಽХ
Эԑ僙Қҟ僙ҁॕ僙ᔻፘ僙лౢ僙঺౹僙ࣄ‫ع‬僙‫ߒح‬僙ዀྰ僙ࡴ‫ޒ‬

B. Please fill in the chart with the words that describe positive or negative feelings, and then list the
neutral feelings below.

ϴХѥ ਇХѥ

(Neutral feeling)

C. Choose five words about feelings from the chart above. Make notes on when and why you last felt
like this.

1)

2)

3)

4)
ߠѽ؄‫ם‬

5)

D. Work in pairs. Take turns telling your partner the words you chose about feelings. Please ask
follow-up questions.
™

ာұ(lìrú; for example):

Expressive Chinese

ҔЭ A:ϾҨࡥքϢСԴ冟ϣً݉ࣄ‫ع‬冟҇Ϥ‫ل‬Ϭчထ僚
ҔЭB:ϫГ҄ЙϼЙࣄ‫ع‬冲
ҔЭA:ԫГϣеϮСӢࠐ࠺冟 僚

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Эಔ՝
ࡾւ‫އ‬ ႏց‫އ‬ ൤ۚ ಔՒ ࢊӛ
1 Хѥ [ƮQTtQJ Q PRRGIHHOLQJ

2 љХ іХ NöL[ƮQ pv happy

3 ৎ᥺ শ᥼ MƮQJ\j pv EHVXUSULVHGEHDVWRQLVKHG

4 َ‫؃‬ VKƮZjQJ pv EHGLVDSSRLQWHG

5 Ԧ਴ Ԧଢ IjQJVȆQJ pv WRORRVHQXSWRUHOD[UHOD[HG

6 ՙЬ ՛Ы QiQJXz pv feel bad, sad

7 ᛮᛁ ᛭ᛁ JöQJj pv EHHPEDUUDVVHGIHHODZNZDUG

8 ಽХ ಻Х GöQ[ƮQ pv WRZRUU\DERXWEHDQ[LRXVDERXW

9 Қҟ ҚҜ JõQGzQJ pv to touch, be touched

10 ҁॕ ѿॕ Z~OLiR pv/adj EHERUHGERULQJ

11 ᔻፘ MtG pv WRHQY\VEEHMHDORXVRIVE IRUVWK

12 ঺౹ ষ౸ [ƮQJIqQ pv be excited

13 ‫ߒح‬ ‫ߔح‬ StQJMuQJ pv calm, peaceful

14 ࡴ ‫ޒ‬ KjL Sj pv to fear, be afraid

15 ཕԋ ཕԉ GɨFKũ vo WRVWXFNLQWUDIÀFWUDIÀFMDP

16 ᔋ TLöR v WRNQRFN RQVWK

17 ԝЬ ԟЫ FXzJXz v WRPLVV DQRSSRUWXQLW\ OHWVOLS

18 Ꮿ WjQJ m PHDVXUHZRUGIRUWULSRUWULSVPDGH
RIWHQIROORZHGE\PHDQVRI әϤࢤ
WUDQVSRUWDWLRQ

19 ઁࢄО ંࢃН WiQOLjQ·jL vo WRHQJDJHLQDURPDQWLFUHODWLRQVKLS

™

20 ‫ה‬ԫ \XiQ\ƮQ Q UHDVRQ

Хѥོ݄՝

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2. ЦЦϫϢҚӀ
A. Describe how these situations make you feel:

1. թۚӦЃ 2. ཕԋ 3. Ж݄Ϲ

4. а࢈ӑ 5. ‫ۀ۝‬թϽϮϯᔋ֡ 6. ‫ے‬կҭ‫෈ݹ‬ส

7. ϬдЊϯӱӼ‫ݺ‬Ӆ 8. ӲԔϢ‫ࡢ࣎ޟ‬ϩϢ 9. а‫ݞ‬ൕϢСԴ‫ִݤ‬

ߠѽ؄‫ם‬

СԴ ‫ڋڜ‬ϩ

B. Working in groups, compare your ideas. Explain why you feel like this.
™
Expressive Chinese

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3. Ͽщ֗ЙЦ冲
ҌϹϢХѥ

  ϣϨϤԇஞిӎՇ冟ҽϹϢ‫ק‬ӸਹӇЅдϿ僚ऎ
ϩϤϹҮѭ冟ϣӲԔҝҝᜮᥪ冟Ԧ਴ϤЖХѥ僚ϼϦ
੬Ϯ๋Ӯगঈ冟Џ‫ۅ‬ҶϩϣϢӺ౜‫צܚ‬僚ұһϫЏЇ
ৈ‫ܟ‬ਹӇ冟ϸ‫ے‬ϣϤнҝᜮᥪѓ冔

  ϼҴϹҚஆϩ冟ϣ‫׈‬ϨҚӀথ‫ױ‬ϦЬ϶僚Ҍ։н
ॢϸԽϩ‫י‬оࠔ冟‫؁‬һԝЬϩ‫ح‬С‫ޡ‬ϢєᏯы୐僚ӯ
ϲԋаϾ‫܇‬ѓ冟֣Ͼҫཕԋ冟ү੕Яԗ҇ҹ‫ݤ‬ϬԋϾ
ϩ僚сѭϾ‫܇‬ЯϨ༞Ͻϩ僚џൟಂѬ冔

  ϣҗկҭҫနӕҫୄ߈冟ՠϢիӳѽФЅдӲԔ
ՠ冟ً৖ՠаҏ‫ݞ‬僙Љӭ‫ٴ‬僚ϼѱϣϮѷּᔻፘ僙
ಽХ僚ϮԘҨӯӭӅѱՠ։ѷҵщ冟ҖѭϣФϸທ౉
ϩ僚ՠЦϣӯӭӅѱՠдᛮᛁ冟ϣЦՠϦϬઘϣϢҚ
֮ѱϣдَ‫؃‬僚ϼҥઁࢄОϴ‫ۥ‬冟ϣФ‫؟‬٥֗Йࠕ冲

әϤࢤ

  ϣ‫קم‬Ӹӽӎ‫م‬ϩϤ߮СӢϩ僚ҌϹ؊Ͻϩ‫׬‬
™

ҩ冟ϣсЇаϢՂࠎࣝѣϣϩ僚ϣҘ঺౹‫׿‬冔ϼ‫܋‬
Хѥོ݄՝

‫ק‬ӸЉн϶҄ЙЅϴ冟ЯϮϦׄч৐ϢҹЃ僚ϣӲ
Ԕч֡࢈ӑ冟ѐϣ϶Ц冟ϼҥϢ‫ק‬Ӹӷ؏ࡎϦЬϩ冔

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Work in small groups to discuss your answers to the following questions:

1) ϼ‫ض‬ϲϯҌϹϢХѥ֗Йҥ冲‫ה‬ԫϨ҄Й"
2) ұһϼ‫ض‬ϲϯϨϫϢϴկҭ冟ϫЃѐѫФЦ҄Й冲
3) ۣԻѽЃ‫ٴ‬૊ϫХѥϢϴਇ冲
4) ХѥϦϴϢСԴ冟ϫϮ҄Йࠕ‫ע‬ѱЍѰϢХѥϴн϶"

ಔᄱԪ‫݆ޗ‬  Word Usage Enhancer

ХՇҟಔ [ƮQOƬGzQJFt Psychological Verb
Psychological verbs (marked as pv in the vocabulary) are verbs that express emotion, attitude, or
mental state. Unlike action verbs, the usage of psychological verbs is similar to adjectives and adverbs
in Chinese. They can be modified by degree adverbs, such as д, ً݉, ‫ځ‬Ը, с, etc. Commonly
used structures for psychological verbs are:

1. S +军ӀИҚϽ农+ Ϯѷּдً݉‫ځ‬Ը+ pv
1.1 Ϥ๬‫ق‬ϸਛ‫ݢ‬ы‫م‬Ͻϩ‫ק‬Ӹ冟вӕӀИ‫ځ‬ԸљХ僚
1.2 ҌϹϨְ‫ؗ‬Ϥ冟ϣϮѷಽХ֣ϾЃཕԋ僚

2. S + ѐ + NP + Ϯѷּдً݉‫ځ‬Ը+ pv

2.1 ϿщѐѫϢӝՁЅдාխ僚
2.2 ԫГЭࣘϩ冟୦୦ԝЬϩѫсЇЉϢ‫ޟ‬੎僚ѫϤ‫ل‬ѐϼֱѽ
дَ‫؃‬僚
ߠѽ؄‫ם‬

3. NP1 + ‫ۦ‬ѱ‫ڪ‬+ NP2+军ӀИҚϽ农+ pv

3.1 Ϭആֱѻ‫ޅ‬ԝϩҿ٫Ϣԇ‫އ‬冟ѱϣӀИдᛮᛁ僚
™

3.2 ϼң‫ߒح‬ϢۚӦѱϣҚϽً݉Ԧ਴僚
Expressive Chinese

4. S + pv + ы + V + other elements

4.1 ՠљХыՏϩ僚
4.2 թϽϼϲϴ‫ױݰ‬冟ѫՖӋϦ‫۔‬ՑҼ冟ৎ᥺ыϣ݆ϩн϶僚

6
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Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬
џҶ঺冟ХѻӅЅЦч϶ϩ冔
Эಔ՝ Pre-reading Vocabulary

ࡾւ ႏց ൤ۚ ಔՒ ࢊӛ
1 ៷೓ ៸೒ TLöQ[ɫ adj modest, humble

2 ࡒѭ ࡒѯ OXzKzX vi/adj tRIDOOEHKLQGEDFNZDUG HJીৼࡒѭћቘࡒѭࡒ

ѭϢીৼ  DQWRQ\P‫֖ބ‬
• щԁ щӿ MLö]KõQJKXu Q WHDFKHUSDUHQWFRQIHUHQFH XVHGZљ僢冟‫ݳ‬Ԫ僢 
Ѓ Ё ,Q&KLQDWKHVHDUHW\SLFDOO\KRXUSUHVHQWDWLRQVIURPWKH
WHDFKHUWRDOOWKHSDUHQWVRIWKHFODVVDWRQFHH[SODLQLQJFXU-
UHQWLVVXHVDQGREMHFWLYHVIRUWKHFODVVDVDZKROH7\SLFDOO\
WKLVLVGRQHRQFHSHUVHPHVWHU

3 ᎓ ᎔ NXö v tRSUDLVH HJ᎓VEDGM  DQWRQ\P๺ඝࢍ

4 ‫أل‬ ]KtMLũ adj GLUHFW HJѫЦӅд‫ߊألأل‬৷‫أل‬՝޶

5 ՝޶ ՝޴ ELõRGi v to express, to cRQYH\ IHHOLQJVRUWKRXJKWV  HJ՝޶Ї

‫ע‬冟՝޶ч϶冟՝޶ѐsbϢО
6 Ⴠ tì v WRVXEVWLWXWHIRURQEHKDOIRI HJ ჀVEGRVWK
• ᔏ jL Q D&KLQHVHVXUQDPH

7 ܽࡥ ‫ࡥܪ‬ EjRNõR v WRDSSO\IRU DFHUWDLQ FROOHJH HJܽࡥϿҔܽࡥ‫ސ‬

ࡹϿҔ
8 ‫ڲ‬Ї ‫ڰ‬Ї PqQJ[LõQJ QY GUHDPGUHDPRI HJϣϮϤϲ‫ڲ‬Їϣ‫ڲ‬ЇлИ
ϽЍ‫ݕ‬
9 ਸҖ MuQJUiQ adv XQH[SHFWHGO\

10 ࠈຓ ࠇຓ \ȆX[L adj H[FHOOHQWRXWVWDQGLQJ HJVEдࠈຓࠈຓϢ՝Ҋ农

әϤࢤ
• щ‫ ۈ‬щ‫ۆ‬ MLöVKɨ Q IDPLO\PHPEHUVUHODWLYHV XVXDOO\JRHVZLWKVSHFLDORFFDVLRQ
VXFKDVLQKRVSLWDOSROLFHVWDWLRQHWF  HJࣘϯщ‫ۈ‬
™

11 ԯҝ Զҝ GöQJ]Xz v WRUHJDUGDVWRWUHDWDV
Хѥོ݄՝

12 ෋ҥ ෋Ҧ EõQJ\jQJ Q role model

13 ಞ௶ \iQMLɫ YQ WRVWXG\UHVHDUFK HJಞ௶‫ڮ‬Ҕҝಞ௶

14 ИϽ GpGjR v WRJHWWRJDLQ UHIHUULQJWRSRVLWLYHRUYDOXDEOHWKLQJV

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• ফ༨ ঩༨ \ƮKXjQJXöQ[L Q SK\VLFLDQSDWLHQWUHODWLRQVKLS
զ‫ ۯ‬եହ
15 ਮ೺ ਰ೺ KXiL\t pv to doubt, to sXVSHFWWRGLVWUXVW DQWRQ\PՑҼ

16 ഞ KqQ pv WRKDWHWRUHVHQW VWURQJHUHPRWLRQWKDQ਱୴DQGϦӲ

Ԕ  DQWRQ\PО
17 ໙‫ ݐ‬໙‫ݐ‬ VKqQ]Ku adv HYHQ JR VRIDUDVWRVRPXFKVRWKDW

18 ٤ࡴ ٣ࡴ VKöQJKjL v WRKXUWVE SK\VLFDOO\RUPHQWDOO\  XVHGZaVEaVEϢҚ

ѥ
19 ҏ޺ FKƮNɨ vo WREHDUKDUGVKLSVKDYHDURXJKWLPH OLWWRHDWELWWHUWKLQJV

20 թӅ ըӆ WƮQJKXj adj/vo REHGLHQWWUDFWDEOH UHIHUULQJWR\RXQJHUJHQHUDWLRQ  OLW

OLVWHQWRVE

21 ‫ܒ‬ѽ GȂQJVKu adj VHQVLEOHWKRXJKWIXO UHIHUULQJWRMXYHQLOHVRUFKLOGUHQHJ

‫ܒ‬ѽϢ‫ج‬п冟ѫּпд‫ܒ‬ѽ
22 Ֆѹ ZiQPŧL adj perfect

23 ԓҊ Ԑ҉ VKt[LjQ v to achieve DJRDORUZLVK  HJԓҊ‫ڲ‬Ї冟ԓҊ‫ݧ‬

ऌ冟ԓҊ޽‫؃‬
24 ӳС ӳР WyQJVKt FRQM PHDQZKLOHDWWKHVDPHWLPHPRUHRYHU

• ‫ٴ‬п \ƬQJ]L Q VKDGRZ

25 ִ ֳ GjL v to look afterWRWDNHFDUHRI FKLOGUHQ  XVHGZa‫ج‬п

• ִϿ ֳϿ GjLGj vc WRUDLVHVE XVHGZԗ VEa

26 ञ‫ٻ‬ [LjQ]Ku v WROLPLWWRUHVWULFW HJञ‫ٻ‬VEGRVWK

ߠѽ؄‫ם‬

• ։ࢄ ։ࢃ ]õROLjQ vi IDOOLQORYHDWDQHDUO\DJH XVHGGHURJDWRULO\WRPHDQ

SUHPDWXUHUHODWLRQVKLSV

27 ๬ਸ ๫ਸ EuMuQJ adv DIWHUDOOLQWKHÀQDODQDO\VLV

ࠃ࢙ ࠂ࢙
™

28 dúlì vi/adj GRVWKRQRQH·VRZQLQGHSHQGHQW

29 ѱл ѳй v WREHDUZLWKVEJLYHJURXQGWRVE HJ ѱл୦୦ࢱࢱ

Expressive Chinese

UjQJ]KH

30 ۪՝ GjLELõR YQ WRVWDQGIRUUHSUHVHQWDWLYH

8
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Before you read the text:

Read the two Chinese proverbs from the text and answer the following questions. Compare your answers
with a partner.

1. ៷೓‫ڪ‬ϯ֖‫ނ‬冟ዀྰ‫ڪ‬ϯࡒѭ僚 2. ҠϽҿ冟ҔϽҿ僚

֜‫׭‬冭
1) ϾӱϼҴ‫ڒ‬ӅϨ҄Йӝ‫ܬ‬冲
2) ϫӀИϼҴ‫ڒ‬ӅϮеϮ҃Շ冲
3) ϬϫФцщϮеϮϼҥϢЦ‫"ע‬

ŝǥĜ

Be an active reader әϤࢤ

For the first read-through:
™ Read without using a dictionary.
™

™ Underline the parts you don’t understand.

Хѥོ݄՝

™ Set a timer to track how much time you spent on the first read-through.
™ Answer the comprehension questions for the first read-through on page 16.

9
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ࡾ
ւ џҶ঺冟ХѻӅЅЦч϶ϩ
ࢤ
ӛ   军Ͼ‫ג‬ϤЋс‫و‬љϩϤҨ‫ځ‬ԸϢщԁЃ冟‫؃ޠ‬౭੥ФЕϮҹЃґЊ
ыϩ‫جڇ‬пФϢЇ‫ע‬冟Џѱ‫ج‬пФ‫ے‬щԁЦЦ‫ح‬СϦ‫۔‬ЦϢХѻӅ僚农

 ᅴࡷ冭ЕϦЕ᎓᎓ϣ冲

ᅴࡷ Ͽщϴ冟ϣϨᅴࡷ冟ҌϹЇ҅ϣࢻ‫ۅ‬ϲӝՁ僚ѫϨϲϴࢻࢻ冟‫ح‬
Се֑ׄСӢવϣ冟ЏГϣ֑ϩϦׄ‫ڜ‬僚ՊϮֱѽѱϣ‫ځ‬Ը֮Ϧ
ϩ冭ϣϾϲ‫ࡥב‬ϩӋ࠶ӚՃԇ冟љХँϩ冟уГѫЃ᎓ϣ冟ЩϨ
ЅЬаϤϲ‫ב‬ϩ冟ѫডөе‫ۅ‬Ьϼֱѽ冔ѭ϶ϣа֜ѫ冟‫؁‬һѫ
Ц僧ӚՃϨϦԝ冟ՊЯϦϨсϴϢ冟ЖҨ৩ӇࡥӚϤ冔僨ࢻࢻ冟ϣ
ҌϹЇ֜֜ϫ冟ϫЕϦЕ᎓᎓ϣ冲

ࢻࢻ ּп冟ԸЭԑ冟ࢻࢻѡϨ‫ޒ‬ϫዀྰ僚
僧៷೓‫ڪ‬ϯ֖‫ނ‬冟ዀྰ‫ڪ‬ϯࡒѭ僨冟уӼ
ϫఔఔЏϨϼҥۭਸ਼ϣϢ冟ҊϬࢻࢻϼ
ҥЦЏϨГϫϴ僚ճԓϣХѻϨГϫ
ዀྰϢ冔

ᅴࡷ ЩϨϣ‫؃ޠ‬ϫ‫أل‬Цч϶Ѭ冔ϫ‫֜׈‬ϣ
ҏИϴϦϴ僙‫࠴ڜ‬Ϧ࠴֑冟ЩϣЏ‫؃ޠ‬
ߠѽ؄‫ם‬

թϽϫ‫أل‬Ц僧ϣЇϫϩ僨僙僧ϣОϫ僨冮
ҽҨϫ‫ק‬ӸϾุϽՙ‫׭‬冟‫׈‬ϨЦ僧е֜
™

‫׭‬僨僙僧ϣЕӑ僨冟ЩϣЏ‫؃ޠ‬թϽϫЦ僧ϣਹӇдϿ僨僙僧ϣ٨Ϻথ
Expressive Chinese

‫ױ‬僨冮ЯϮ冟ϣҩ҃ϫԗྌϢ‫ڜ‬Ѕ҅ϩ‫ךך‬冟Яًًવ‫ךך‬а࢈
ֶ冟ՊϣЯϨ‫؃ޠ‬թϽϫЊ‫ךךے‬Ц僧‫׻‬ОϢ僨僙僧ϫඒ޺ϩ僨僚

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‫ ךך‬ϫϼ‫ج‬п冟֗ЙԯлϼЙЊϯϢӱЦϼԻ冟ϣФϼϤ۪ϯЩϦ
‫ޘ‬૗ϼҥ‫أل‬՝޶冟ϫࢻࢻϨӀИОϦѣԦϬ஽Ͼ冟ԦϬХѻϸ
ӑϩ冟ѫϦЦ冟ϣЏ‫ܒ‬僚ϴϩ冟‫ךך‬ӕտϫϢХѥϩ冟ϣჀࢻࢻ
ЦϤ‫ڒ‬僧ϣФОϫ僨冟ϴԧ冲

 ᔏХ冭Г҄ЙϣϦӑ‫׳‬冲
  Ͽщϴ冟ϣϨᔏХ僚с‫و‬ԫГܽࡥϿҔϢѽ冟ϣ‫ךךے‬ທϩԘҨ
౉僚ҌϹϣϺϬϼּЦԘ‫ڒ‬ХѻӅ冟‫ךך؃ޠ‬ЕාխϣϢЇ‫ע‬僚

  ‫ךך‬冟գвϽϿϣϢ‫ڲ‬ЇЅϨԯϤԇফЭ僚Щѱϣৎ᥺ϢϨ冟ԯϣ
ϺܽࡥফҔऒС冟ӚϤϲࠍѐϢϯਸҖϨϫ僡僡ϤԇࠈຓϢফЭ冔ϫҩ
҃ԧ冲ϣЇԯফЭϸϨԫГϫ冔вСԴϣЉϽϫ‫٭‬ஓࣘϯ冟ЉϽࣘϯ
щ‫ࢡۈ‬лϫϢ҇Ц‫ڣڣ‬冟ϣ‫ݤ‬ϦϩєСϢҚҟ冟Ϥ‫ل‬ԗϫԯҝ ϣϢ෋
ҥ僚‫ךך‬冟ҌϹϫϤԎϺߊ৷ϣ冟Г҄ЙϫЩуҝফЭ冟үϣϦӑ‫׳‬冲

 ᔏХ‫ךך‬冭ϦϺӖϣӖЬϢ֣
  ᔏХ冟ϮԻӅ‫ךך‬ҮԆуϤ‫ل‬е‫ے‬ϫЦ冟ϨԫГ ‫ޒ‬ϫթϩҮѭЃ
َ‫؃‬僚ϫЉϽϢЅϨԯফЭϢϴ冟‫ؚ‬еЉϽࣺϤӱ僚ϫҩ҃४ফҔऒЊ
ඒ޺ԧ冲Ըϯча‫׏‬ϢСԴ冟ϫИϬ‫ܐנ‬ൕҔ‫ޘ‬冮ԸϯЩу։։ӺӀথ
‫ױ‬冟ϫИຸ‫ۀ‬ҝಞ௶僚ϺԯফЭ冟ϫϸ٨ϺҠϽҿ僙ҔϽҿ冔߫ऩࣘϯ
ϨЃИϽјӦ冟ЩϨЏϮԻࣘϯϨϫ߫ϦϩϢ冔ү੕ҊϬফ༨զ‫϶׊ۯ‬
‫عࣄ׊‬冟ϮԻࣘϯЃਮ೺ϫ僙ഞϫ冟໙‫ݐ‬ЩЕ٤ࡴϫ冟ϼԻϫЅϩ‫ڇ‬ әϤࢤ

ԧ冲
™

 ‫ج‬п冟ϼϨ‫ךך‬ӖЬϢ֣冟ϣҩ҃ϮЊՙ冟ԆуϦЇѱϫՍ϶Џҏ
Хѥོ݄՝

ϼЙЊ޺冔ϫϮЍѰϢ‫ڲ‬Ї冟‫ךך‬ГϫҶ঺僚ЩϫЯϨϺթթ‫ךך‬ϢЇ
‫ע‬冟‫ܢ‬џࡥ๳ϤЖ冟ҖѭϣФӷϴϴઁϤઁ冟Щуԧ冲

11
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 યѹ冭ϣЇҝЍѰ冔
  ӳҔФ僙ϫФЅҩ҃ϣ‫ۦ‬યѹ冟ЩЕЯًًթϽϫФϢ౭੥Ц僧ϫ
Љયѹ冟թӅ僙‫ܒ‬ѽ冟ћቘҫϴ僨僚ѫФЅӀИϣϨϤϲՖѹϢ‫ج‬п僚
ՊϨҌϹϣЇЦ冟౭੥֓ЋϢՖѹѱϣӀИд‫ۥ‬僚

 Ϩ冟ϣћቘдϴ冟ϣЇѱ౭੥Гϣዀྰ僚ԫГѫФвСԴе؉ֱϾ
ϿҔ冟‫؃ޠ‬ϣЕჀѫФԓҊ‫ڲ‬Ї僚ՊϨӳС冟ϣЏдࡴ‫ޒ‬ϣЃ‫׼ݤ‬ЍѰ
Ϣ‫ڲ‬Ї冟сѭյћϩࢻࢻ‫ךך‬Ϣ‫ٴ‬п僚

 Ϩ冟ϣдթఔఔ࠙࠙ϢӅ冟ϣЇѱѫФљХ僚ԫГ౭੥Ϭ‫ם‬ы‫ק‬Ӹ
ఔఔ࠙࠙ԗϣִϿϦ‫۩ڂ‬僚ՊࣺϤӃӱ冟ϣӽӎԁϿϩ冟ϣϦ‫؃ޠ‬ѫФ
ӷ߫ϣ࠵‫۽‬ҝ‫ݞ‬ϩ冟Ϧ‫؃ޠ‬ѫФञ‫ٻ‬ϣ‫݌ֶ׏‬僙ಽХϣ։ࢄ僤僤๬ਸ
ϣӽӎϨϤϲࠃ࢙ϢϿϯϩ冔

 Ϩ冟ϣд‫ܒ‬ѽ冟‫׈‬Ϩѱл୦୦ࢱࢱ冟҄ЙѽЅ৩ӇҝϽсϴ僚ϣЇ
ҝϲϴߢߢ冟ћГ୦୦ࢱࢱϢ෋ҥ冟ՊϣϦЇӷթϽ僧ЉϫߢߢЊृ僨ϼ
‫ڒ‬Ӆϩ冟ԫГϣ‫ޒ‬ЍѰЃ҅୦୦ࢱࢱ࡛ћਹӇ冔

 ҌϹ冟ϣЇ۪՝ԆϮϢ‫ج‬п‫ךךࢻࢻے‬ЦϤ‫ڒ‬冭ՑҼϣФ冟ѱϣФ
ҝЍѰѓ冔
ߠѽ؄‫ם‬
™
Expressive Chinese

12
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ႎ
ўҶষ땹ХҍӆЄЧчϵϩ ր
ࢥ
  军Ͼ‫ג‬ϤЋр‫و‬ѕϩϤҧ‫ڀ‬ԹϡщӿЁ땹‫؂ޠ‬౭੥ТДϭҷЀҐЊъ ӛ
ϩ‫جچ‬пТϡІ‫ע‬땹ЎѲ‫ج‬пТ‫ۑ‬шӾЧЧ‫ح‬Пϥ‫ۓ‬ЧϡХҍӆ땾农

 ᅶࡷ冭ЕϦЕ᎔᎔ϣ

ᅵࡷ Ͽшϳ땹ϣϧᅵࡷ땹ҋϹІ҆ϣࢻ‫ۄ‬ϰӜԾ땾Ѫϧϰϳࢻࢻ땹‫ح‬
Пж‫֐׃‬Пӟ઴ϣ땹ЎВϣ֐ϩϥ‫ڛ׃‬땾ՉϭֱѽѲϣ‫ڀ‬Թ֭ϥ
ϩ땻ϣϾϰ‫ࡥא‬ϩӊ࠶әՃԇ땹ѕХࣾϩ땹тВѪЀ᎔ϣ땹Щϧ
ЄЪаϤϰ‫א‬ϩ땹Ѫঠөж‫ۄ‬Ъϻֱѽ땸Ѯϵϣа֛Ѫ땹‫؀‬Һ
ѪЧ僯әՃϧϥԞ땹ՉЮϥϧрϳϡ땹Жҧ২ӇࡥәϤ땸僰ࢻ
ࢻ땹ϣҋϹІ֛֛Ϫ땹ϪДϥД᎔᎔ϣ땽

ࢻࢻ ַп땹ԹЭԌ땹ࢻࢻѡϧ‫ޒ‬Ϫ዁ྯ땾僯
៸೑‫ڪ‬ϯ֔‫ށ‬땹዁ྯ‫ڪ‬ϯࡑѮ僰땹тӻ
ϪకకЎϧϻҦ۬ਵϣϡ땹҈Ϭࢻࢻϻ
ҦЧЎ
ϨВϪϴ땾ղԏϣХҍϧВϪ዁ྯϡ땸
ᅵࡷ: Щϧϣ‫؂ޠ‬Ϫ‫أل‬ЧчϵѬ땸Ϫ‫֛ׅ‬
ϣҏЗϳϥϳ땿‫࠲ڛ‬ϥ࠲֐땹ЩϣЎ‫ޠ‬
‫؂‬էϽϪ‫آك‬Ч僯ϣІϪϩ僰땿僯ϣМ
Ϫ僰땼ҽҧϪ‫ק‬ӸϾืϽ՚‫׮‬땹‫ׅ‬ϧ
әϤࢤ
Ч僯ж֛‫׮‬僰땿僯ϣДӑ僰땹ЩϣЎ‫؂ޠ‬էϽϪЧ僯ϣ਺Ӈг
Ͽ僰땿僯ϣ٧Ϻথ‫װ‬僰땼Юϭ땹ϣҩ҂Ϫԗྍϡ‫ڛ‬Є҆ϩ‫ככ‬땹
™

Юًً઴‫ככ‬аࢇؐ땹ՉϣЮϧ‫؂ޠ‬էϽϪЊ‫ככۑ‬Ч僯‫׹‬М
Хѥོ݄՝

ϡ僰땿僯Ϫඑ޹ϩ僰땾

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‫ככ‬: Ϫϻ‫ج‬п땹֗㭈Զйϻ㭈ЊϯϢӱЧϻԺ땹ϣТϻϤ۪ϯЩϥ
‫ݶ‬૕ϻҦ‫آك‬՝޴땹ϪࢻࢻϧӁЗМϥѢԦϬ஼Ͼ땹ԦϬХҍϷ
ӑϩ땹ѪϥЧ땹ϣЎܑ땾ϳϩ땹‫ככ‬ӔվϪϡХѤϩ땹ϣჀࢻࢻ
ЧϤ‫ڒ‬僯ϣТМϪ僰땹ϳԨ땽

 ᔎХ땻В҄㭈ϣϥӑ‫ײ‬땽
  Ͽшϳ땹ϣϧᔎХ땾р‫و‬ԫВ‫ࡥܩ‬ϿҒϡѽ땹ϣ‫ככۑ‬ຖϩԙҧ
ై땾ҋϹϣϺϬϻַЧԙ‫ڒ‬Хҍӆ땹‫ככ؂ޠ‬ДාլϣϡІ‫ע‬땾

 ‫ככ‬땹աбϽϿϣϡ‫گ‬ІЄϧԵϤԇনЭ땾ЩѲϣ঵᥻ϡϧ땹Ե
ϣϺ‫ࡥܩ‬নҒऒП땹әϤϰࠌяϡϯ਷ҕϧ锱僡僡ϤԇࠆຒϡনЭ땸锱
ҩ҂Ԩ땽ϣІԵনЭϷϧԫВ锱땸бПԳϣЈϽ锱٬஑ࣗϯ땹ЈϽࣗϯ
ш‫ࢠۆ‬и锱ϡ҇Ч‫ڤڤ‬땹ϣ‫ݣ‬ϥϩєПϡҙқ땹Ϥ‫ك‬ԗ锱Զҝ ϣϡ෋
Ҧ땾‫ככ‬땹ҋϹ锱ϤԎϺߊ৸ϣ땹В҄㭈锱ЩтҝনЭ땹үϣϥӑ‫ײ‬땽

 ᔎХ‫ככ‬땻ϥϺӖϣӖЪϡ֣
  ᔎХ땹ϭԺӆ‫ככ‬ҮԆтϤ‫ك‬ж‫ۑ‬锱Ч땹ϧԫВ ‫ޒ‬锱էϩҮѮЀ
َ‫؂‬땾锱ЈϽϡЄϧԵনЭϡϳ땹‫؛‬жЈϽࣺϤӰ땾锱ҩ҂५নҒऒЊ
එ޹Ԩ땽Թϯча‫׏‬ϡПԳ땹锱ЗϬ‫܉מ‬ൖҒ‫ݶ‬땼ԹϯЩтֈֈӹӁথ
ߠѽ؄‫ם‬

‫װ‬땹锱Зື‫ۀ‬ҝಝ௵땾ϺԵনЭ땹锱Ϸ٧ϺҠϽҾ땿ҒϽҾ땸ߨनࣗϯ
ϧЀЗϽїӤ땹ЩϧЎϭԺࣗϯϧ锱ߨϥϩϡ땸ү੔҈Ϭন༨դସ‫׉‬ϵ
‫طࣂ׉‬땹ϭԺࣗϯЀਯ೹锱땿ഝ锱땹໘‫ݐ‬ЩД٢ࡳ锱땹ϻԺ锱Єϩ‫چ‬
™

Ԩ땽
Expressive Chinese

 ‫ج‬п땹ϻϧ‫ככ‬ӖЪϡ֣땹ϣҩ҂ϭЊ՚땹ԆтϥІѲϪՋϵЎҏ
ϻКЊ޹땸ϪϭЌѰϡ‫گ‬І땹‫ככ‬ВϪҶষ땾ЩϪЮϧϺէէ‫ככ‬ϡІ
‫ע‬땹‫ܖ‬ўࡥ๴ϤЖ땹ҕѮϣТӶϳϳંϤં땹ЩтԨ땽

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 યѸ땻ϣІҝЌѰ땸
  ӳҒТ땹ϪТЄҩ҂ϣ‫ۦ‬યѸ땹ЩДЮًًէϽϪТϡ౭੥Ч僯Ϫ
ЈયѸ땹էӆ땿ܑѽ땹њ቙Ҫϳ僰땹ѪТӁЗϣϧϤϰՖѸϡ‫ج‬п땾Չ
ϧҋϹϣІЧ땹౭੥֒ЋϡՖѸѲϣӁЗгۤ땾

 ϧ땹ϣњ቙гϳ땹ϣІѲ౭੥Вϣ዁ྯ땾ԫВѪТбПԳж؆ֱϾ
ϿҒ땹‫؂ޠ‬ϣДႿѪТԏ҈‫گ‬І땾ՉϧӳП땹ϣЎгࡳ‫ޒ‬ϣЀ‫׽ݣ‬ЌѰ
ϡ‫گ‬І땹рѮնњϩࢻࢻ‫ככ‬ϡ‫ٳ‬п땾

 ϧ땹ϣгէకక࠘࠘ϡӆ땹ϣІѲѪТѕХ땾ԫВ౭੥Ϭ‫ם‬ъ‫ק‬
Ӹ땹కక࠘࠘ԗϣֲϿϥ‫ۨڂ‬땾ՉࣺϤӃӰ땹ϣӽӌӾϿϩ땹ϣϥ‫؂ޠ‬
ѪТӶߨϣ࠵‫ۼ‬ҝ‫ݖ‬ϩ땹ϥ‫؂ޠ‬ѪТϣ‫݊ؐ׏‬땿಺Хϣֈࢃ僤僤๪਷
ϣӽӌϧϤϰࠂ࢘ϡϿϯϩ땸

 ϧ땹ϣгܑѽ땹‫ׅ‬ϧѲи୥୥ࢰࢰ땹҄㭈ѽЄ২ӇҝϽрϳ땾ϣІ
ҝϰϳߡߡ땹њВ୥୥ࢰࢰϡ෋Ҧ땹ՉϣϥІӶէϽ僯ЈϪߡߡЊृ僰
ϻ‫ڒ‬ӆϩ땹ԫВϣ‫ޒ‬ЌѰЀ҆୥୥ࢰࢰ࡛њ਺Ӈ땸

 ҋϹ땹ϣІ۪՜Ԇϭϡ‫ج‬п‫ככࢻࢻۑ‬ЧϤ‫ڒ‬땻ՐҼϣТ땹ѲϣТ
ҝЌѰѓ땸

әϤࢤ
™
Хѥོ݄՝

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Ⴏ४็౏(Yuèdú Cèluè) Reading Strategies

1. ӚϤҨႯ४ First Read-Through

A. Please write down the amount of time you spent on your first read-through: ______ о______ બ
B. How much of the text did you understand on your first read-through?
1 2 3 4 5

very little completely

20% 100%

C. Answer the comprehension questions in the chart. Please provide a brief first impression (a few
words or a sentence in Chinese) of the text for each question.

օ"
Who was/were in the story?

ࢤӛϡ‫ݦ׭‬
ϭ҄Йొ੒땽
What does the title mean?
҄ЙСԳ" Ϭּۣ땽
When did it happened? Where did it happen?
ߠѽ؄‫ם‬

ьЭϩ҄Й땽 Г҄Й땽
What happened? Why did it happen?
™
Expressive Chinese

D. Revisit the parts you underlined. Can you figure them out by using context? You may use a dictionary
if it is needed. If some parts are still confusing, discuss them with your partner or your instructor,
specifying the paragraph and line with the words provided below冭

Ӛ߮ GXjQSDUDJUDSK  Ӛӑ KiQJOLQH

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2. ӚՃҨႯ४ Second Read-Through

A. Please write down the amount of time you spent on your second read-through: _____ о_____ બ
B. How much of the text did you understand on your second read-through?
1 2 3 4 5

very little completely

20% 100%

C. Text organization: Identify cause-and-effect relationships

1) Based on the reading  ᅴࡷ冭ЕϦЕ᎓᎓ϣ冲, what are the complaints that ᅴࡷ

has for his parents? Identify the reasons for ᅴࡷ’s complaints by filling out the chart below:

әϤࢤ
™
Хѥོ݄՝

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2) Review reading  ᔏХ‫ךך‬冭ϦϺӖϣϢ֣. On the left of the chart, list the rea-
sons why she does not support ᔏХ’s application to medical school.

‫ד‬ԫ땻

‫؁‬Һ땻
ᔎХϡ‫ךך‬
ϥߎ‫ڝ‬՟
ܽࡥপғऒ

3) Review reading  યѹ冭ϣЇҝЍѰ. Identify the reasons why યѹ is a perfect child

in other parents’ eyes. Then in the last row explain why she behaves this way.

Г҄ЙԸϢ౭੥ӀИયѹϨϤϲ僧Ֆѹ僨Ϣ‫ج‬п冲
ߠѽ؄‫ם‬

‫ה‬ԫ ‫ה‬ԫ ‫ה‬ԫ

™
Expressive Chinese

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Ⴏ४Ӄ‫ء॑ע‬զࣤಔ 3LöQ]KöQJ*XöQOLiQFt Discourse Connectors

A discourse connector is a word or a phrase whose function is to connect and organize related ideas.
Discourse connectors have different purposes (transition, sequence, cause and effect, etc.), but all serve
to give structure and improve the flow of communication. The table below provides examples of some
commonly used discourse connectors.

Discourse Function Example of Discourse Connectors

Sequence: 1.1‫ ބ‬ÀUVW «冟ӷҖѭ WKHQ «冟сѭ ÀQDOO\ 
1.2 уӼуѭ EHIRUHDIWHU«
1.3 գєуѭ VLQFHWKHQ
1.4ѭ϶ ODWHU
1.5 ӳС PHDQZKLOH
Listing: 2. ӚϤ僙ӚՃ僙««
Cause-and-effect: 3.1 ԫГ«冟Ԇу«
3.2 ҮԆу«冟ϨԫГ« WKHUHDVRQZK\«LVEHFDXVH«
3.3 ఓҖ«冟ϸ« VLQFH««
3.4 «冟‫؁‬һ冟« «DVDUHVXOW«
Progression & Addition: 4.1 ϦՊ«冟ү੕« QRWRQO\«EXWDOVR«
4.2 «冟໙‫ݐ‬ ܰ « HYHQ
4.3 «冟ࣺ‫ם‬冟« «LQDGGLWLRQ
4.4 «冟ӷЦ冟« «EHVLGHV«
Transition:
5.1 «冟ЩϨՊϨ/ϦЬ« EXWKRZHYHU
5.2 «冟ϺϦҖ« «RWKHUZLVH«
Condition: 6.1 ϺϨұһ«冟ϸ« LI««
6.2 ѡϺ«冟ϸ« DVORQJDV
6.3 ѡϮ«冟ӄ« RQO\LI«
6.4 ҁ‫ܦ‬Ϧ‫«ݽ‬冟Ѕ« QRPDWWHU«
әϤࢤ
Concession 7.1 ਥҖ DOWKRXJK
7.2 ‫«ڪڐ‬冟Џ« HYHQLI«
™

Example 8.1 ՕӃЦ IRUH[DPSOH

8.2 ာұ IRUH[DPSOH >IRUPDO@
Хѥོ݄՝

1) Revisit reading  ᔏХϢ‫ךך‬冭ϦϺӖϣϢ֣ Please circle the discourse connecters in

the text. What are the functions of the discourse connecters you circled? Check your answer with a
classmate.
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‫עޥ‬

1. S VP军Џ农ϨГsb ϴ S VP for one’s own good/S VP for one’s sake

This structure is used to emphasize the good purpose of the action taken by the speaker. This action is
usually undesirable to the listener. Џ is often present before Ϩ to soften the tone of the sentence.

1.1 ѥਫ(qíngjìng, scenario): ࢻࢻϦѱּп‫݌ֶ׏‬冟ּпдϦҶ঺僚

ּп冭 ࢻࢻߴϹ‫ݽ‬ϣ冟Ϧѱϣҝϼϲ冟Ϧѱϣҝєϲ冟ϴࠠ(IiQ
DQQR\LQJ) Ѭ冔

‫ךך‬冭 ϫࢻϦѱϫ‫݌ֶ׏‬ЏϨГϫϴѬ僚ЉӭࠄСӢҘԁѐ֓ಲ
Ϧϴ冟ЏЃ‫ٴ‬૊ϫҔ‫ޘ‬Ϣ冔
1.2 ѥਫ(scenario): в‫ ޜ‬30 ݇ϩ冟‫؃ޠךך‬ՠјѷ‫ࢽ؁‬冟᝾ϩՠϴԘҨϩ僚
в‫ޜ‬冭 ்ࡻ冟‫ך‬冔ϣЍѰϢѽѥϣЍѰ߿Ԏ冟ԜϸԸ‫ݽ‬ϩ冔
‫ךך‬冭։ѷ‫ࢽ؁‬冟ϮϲϯզХϫ僙‫٭‬ஓϫϦϴԧ冲ϣϼϨГϫϴ
Ѭ冔

2. S ԯл sb Ϣӱ VP S VP right in front of/in full sight of sb

The expression indicates that an action is taken in front of someone and the presence of this person has
an impact upon the situation and all the people there.

2.1 ѥਫ(scenario):ϤщѼ‫ث‬ՓϬҏԽ‫ݞ‬冟ࢻࢻЦнϩщѻӎശϾϢ୤ՙ僚
ࢻࢻ冭ӕϹϣИа‫م‬ҿৃඡѷ‫ڜ‬冟‫ج‬пЖϲְ‫ؗ‬Ϻ݀ (MLöR; submit, here
ߠѽ؄‫ם‬

PHDQV´WRSD\µ) Ҕ‫ێ‬ϩ僚

‫ךך‬冭 ‫ބ‬ҏ‫ݞ‬ѓ冟Ըԯл‫ج‬пϢӱЦϼԻϩ僚
™

2.2 ѥਫ(scenario):ҿৃϬљЃϢСԴඝࢍϩӎՇϢ۫ଖ冟ӎՇ۴љϢС
Expressive Chinese

Դϴ֌Эԑϩ僚
ҿৃ冭்ࡻ冟‫׈‬ӎՇϨϦϨϦҶ঺ϩ冲
ӳѽ冭ϨϮѷּ僚ϫԯлϿщϢӱࠍѐѫϢ۫ଖ冟ѫ൝ԎӀИд
еӱп(PpLPLjQ]Llose face) Ѭ冔ϫЖҨЦӅԸϼЙ‫أل‬ϩ僚

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3. SԗN1ԯҝN2军Ϥҥ农 S considers/treats N1 as N2
This structure is used where someone treats or views something as something else. When this expres-
sion refers to relationship between people, N2 is often followed by Ϥҥ

3.1 ѥਫ(qíngjìng, scenario): Оӛаౠ‫ر‬щҝ‫ݬ‬冟ЉϽѫϢ‫ࢺܐ‬ѻԦлϤ‫ع‬

ॢ僚
Оӛ冭 ϫԽϾϬ‫ࢺܐ‬ӺӀԧ冲
ౠ‫ر‬冭 ϨѬ冟с‫ځو‬Ըऎ冟ӎًϺຸ‫קۀ‬Ӹ冟ҫϦЇ‫ٴ‬૊๝пথ
‫ױ‬冟ϸԗ‫ࢺܐ‬ԯҝሕਿϩ僚

3.2 ѥਫ(scenario): Оӛવౠ‫ر‬аֵ‫֝׎‬冟ౠ‫ر‬Ϻ҅ѫϢҶЋҿ٫ֵϤϲ

‫ؘڸ‬僚
Оӛ冭 Г҄ЙϫҽѠЅϺаЉϫϢҶЋҿ٫Ѭ冲
ౠ‫ر‬冭 ϾҶЋϢСԴ冟ՠѐϣдϴ冟ԗϣԯҝՠЍѰϢ‫ج‬пϤ
ҥ僚ਥҖӽӎЬадЊѠϩ冟ՊϣϤ‫׼ل‬И‫׳‬僚

4. SҮԆуVP1冟ϨԫГVP2 The reason why S VP1 is because VP2

This structure indicates that the given circumstance or result is caused by some reasons that the listener
didn’t know or pay attention to before. The speaker uses a reversed structure of ԫГ……Ԇу……
to stress the reason/cause. Different from its English counterpart, the subject should be placed before
ҮԆу.
4.1 ѥਫ(scenario): ྅ћϬ‫ے‬ҿ٫਱‫قתؼܦ‬Ϣѽѥ冟ѫϢЇ‫ע‬с‫و‬эЭ
ϩ‫ݘ‬յ僚
ҿ٫冭  ϫ
 уӼЦЬЇҔ‫ۚޘ‬Ӧ冟ЩϨҊϬ‫ؼؚ‬थϩӭࠄ‫قת‬僚
Еߊ৷ϣϫ‫ݘ‬յӏӝϢ‫ה‬ԫԧ冲
྅ћ冭  ϣҮԆу‫ؼ‬थӭࠄ‫قת‬冟ϨԫГуѭЇ‫م‬Ϥ‫܋‬؊֊Օॱ
 Ҷ僙ՕॱෳԎϢ‫ק‬Ӹ僚ՊϨϣЏϦЃԦ૔ۚӦ‫ڲ‬Ї僚 әϤࢤ

4.2 ѥਫ(scenario): ౠ‫ڲ‬ՓϬ‫ݳ‬Ԫ‫ק‬Ӹӱք冟ՂࠎϢ‫׈‬ӎՇ֜ϩѫԘϲ֜

™

‫׭‬僚
Хѥོ݄՝

‫׈‬ӎՇ冭 ϫГ҄ЙѐϣФՂࠎҚ঺੹‫׳‬冲
ౠ‫ڲ‬冭   ϣҮԆу‫ؼ‬थଦՂࠎ冟ϨԫГϣдӲԔϫФϢ‫ק‬Ӹ१ਫ
  юՂࠎӛ‫ۊ‬僚
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5. ๬ਸS VP After all, S VP 

S ๬ਸVP S, after all, VP
๬ਸis used to emphasize the most important reason or conclusion on second thought. It often
indicates a different opinion from the listener’s based on the given fact. ๬ਸ can be placed before or
after the subject.
5.1 ѥਫ(scenario):вѹϢ୦୦уӼً‫ے‬ՠທ౉冟ЩϨҊϬϮѽ‫م‬вѹඡ‫ڜ‬僚
ᆇଢ଼冭 ѫуӼеׄ٤ࡴϫ冟ϫ֗ЙЯ߫ѫ冲
вѹ冭 ѫ๬ਸϨϣ୦୦Ѭ冔щϯՕ҄ЙЅխϺ僚
5.2 ѥਫ(scenario): вѹҊϬ٨Ϻ‫ע‬ෛϾϢ߫ऩ僚ՠуӼϬՂࠎϢԽЃϾ
‫ܢ‬ऑϩϤϲϮԇϢෛ٫僚
ᆇଢ଼冭 ϫϦϨ‫ܢ‬ऑєϲෛ٫ԧ冲ՠєЙϮԇ冟ϫГ҄ЙϦ֏ՠ߫ऎ冲
вѹ冭 ϣਥҖ‫ܢ‬ऑՠ冟Щ๬ਸϦҘત࿜冟ЯϨԸଐࠠϯщϩ僚
ߠѽ؄‫ם‬
™
Expressive Chinese

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Ѽ僙ಅ‫ޘ‬
1. эۚಅ‫ޘ‬
1.1) Read aloud. Focus on your tone accuracy, especially those underlined words.

ϣФ ZȁPHQ ϼϤ۪ϯЩϦ‫ޘ‬૗([tJXjQ)ϼҥ‫أل‬՝޶ ELëRGi 冟ϫࢻࢻϨ

ӀИОϦѣԦϬ஽Ͼ ]XƫVKDQJ  ԦϬХѻϸӑϩ僚
1.2) Read aloud again, but now focus on where to pause, both at the signs that indicate units of
meaning, and at the punctuation marks.

ϣФϼϤ۪ϯ_ЩϦ‫ޘ‬૗ϼҥ_‫أل‬՝޶冟ϫࢻࢻϨӀИ_О_Ϧѣ
ԦϬ஽Ͼ冟ԦϬХѻ_ϸӑϩ僚
1.3) Finally, read aloud and focus on how the words are stressed to convey emotion.

ϣФϼϤ۪ϯ_ЩϦ‫ޘ‬૗ϼҥ_‫أل‬՝޶冟ϫࢻࢻϨӀИ_О_Ϧѣ
ԦϬ஽Ͼ冟ԦϬХѻ_ϸӑϩ僚
More practice:

2) ϼ‫ק܋‬ӸЉн϶_҄ЙЅϴ冟ЯϮϦׄч৐ϢҹЃ僚ϣӲԔч֡
 ࢈ӑ冟ѐϣ϶Ц冟ϼҥϢ‫ק‬Ӹ_ӷ؏ࡎϦЬϩ冔

3) ү੕_ҊϬফ༨զ‫عࣄ׊϶׊_ۯ‬冟ϮԻࣘϯ_Ѓਮ೺ϫ僙ഞ
 ϫ冟໙‫ݐ‬ЩЕ٤ࡴϫ冟ϼԻ_ϫЅϩ‫ڇ‬ԧ冲

2. Эಔю‫עޥ‬ಅ‫ޘ‬
A. Fill in the blanks with the most appropriate words.

ԓҊ ਸҖ ՝޶ ໙‫ ݐ‬๬ਸ ۪՝ ԝЬ әϤࢤ

1) ՠєЙ৩Ӈ冟ҽϹЅࡩ‫ޘ‬Ͻ‫ۀ۝‬冟ࡥք еࡥϴ僚
™

2) ϼϲԓ‫ޘ‬ϢҹЃдϴ冟ұһϫ ϩ冟ϤԎЃѭຏϢ僚
Хѥོ݄՝

3) вౠ‫ځ‬ԸО‫҇׏‬ҹ冟ҏ‫ݞ‬ϢСԴ冟‫ޡ‬ԋϢСԴ冟 ϾᆩԆ
СԴЏϬ‫҇׏‬ҹ僚

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4) Гϩ ϼϲ‫ڲ‬Ї冟ѱϣФϤн৩Ӈѓ僚
5)  Ћц冟ܼ֢
Ϭ ٚ‫ؾ‬冟ԆуЬѠю‫ࢽ؁‬ϢСԴ冟ϯФЅ
‫֢ܼދ‬Ϣ‫ص۽‬僚
6) ਥҖѫҝԝϩ冟Щѫ Ядв冟ϫϸԸӷඝࢍѫϩ僚
7) ϼ॑ӛ‫ء‬Ͻ߁Ϻ ҄Йӝ‫ܬ‬冲ϫЉ‫ܒ‬ϩеϮ冲

B. Connect all the following reasons with discourse markers and make sure the reasons logically lead
to the results.

a. ԯফЭЕ߫ऩࣘϯ b. ԯফЭ٨ϺҠϽҿ僙ҔϽҿ
c. ԯফЭϦϤԎЕ߫ऩԆϮࣘϯ d. ࣘϯЃਮ೺ϫ僙ഞϫ

 ာұ(lìrú; for example)

 ਥҖ Е߫ऩࣘϯЃИϽјӦ冟ՊϨϮԻࣘϯϨϣФ߫ϦϩϢ僚
 ү੕ԯফЭ٨ϺҠϽҿ僙ҔϽҿ冟ԆуϣϦЇԯফЭ僚
1) 冟ϣЯϨ߿ԎϺԯফЭ僚

2) 冟ϣЯϨϦԯফЭϩ僚

C. Complete the dialogue with the given structures.

1) вৃ冭ऩۭ(teaching assistant)҅ϣϢ‫ܦ‬ӛ(essay, paper)‫ۅ‬ϩдЊӝ Ձ冟 

ࠠԅϩ冔
ߠѽ؄‫ם‬

կҭ冭 僚
军Гsbϴ农
2) вৃ冭ҿੇ冟ϼϲϯϨ‫ࡹސ‬ϿҔ๬‫ق‬Ϣ冟ԜГ҄ЙϦࣝѣѫ‫"׳‬
™

ӎՇ冭 僚
Expressive Chinese

军ҮԆу僤冟ϨԫГ僤农

вৃ冭ԜЯϨӷࡥ๳ϤЖѓ冟 僚
军๬ਸ农

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3. Ⴏ४Շ‫< ڇ‬XqG~/ƬMLŧ   Reading Comprehension

ϿϯФϢ僧୽௎僨 (mìmì)

  ϣ‫ۦ‬Хइ冟ӨЬՖ‫י‬Ճ݇ϢЭѝ僚щѻϯЅЦϣӽӎϨϿϯϩ冟
ϺҔЃЍѰҝ߿Ԏ僙ࠃ࢙‫׭֜߿ڇ‬ϩ僚ՊϣеЇϽ冟ϣҔ‫֗ޘ‬ЙԯϤ
ϲϿϯϢӚϤࢤ冟ϨэҊщϯϢ僧୽௎僨 mìmì 僚

 Ͼϲ‫࠙࠙ב‬Эࣘ‫ס‬ऒϩ僚࠙࠙գফऒҵ϶уѭ冟щѻϴ֌е҄Й
յ‫ۊ‬冟ՊϣэҊщѻϢϿϯЅϮϩ୽௎僡僡ϮԻѽϴ֌ѡϮѫФЍѰҩ
҃冟ѫФϦЇߊ৷щѻϢճѫϯ僚

 ϣӚϤϲэҊϢϨ࠙࠙Ϣ୽௎僚ࢻࢻִ
ϣаফऒЉՠϢСԴ冟ϣ֜࠙࠙ՠࣼϦࣼ僙
‫ޒ‬Ϧ‫ޒ‬僚࠙࠙ЦՠּۣЅϦࣼ冟ЏϤѷЅϦ
ࡴ‫ޒ‬冟ѱϣҵщߊ৷ఔఔՠдϴ僚ՊϨϣӖ
Ͻ֡‫ם‬ϢСԴ冟‫ؚ‬թϽ࠙࠙‫ࢻࢻے‬Ц冭僧ফЭ
Ц૰ౕխϢ冟ՊϨϫҩ҃ϸӑϩ冟Ըߊ৷‫ج‬
п冟ҵаЏԸ‫ے‬ϫࢻЦ僚僨ЅЦϣϨϿϯϩ冟
Г҄ЙϦЕߊ৷ϣ冲

 єϹԽϾ冟ϣવлఔఔЉӭٞ冟ϣФЉ
ϢϨϤϲдϴ‫׏‬Ϣӭٞ੡冟ЩఔఔϤ‫ل‬Ϭዴԑ冟ϣಐѫдಽХ࠙࠙僚Պ
ϨӚՃϹ冟ࢻࢻવఔఔॕϹ冟ఔఔ‫ؚ‬Ц冭僧еѽּ冟ϯҿϩ冟ԣւЅЃ
ϮԻв֜‫׭‬冟থ‫ױ‬ԘϹϸϴϩ冟е҄ЙЩಽХϢ僚僨 ϣ‫׼‬Иఔఔߊ৷Ь
әϤࢤ
ϣ冟࡚Ͻ֜‫׭‬ю୤ՙϺߊ৷щѻϢϿϯ冟ϣФЩуϤн‫߿ڇ‬僚єϼҨГ
҄ЙѫХѥϦϴ‫ؚ‬Ϧ‫ࢻࢻے‬Ц‫׳‬冲
™

 ү੕ϣЯэҊ冟ϦѡϨఔఔ࠙࠙冟ࢻࢻЏϮϩ୽௎僚єϨ࠙࠙‫ס‬ऒ
Хѥོ݄՝

ϢӚՃϲְ‫ؗ‬冟ࢻࢻִлϣа݀‫ס‬ऒ‫ێ‬ϢСԴ冟ϮϤϲֵԋϢϯӯ϶ϩ
ӭӅ僚ϣթϽࢻࢻЦ僧ϣлౢѣ‫ڜ‬冟Щу‫ݛ‬ബϤԻ冟Պ݁஫ӕϹϸఇ‫ڜ‬僚僨
25
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ࢻࢻЉн϶д‫ۥ‬冟ՊϨҵϽ࠙࠙ϢࣘࢺС冟ѫ‫ؚ‬Љн϶д‫ܟ‬਴僚ѫѐఔ
ఔ࠙࠙Ц冭僧‫ס‬ऒ‫֑ێ‬ϦϩЊׄ‫ڜ‬冟ϫФϦѣಽХ僤僤僨

 Ѽϲ‫ב‬уѭ冟࠙࠙۞Ӯϴϩ冟чऒҵщϩ僚ӖϽফऒ঎ЖϢСԴ冟
࠙࠙ՏлѐఔఔЦ冭僧ԗϫඹਇϩѓ冲ԦХѓ冟ϼϲыӃϣФӷЏϦ϶
ϩ冔僨ఔఔЉϩЉ࠙࠙ЏՏϩ冟Ц冭僧ϫЭࣘϩϣϨಽХ冟ՊϫϦߊ৷ϣ
ϣґಽХ冟ЖҨϫЩԸϼҥϩ僤僤僨ЦՖఔఔҫԗࢻࢻ‫ۦ‬ϩЬ϶冟ѐѫ
Ц冭僧ϫЏԸҔϫ‫ךך‬僚ϣϽফऒ֜Ь‫ס‬ऒ‫ێ‬Њׄ‫ڜ‬ϩ僚ӕѠХइϢҔ‫ێ‬
ϣ϶݀冟ϫϸԸ‫ݽ‬ϩ僤僤僨

 єϲСԴϣࢗҖэҊ冟Ϭ୤ՙЬаҮѭ冟єԻ୽௎ЏеϮϩ僚ЏϨ
єϲСԴ冟ϣџՓӕտϩϿϯФϢ୽௎冟ӀИЍѰϨϲϿϯϩ僚ЯϮ冟
ϣЇЦ冟僧Хइ僨џϨϤϲϴԇ‫އ‬僚

֜‫׭‬
A. Answer the following multiple choice questions.

1) ֏ϫಐϤಐ僧୽௎(mìmì)僨ϼϲಔϢӝ‫ܬ‬Ϩ冭
a. harmony
b. point of view
c. complaint
d. secret
ߠѽ؄‫ם‬

2) ఔఔГ҄ЙѐࢻࢻЦ冭僧е҄ЙЩಽХϢ僨冲
a. ࠙࠙ϢࣘϦౕխ冟дјϸЃϴϢ僚
b. ࠙࠙ҿϩ冟ԣւًًϮв֜‫׭‬冟থ‫ױ‬ԘϹϸӑ僚
c. ఔఔ‫ࢻࢻޒ‬ಽХ࠙࠙僙ಽХЍѰ冟‫ٴ‬૊ѫ‫ק‬Ӹ僚
™

d. ఔఔϦҘಽХ࠙࠙Ϣԣւ僚
Expressive Chinese

3) ࢻࢻϢ୽௎Ϩ҄Й冲
a. ѫֵ҅࠙࠙ϩϤഐБԋ冟ӕϹϸаఇ‫ڜ‬僚
b. ѫ‫ק‬Ӹд‫ۥ‬僚
c. ࠙࠙Ϣ‫ס‬ऒ‫ێ‬ఔఔӽӎఇՖϩ僚
d. ࠙࠙Эࣘ‫ס‬ऒ҅ࢻࢻϢӎശਹӇдϿ僚
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B. Answer the following short answer question.

 ХइГ҄ЙЦ僧ХइџϨϤϲϴԇ‫އ‬僨冲

4. ᑦӛ‫ۊ‬ᄷ‫ ׬‬.XjZpQKXj*ȆXWȆQJ   Intercultural Communication

A. ӛ‫ۊ‬਱‫ܦ‬

1) ϬϫФцщϢӛ‫ۊ‬Ћ冟᎓‫ج‬пюඝࢍ‫ج‬пۣϲґًՁ冲ϫӀИ౭੥‫؟‬
٥֗Йҝ冲Г҄Й冲
2) ϫ౭੥єϤ۪юϫϼϤ۪ЅЃ‫أل‬ѐщϯЦ“ϣОϫ”ԧ冲ϬϫϢщึ
Ћ冟ϿщϨ֗Й՝޶ѐщϯϢОϢ冲

3) ϮԻЋцϯЃϼҥЇ冭ϴѽ‫؟‬٥ߊ৷щϯ冟ਇѽϦϺߊ৷щϯ冟‫ځ‬Ը
Ϩ౭੥ю‫ج‬п۴ИдٓϢСԴ冟ۧۘϬ౭੥ѠབдϿ僙‫ج‬пѠབдв
Ϣѥ౥Ж僚ϫ֗ЙЉ冲

4) ϬϫЉ϶冟“թӅ”僙“ ‫ܒ‬ѽ”僙“Еҏ޺” ϨϦϨϤϲϯϢࠈѷ冲౭੥‫؟‬٥

ϼҥϺ٩‫ج‬пԧ冲Г҄Й冲

B. ӛ‫ۊ‬Շ‫ڇ‬
Excluding anything discussed in ӛ‫ۊ‬਱‫ ܦ‬please fill out the chart as instructed below:

Step 1) Describe objectively, in detail, the cultural differences you encountered in the text, in the
grammar examples, and in the reading comprehension materials. For example: What hap-
pened? What was said? What did you see? How did you feel? Avoid jumping to conclusions. әϤࢤ
Step 2) Think of possible explanations (or interpretations) for what you observed or experienced.
™

Step 3) Evaluate what you observed or experienced. Which explanation is the most likely one? What
Хѥོ݄՝

positive or negative feelings do you have regarding the situation? Consider how you might
have felt if you were Chinese?

27
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Step 1 Step 2 Step 3

ЦЦ‫ܐ‬ѻϢϯϢ ЇЇГ҄Й‫ܐ‬ѻϢϯ ҊϬϫѐЋцӛ‫ۊ‬

ҝ‫ۧע‬Ї‫ע‬ ЃϼЙҝۧϼЙЇ冲 Ϯϩ҄ЙБϢϩ‫ڇ‬冲

5. Ӹӛ Composition

Please describe an instance when you had trouble communicating with your parents or other family
members. What were the reasons for the differences in opinion? How was the problem solved?
Write a paragraph of 200–250 characters. Explain the cause-and-effect relations and present your rea-
sons or effects using discourse connecters. Try to use as many new words and grammar structures from
this lesson as you can.
ߠѽ؄‫ם‬
™
Expressive Chinese

28
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ӚՃࢤ

Ը
ϯ
֒
Learning Objectives
After completing this lesson, I will be able to:
Ѻ
™ Describe a character’s physical appearance and personality using
precise adjectives.
™ State factors that influence first impressions and explain those
reasons with details.
ϡ
ϣ
™ Give examples of stereotypes related to attire or personality in
China, and explain how these stereotypes affect people’s lives in
modern Chinese society.
™ Write a character description using creative and specific details
relating to appearance, personality, action, language, etc.
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 Ϥ僙݀ੵҠҟ冭ӚϤ౨॓ю‫ދ‬л
1. ӚϤ౨॓
A. What gives you the first impressions below when you meet someone? Please share your ideas with
the class. You may check the new words in Эಔ՝  on the next page.

ӚϤҨՁӱϢСԴ冟҄ЙЃѱϫӀИϼϲϯд僤僤"
1.နӕ 2.љᅧ 3.ћતෳխ

4.ዀྰ 5.៷೓ 6.Ϧ‫۩ڂ‬Ց‫ٹ‬

B. Work in small groups to discuss your answers to the following questions.

1) ϫӚϤҨՁϽϫϢϴկҭϨϬ҄ЙСԴ冲ѫՠ҅ϫϢӚϤ౨॓
Ϩ҄Й冲
2) ৖ЃϢСԴ冟ѐӃҝ҄ЙЃ҅ϫдϴۧۘϦϴϢӚϤ౨॓冲Г
҄Й冲
3) Ϭ‫ק‬ӸЋ冟ϫЇ҅Ըϯ҄ЙҥϢӚϤ౨॓冲ϫЃ֗Йҝ冲
4) ѐϫ϶Ц冟‫ٴ‬૊ӚϤ౨॓ϢсխϺϢѼϲԫ੧Ϩ҄Й冲
5) ϫӀИӚϤ౨॓Щ‫ݮ‬ԧ冲ϫϮеϮӚϤ౨॓ϦࠐϢӎঁ冲

Ϯ੹Ϣ‫އڮ‬
™ ߿ԎӚϤϲ౨॓ϨϴϨਇ冟ЩЕѡ٨Ϻબࠔ僚
ߠѽ؄‫ם‬

™ ࢣ࢙ிϴϢӚϤ౨॓冟50%уϾԲ‫ם‬՝Ϯզ僚‫ם‬՝ϦѡϨϤ‫ع‬ୄ
߈Ϣࢶ冟Џ‫ڋ‬ምԥэ僙՝ѥ僙ւ߰ю‫ދ‬л僚
™

™ ӚϤ౨॓40%૵఑‫ۚڢے‬Ϯզ僚ϤϲϯЦӅϢ‫ۚڢ‬ю‫ޥ‬ԑЅЃ‫ٴ‬
Expressive Chinese

૊թӅϯϢҚӀ僚
™ ӚϤ౨॓дխϺ冟ԫГԸϯѐϫϢӚϤ౨॓ϤறЃ‫ݏڞ‬6ϲ‫ב‬ϢС
Ӣ僚

30
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Эಔ՝
ࡾւ‫އ‬ ႏց‫އ‬ ൤ۚ ಔՒ ࢊӛ
1 ћત chéngshú adj mature

ˆ ෳխ ෲխ ZŧQ]KzQJ adj poised

2 ѐӃ яӃ GXuIöQJ n the other side, the other party

3 ԫ੧ \ƮQV n factor

4 ࠐ૜ ࢆ૞ ]KɨQ TXq adj accurate

5 ӎঁ ӌ় MƮQJOu n/v experience; to experience

6 Ϯ੹ \ȂXT adj interesting, Ϯӝ‫ܬ‬

7 બࠔ બࡘ PLõR ]KȆQJ m VHFRQG RIWLPH

8 уϾ \ƬVKjQJ PRUHWKDQ HJ«уϾ

9 ‫ם‬՝ ZjLELõR n DSSHDUDQFH RIDSHUVRQ

10 Ϯզ ‫ ۯ‬Ϯե ହ \ȂXJXöQ [L vo EHUHODWHGWREHUHOHYDQW

11 ՝ѥ ELõRTtQJ n IDFLDOH[SUHVVLRQ

ˆ ւ߰ ց߲ WƬWjL n SRVWXUHWKHZD\RQHFDUULHVRQH·VERG\
HJւ߰‫ޥ‬ERG\ODQJXDJH

12 ‫ދ‬л ‫ދ‬й FKXöQ]KXy n RXWÀWZHDULQJ

ˆ ‫ޥ‬ԑ ަԍ \ɨTu n tone, manner of speaking

13 ‫ݏڞ‬ ‫ݎڞ‬ FKt[ v WRODVWWRFRQWLQXH

14 ֫‫ݥ‬ ֥‫ݥ‬ IũQJJp n VW\OH

әՃࢤ
15 ߴ෮ ߴ෰ ]KŧQJTt adj neat

16 Փޮ ]KqQJVKu adj IRUPDO

17 Ҷ‫ࢨے‬ n
™

JöRJũQ[Lp KLJKKHHOV

‫ߍݬ‬ ‫ߋݬ‬
Ըϯ֓ѻϢϣ

18 NqK n FOLHQW

ˆ ‫ދ‬༎ ‫ދ‬༎ FKXöQGjL IE OLWWRGUHVVQHDWO\KHUHLWPHDQVWRGUHVV

ߴ෮ ߴ෰ ]KŧQJTt SUHVHQWDEO\EDVHGRQRFFDVLRQ

19 ԁୱ ӿ୳ ]KõQJEqL n WKHROGHUJHQHUDWLRQROGIRONV

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2. ‫ݥ֫۽ދ‬
A. Complete the sentences with your own ideas.

1) ϣ‫ح‬СӲԔϬ ֵ‫ص۽‬冟Ϭ 
ֵࢨ冟ԫГ 
2) ϣӲԔ‫ދ‬ 
3) ϣգ϶Ϧ‫ދ‬ 冟ԫГ 
4) ϣ‫ދ‬ ֢Ϣ‫ص۽‬дϴЉ僚
5) ϣϢ‫ݥ֫۽ދ‬Ϩ 冟ԫГ
僚
B. Work in small groups and discuss how you answered the previous exercise. Compare your ideas and
ask follow-up questions for more information.

1)

2)

3)

C. Working in pairs, describe the style of dress in the following pictures. Then, talk about the first im-
pressions you get from each person. Why do you feel this way? Use the reference list to help you.
ߠѽ؄‫ם‬
™
Expressive Chinese

32
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Reference List of Adjectives for Describing a Person

ࢊӛ ࡾւ‫އ‬ ႏց‫އ‬ ൤ۚ
ERULQJ ҁॕ ѿॕ Z~OLiR

FKLOGLVKLPPDWXUH ༽ᘏ \zX]Ku

FDVXDO LPSOLHVOHLVXUH থୖ থ୚ [Lɫ[LiQ

FDVXDO LPSOLHVWKDWRQH ‫ݛ܍‬ ܏‫ݛ‬ VXtELjQ

GRHVDVRQHSOHDVHV

HOHJDQWJUDFHIXO ࠈஹ ࠇஹ \ȆX\õ

extroverted ‫بם‬ ZjL[LjQJ

IDVKLRQDEOHVW\OLVK С᳿ Р᳿ VKtPiR

LPSXOVLYH ૣҟ ஠Ҝ FKȆQJGzQJ

introverted ؄‫ب‬ QqL[LjQJ

serious ౕᛒ ౔ᛑ \iQV

XQIDVKLRQDEOHQRW ৠԑ ৠԍ WɨTL
VW\OLVK OLWUXVWLF

әՃࢤ
™
Ըϯ֓ѻϢϣ

33
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3. Ͽщ֗ЙЦ"
ҌϹ‫҄ދ‬Й冲

  ҌϹϨљҔӚϤϹ冟ϣఓ঺౹ҫࣄ
‫ع‬僚‫҄ދ‬Й‫ص۽‬аϾࢤϴ‫׳‬冲ϣϦϬઘ‫۽‬
‫ص‬СϦС᳿冟ۧۘϨϦϨԇ৶冟Պ‫ދ‬лϤ
ԎϺࠅ੊ߴ෮僚ϸ‫ޯދ‬ഢಘю7≞ྐྵѓ冟
ఓટ‫ص‬冟ҫিИϣ‫۩ڂ‬Ց‫ٹ‬僚

  ϼҨа࣏‫ֶ࢈ݙ‬冟ৣϩӐ֮ѹܿу
‫ם‬冟ϣЯϩ‫ڇ‬ϽϩϦӳ‫ܭ‬൓Ϣ֫ᄔ‫ޘ‬૗僚
ϣаϢєϹϨտ൓ϤϲխϺϢ‫څ‬ल‫܂‬ѝ冟
իҗҿׄЅ‫ދ‬Ͼϩୄ߈Ϣ‫ܭ‬൓‫ާߟٿص‬୮
ఽ϶ઋळ冟џѹѬ冔‫ܭ‬൓֫Ҙ೥ϩ冔ϣЉ
ϽไٍϢ࢈ֶू࡞ѻ冟ֶ‫ݬ‬Щу‫ދ‬Ͼտ൓
‫ࠫٿص‬ண߆‫٭‬冟ϣϺϦϺаքϤք‫׳‬冲

  ਥҖՂࠎе஄Ԏ‫ދ‬лϤԎϺՓޮ冟Щ
ϣϤறЯϨ‫ٿق୹ދ‬юҶ‫ࢨے‬Ͼ‫܇‬僚ಠ֢
ϺЙϨ‫֢ޢ‬冟ϺЙϨۜઅ֢僚ҽϹ‫ߍݬے‬
ߠѽ؄‫ם‬

ӯ݀҃冟ϣ‫؃ޠ‬Е҅‫ࡠߍݬ‬ЖϤϲћતෳ
խϢ౨॓僚
™

  ּпҌϹӚϤҨִҗկҭ϶щѻҏ
Expressive Chinese

‫ݞ‬僚‫ދ‬༎ߴ෮ϨѐѐӃϢාխ冟ү੕Џґ
ϮԁୱϢҥп僚ϤϿ։ϣϸаׂ‫ֵڑ‬ϴϩ
БૡϢӞһደ࠼冟ԽϾ҅ѫФҝѷϴҏ
Ϣ僚
34
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Work in small groups to discuss the following questions:

1) ҌϹϨљҔϢӚϤϹ冟ϫЃ‫҄ދ‬ЙаϾࢤ冲Г҄Й冲
2)  ϫФцщ冟ϯФ҄ЙСԴЃ‫ځދ‬ԸϢ‫٭ࠫٿص‬冲ϫ‫׳‬冲‫ݺݺ‬ϫϢӎ
Ϭ
ঁ僚
3) Ϭ‫ק‬ӸЋ冟ϫЃϦЃѐ‫ދ‬лՓޮϢϯ౨॓ґϴ冲Г҄Й冲
4) ӚϤҨՁիկҭۧҗկҭϢщϯϢСԴ冟ϫЃ‫҄ދ‬ЙҥϢ‫ص۽‬冲Г҄
Й冲
5) ұһϫϢ‫ج‬пӚϤҨִիկҭۧۘҗկҭ϶щѻ冟ϫӀИѫۧՠ‫҄ދ‬
ЙҥϢ‫ص۽‬խϺԧ冲

ಔᄱԪ‫݆ޗ‬  Word Usage Enhancer

Modifying Verb with “Adjective/Psychological Verb + ы”

In Chinese, the “adjective/psychological verb + ы GH ” structure is used as an adverbial phrase. This
usage is very similar to the suffix –ly in English. In a sentence, this structure is placed before the verb.

1. S + adj/pv + ы + VP

1.1 ՠՓࡶࡶыӖЬ϶僚
She is walking over slowly.

1.2 ՠЭԑыЉлϣ僚
She watches me angrily.

1.3 ‫ߴص۽‬෮ы౩Ϭ‫۽‬ᅊѻ僚
The clothes hang neatly in the closet.

1.4 ѫ೗ԓыҵઔϩϣϢ֜‫׭‬僚 әՃࢤ

He answered my questions honestly.
™
Ըϯ֓ѻϢϣ

35
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 Ճ僙४‫ޅ‬ЕӇ‫܈ۅ‬ৡঔӱք‫׼‬
Эಔ՝  Pre-reading Vocabulary

ࡾւ ႏց ൤ۚ ಔՒ ࢊӛ
1 ৡঔ ৡখ VKqWXiQ n VWXGHQWFOXE XVHGZ֊a  VKRUWIRUP
ৡ冟HJӅ੡ৡ冟ӛҔৡ
ˆ ֮Ԕৄ ֮Ԗৄ VKzXKXöQ\tQJ adj VEVWKLV SRSXODU

2 Ԫ֊ MLöU v WRMRLQ FOXEJURXSWHDPHWF  HJԪ

֊ৡঔ冟Ԫ֊Ҕ‫ޘ‬вੑ冟Ԫ
֊ϣФՂࠎ
ˆ ‫ܽג‬ ‫ܪג‬ KõLEjR n Á\HUSRVWHU P‫ع‬

3 ୾ ]KöR v WRHQUROOWRUHFUXLWWRHQOLVW HJ୾

ϯ冟୾БЭ
ˆ Ҕԁ Ғӿ [Xp]KõQJ n XSSHUFODVVPDQ P‫׵‬农 VLPLODU
H[SUHVVLRQVҔߢ冟Ҕ୦冟Ҕ
ࢱ
ˆ ҔЭЃ ҒЭЁ [XpVKũQJKXu n VWXGHQWJRYHUQPHQWVWXGHQWFRXQFLO

ˆ ࠶ҭ [LjR\ȂX n DOXPQL

ˆ Ӆ੡ ӆ੠ KXjM n VWDJHSOD\

4 ࢿч \õQFKɫ n/v performance, show; to perform

ˆ ӏ၀ ]Kɨ[t n FKDLUPDQSUHVLGHQW RIVWXGHQWFRXQ-

FLO
ߠѽ؄‫ם‬

ˆ ৡԁ ৡӿ VKq]KõQJ n FOXEOHDGHU

5 Ӻл Ӻй VKXu]KiR vc WRIDOODVOHHS SRVLWLYHDQGQHJDWLYH

IRUPVӺлϩеӺл冟ӺИ
™

лӺϦл
Expressive Chinese

6 у‫ݐ‬Ӯ у‫ݐ‬ӣ \Ƭ]Ku\~ conj VRPXFKVRVRDVWRVR«WKDW«

7 Ѓ૧ਿ Ё૦ਿ huìyìshì n conference room, meeting room

Pϲ冟Ӣ

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8 ӝ‫ם‬ yìwaì adj/n XQH[SHFWHGDFFLGHQWDODFFLGHQW

HJӝ‫ם‬ϢϨ冟ҚϽӝ‫ם‬冟
эЭӝ‫ ם‬
ˆ ֓೅ ֓ೇ \õQMuQJ n H\HJODVVHV Pඏ

9 ӯ‫צ‬ GõOLDQJ v WRORRNXSDQGGRZQWRPHDVXUHVE

with the eye, to check someone out

10 ᑥ ᐽ ]KzX v WRZULQNOHXSWRFUHDVH

11 ᑥᎫԥ ᐽᎫԡ ]KzXPpLWyX vo OLWZULQNOHRQH·VEURZVNQLWRQH·V

EURZV
ˆ ๤ࢨ WXȆ[Lp n VOLSSHUV P‫ا‬冟ѡ

ˆ ᑥযয ᐽযয ]KzXEöEö adj ZULQNOHGUXPSOHG

12 ٚᆨ ٚᆧ [uQJNXƮ adv IRUWXQDWHO\OXFNLO\

ˆ ֝‫ص‬ [ƮI~ n VXLW Pֱ, ࢧ  OLWZHVWHUQVW\OH

FORWKHV
ˆ ‫ִ׸‬ ‫ֳ׷‬ OƬQJGjL n QHFNWLH P؉  XVHGZӯ~冟‫ۯ‬a

13 һҖ JXȂUiQ adv/ as expected

conj

14 ‫ݧ‬ऌ ‫ࣖݧ‬ PELöR n WDUJHWJRDOREMHFWLYH

15 ೗ԓ ೙Ԑ FKpQJVKt adj honest

16 ԓӅԓЦ ԐӆԐШ VKtKXjVKtVKXȆ IE WRWHOOWKHWUXWKWREHKRQHVW

17 ปิ ฝิ \ƬQVƮ n privacy

18 ᅼј \~NXjL adj GHOLJKWIXOSOHDVDQWPHUU\

FRPPRQH[SUHVVLRQV‫ڎ‬எᅼ
ј冟ࡉ‫ؗ‬ᅼј

әՃࢤ
19 ဦ֏ ဦ֎ \öRTƬQJ v/n to invite; invitation

20 Ⴔ࢟ Ⴔ࢚ MMXp v WRUHIXVHWRWXUQGRZQWRGHFOLQH

™

21 ఎ‫ۻ‬Х ఐ‫ۻ‬Х ]pUqQ[ƮQ n VHQVHRIUHVSRQVLELOLW\

XVHGZϮ~冟еϮ~冟~‫ ر‬
Ըϯ֓ѻϢϣ

22 ़ [ƬQJ vi WRZDNHXSWREHDZDNH HJӺ़

ϩ冟Яе़冟़Ϥ़

37
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23 ‫ैڊ‬ ‫ॣڊ‬ EõR]KqQJ v WRDVVXUHWRJXDUDQWHH HJ‫ب‬VE‫ڊ‬

ै
24 Ւ‫ݥ‬ xìnggé n SHUVRQDOLW\

25 ӮϨ ӣϨ yúshì conj KHQFHFRQVHTXHQWO\

26 ‫؁‬ఴ ‫؀‬ఴ MLpVK v WRÀQLVKWRWHUPLQDWHWREHRYHU

27 ‫ۻ‬Ւ UqQ[uQJ adj ZLOOIXOXQUXO\

28 ௺‫׬‬ SɨWȆQJ adj RUGLQDU\QRUPDO

29 ‫ځ‬ӝ Wq\u adv SXUSRVHO\VSHFLDOO\

ˆ ধՃ۪  I·qUGjL n WKHFKLOGUHQRIULFKSHRSOH OLWULFK

VHFRQGJHQHUDWLRQ

30 दੇ౨॓ NqEõQ n VWHUHRW\SH OLWLQÁH[LEOHLPSUHVVLRQ 

\uQ[LjQJ

31 ೔Ѓ ೖЁ ZKXu v/n to misunderstand; misunderstanding

PZϲ冟ռ  XVHGZߘЭa HJ
ϫ೔Ѓՠϩ冟ϣ‫ے‬ՠҮӢ
ߘЭϩ೔Ѓ
32 ߘЭ ߗЭ FKõQVKũQJ v WRSURGXFHWRJHQHUDWH IROORZHGE\
DEVWUDFWQRXQVHJ‫ٴ‬૊冟೔Ѓ
HWF

33 ᄷ‫׬‬ ᄵ‫׬‬ JȆXWȆQJ v/n to communicate; communication

ߠѽ؄‫ם‬
™
Expressive Chinese

38
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Before you read the text:

Discuss the following questions with a partner:

1) ϬϫФҔ࠶冟ۣԻৡঔс֮Ԕৄ冲Г҄Й冲
2) ϫԪ֊ϩۣԻৡঔ冲Ԫ֊ৡঔ٨Ϻӱքԧ冲
3) ѐҔЭ϶Ц冟‫ݳ‬ԪৡঔҠҟϮ҄Йϴ‫ٹ‬冲
4) ЖӱϢϨ҄Й‫ܽג‬冲‫ܽג‬ϾЦϩ҄Й冲

ӛҔৡ ӛҔৡ
ྪБ Ԕৄ
ԜϢԪ֊

੩ߚ࣭ӛҔ
Ҡҟ‫ב‬

ӚϤҨҠҟСӢ冭
‫کב‬

Be an active reader:
For the first read-through:
™ Read without using a dictionary.
™ Underline the parts you don’t understand.
™ Set a timer to track how much time you spent on the first read-through.

әՃࢤ
™ Answer the comprehension questions for the first read-through on page 46.
™
Ըϯ֓ѻϢϣ

39
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ࡾ
ւ ৡঔӱք‫׼‬
ࢤ
ӛ   ੌ‫ב‬冟Ҕ࠶ৡঔҫљ‫୾ي‬ϯϩ僚дЊϿϤБЭЅً݉঺౹冟‫ݙڎ‬Џ
ϨճЋϢϤϲ僚ѫ‫ދ‬лϤԣ‫ښ‬ҟ‫ص‬冟ࣈлϤϲ‫ڋܐ‬冟ԥэࢂࢂϢ冟ࢶϾ
ִлՏ冟‫ے‬ԘϲկҭϤнၾϬৡঔϢ‫ܽג‬ӼϿ‫ڢ‬਱‫ܦ‬л僚գѫϢ֓ಲѻ
ЩуЉϽϤԻ‫ܹؗ‬冟ЯϮϤѷࣄ‫ع‬僚
  ‫ݙڎ‬ҶЋС‫׈‬ऎлҔ‫ޘ‬冟ϾϿҔуѭд‫ܹؗ‬Ԫ֊ৡঔ冟ԆуҌϹ
։։ыϸܽϩԇ僚ԯСϮϤ‫׵‬Ҕԁдֿѥы҅ѫถᄸ冭僧ϺϦϺаҔЭ
Ѓ冲аєּЃϮдЊҹЃ‫ے‬Ҕ࠶‫׸‬঒僙࠶ҭӯ݀҃僚ұһЇҝѷЍѰҚ
঺੹ϢҠҟ冟Щуࡥ๳а४‫ܐ‬вੑ僙ኍ‫࣎ޟ‬僚ࣺ‫ם‬冟Ӆ੡ৡЏ૰ϴϢ冟
ϮҹЃ‫ݳ‬Ԫࢿч冟ЯЕᆂཱྀ՝޶ЕӇ僚僨сѭ冟‫ؼݙڎ‬थϩҔЭЃюӅ
੡ৡ冟Ҕԁ߫ѫ՞‫ڴ‬ϩӚՃϹ‫ے‬ҔЭЃӏ၀юӅ੡ৡৡԁӱք僚
  ‫ݙڎ‬дљХ僚ԽϾѫ൑ϬॢϾЯϬЇ冟ұһҴϲӱքЅдਛ‫ݢ‬冟Ͻ
߁Ԫ֊ۣϤϲ‫׳‬僤僤‫ۀ۝ݙڎ‬ӄӺл冟у‫ݐ‬ӮӚՃϹнԽϩ僚ѫ‫ࣄۍ‬
࠵ϩϤԗࢶ冟ϸаՁҔЭЃӏ၀ϩ僚
  ѫФ৖Ϭϩ‫ܐנ‬ൕϢЃ૧ਿՁ
ӱ僚‫ݙڎ‬дЍҼыᔋљϩЃ૧ਿϢ
֡僚ӝ‫ם‬ϢϨ冟ҔЭЃӏ၀‫؜‬ϦϨд
ֿѥ冟ѡϨՅϩϤЖ֓೅冟ԗѫգԥ
ߠѽ؄‫ם‬

Ͻ৙ӯ‫צ‬ϩϤમ僚ѭ϶ѫФࡾٔыॕ
ϩԘ‫ڒ‬冟ੑԁϸѱѫҵаӓ‫ױݰ‬ϩ僚
‫ݙڎ‬ЉϽҔЭЃӏ၀ᑥлᎫԥ冟ඹИ
™

Ϧ‫۔‬ЊЦ҄Й冟ҵઔϩϤ‫ڢ‬僧ϴ僨ϸӖ
Expressive Chinese

ϩ僚
  ч϶уѭ冟‫ݙڎ‬ϮѷּಽХ僚Г҄ЙӀИҔЭЃӏ၀ϦҘҶ঺‫׳‬冲
ࢗҖ冟ѫЉϽϩЍѰϢ৙僚்ࡻ冔։ϾҘлౢ冟‫ދ‬л๤ࢨϸч֡ϩ僚֗
ЙಘпЏϮѷཙ冲7≞ЯᑥযযϢ冲‫ݙڎ‬ϴ֌ӕտϩ҄Й冭僧‫϶ה‬ϨԫГ
40
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ϼϲѬ冔ϣ‫ދ‬ИҘ‫ݛ܍‬ϩ僚ҔЭЃӏ၀Щ‫ދ‬лտჍྐྵ‫׳‬冔ٚᆨЯϮС
Ӣ冟ϣЩуаࡓϤԣՓޮϢ‫ص۽‬冟ϺϦҖӅ੡ৡৡԁЏЃϦҶ঺Ϣ冔僨
  єϹЖ‫ݫ‬冟‫ދݙڎ‬лЍѰсଦϢ
֝‫ص‬僙ӯл‫ִ׸‬аՁӅ੡ৡৡԁϩ僚
һҖѫՕҔЭЃӏ၀ֿѥЊϩ冟‫ے‬
‫ݙڎ‬ॕϩҶЋϢЭҠ僙ϿҔϢ‫ݧ‬ऌ冟
Я֜ϩϤЖ‫ݙڎ‬౭੥ҝ҄Й‫ק‬Ӹ僚ਥ
ҖҶЋе҄Й‫ݳ‬ԪৡঔϢӎࣸ僙ϿҔ
Ϣ‫ݧ‬ऌЏЯеЇ‫פ‬ഘ冟Պ‫ݙڎ‬ӀИ೗
ԓϤѷ‫׈‬ϨϴϢ冟ϸЅԓӅԓЦϩ僚Պ‫ݙڎ‬ӀИщึࣈूϨϤϲϯϢป
ิ冟ϸ‫ݛ܍‬ҵઔϩԘ‫ڒ‬冟еϮЦҘЊ僚
  ѫФॕИдᅼј冟сѭӅ੡ৡৡԁЯဦ֏‫ݙڎ‬ϤнҏԽ‫ݞ‬僚ਥҖ‫ڎ‬
‫ݙ‬Ⴔ࢟ϩৡԁϢဦ֏冟ՊѫӀИԪ֊Ӆ੡ৡ૰Ϯ‫؃ޠ‬Ϣ僚
  ЩϤӒϷϧѼϹ冟‫ݙڎ‬գ‫ܹؗ‬ӓϽϩَ‫؃‬冟ЏеӓϽѫФϢ‫ݰ‬
‫ױ‬僚Ͻ߁Ϩۣѻчϩ֜‫׳׭‬冲ѫЇ϶Їа冟сѭа‫م‬ϩܽԇС‫ܢ‬ऑϢҔ
ԁ僚
  сљ‫ي‬Ҕԁ҄ЙЏеЦ冟‫֜ݙڎ‬ϩϴԘҨ冟ѫӄЦϩԓӅ僚
  僧ҔЭЃӏ၀Ї୾Ϥϲ߰‫ט‬ϴ僙Ϯఎ‫ۻ‬ХϢੑٙ冟Џً݉խٞϼҨ
ӱք冟ԆуєϹ։։ϸϬЃ૧ਿѻӓϫϩ僚օҩ҃ϫ৐ѷ༞Ͻ冟ЯϤࢶ
еӺ़Ϣҥп冟‫ދ‬༎ЏϦߴ෮僚ճԓϼϤѷϣФЯЕՇ‫ڇ‬冟ϫ๬ਸϨϿ

әՃࢤ
ϤБЭеӎࣸ僚Щ֜‫׭‬ϨϫܰϲՓޮϢЍϣถᄸЅеҝ僚ԸϯЅЃ‫ैڊ‬
уѭϤԎ৩Ӈ‫ק‬Ӹ҄ЙϢ冟Щϫ҄ЙЅеЦϸӖϩ僚ԆуҔЭЃӏ၀Ӏ
Иϫ߰‫ט‬Ϧ࠴ϴ冟ϸеӷࣤ‫ۯ‬ϫ僚僨
™

  ‫ࣄۍݙڎ‬Ц冭僧ϦϨѫЇϢєҥ冟ϣЩу‫ے‬ѫ‫ڇ‬ධ僚僨ѫЇϩЇҫ
Ըϯ֓ѻϢϣ

֜冟僧ЩϨЖ‫ݫ‬ϣ‫ދ‬ϩ֝‫ص‬Ѭ冔Ӆ੡ৡৡԁϢ֜‫׭‬ϣЅϴϴҵઔϩ冟ѫ
ФГ҄ЙЏеϺϣ冲僨

41
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  ҔԁЦ冭僧ϸϨԫГϫҘౕᛒ冟Ӆ੡ৡӄϦϺϫѬ冔ѫФЇ‫م‬Ϥϲ
ӲԔ՝ࢿ僙Ւ‫ݥ‬љᅧϢϯ僚ϫӀИϫ҅ৡԁϢ౨॓ϨϼҥϢԧ冲僨
  ‫ݙڎ‬ЯϨϦӕտ冭僧ЩϨৡԁЯЦϺ‫ے‬ϣҏ‫׳ݞ‬冔僨
  ӮϨ冟Ҕԁ‫أ‬л‫ڇ‬ධЦ冭僧Ӆ੡ৡৡԁө϶Їҏ‫ݞ‬ϢСԴӷЊϩ‫ڇ‬
ϫϤѷ冟‫؁‬һӉϫႴ࢟ϩ僚ܰϤнҏϲ‫ݞ‬ЅϦઔ‫؟‬冟ѫдಽХϫϦϴՑ
‫ٹ‬僚ӱք‫؁‬ఴуѭѫЯ֜ϣ冟‫ݙڎ‬ϨϦϨщึ؉ֱ‫ځ‬Ըϴ冟ԆуϮѷ‫ۻ‬
ՒѬ冲僨
  ‫ݙڎ‬թϩуѭ冟џϢϦҩ҃‫؟‬٥Ц҄Йϩ冭僧ϣФщϸϨϲ௺‫׬‬щ
ึѬ冔僨
  ҔԁЏϦҩ҃٥Ц҄Йϩ冭僧єϫЯ‫ދ‬єЙଦϢ֝‫ص‬僚ৡԁ‫ځ‬ӝ֜
ϩϤЖϫ౭੥Ϣ‫ק‬Ӹ冟ϫЏеϴϴҵઔ僚ѫЯуГϫϨϲধՃ۪‫׳‬冔ϫ
ҩ҃Ϣ冟ϮԻϯѐধՃ۪Ϣदੇ౨॓Ϩً݉‫ۻ‬Ւ僙ϦϴՑ‫ٹ‬僚ໞ冟ҵԥ
ϣӷ߫ϫ‫ڇ‬ධϤЖѓ冔僨
  єϹԽϾ冟‫ݙڎ‬ҫӺϦлϩ僚ѫϤ‫ل‬ϬЇ冭ԸϯЏЃ‫ے‬ϣϤҥӉϯ
೔Ѓԧ冲೔ЃϽ߁Ϩ֗ЙߘЭϢ‫׳‬冲уѭ‫؟‬٥֗Й‫ے‬ϯᄷ‫׬‬冟ӄЕৈׄ
೔Ѓ‫׳‬冲
ߠѽ؄‫ם‬
™
Expressive Chinese

42
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ႎ
ৡকӰփ‫׽‬ ր
ࢥ
  ੌ‫ב‬冟Ғ࠶ৡখҫі‫୾ي‬ϯϩ僚дЊϿϤБЭЅً݉ষ౸冟‫ݙڎ‬ЏϨճ ӛ
ЋϢϤϰ僚ѫ‫ދ‬йϤԣ‫ژ‬Ҝ‫ص‬冟ࣈйϤϰ‫ڋ܊‬冟ԡ਩ࢂࢂϢ冟ࢸϾֳйՏ冟
‫ے‬ԚϰկҭϤнႀϬৡখϢ‫ܪג‬ӼϿ‫ڠ‬ਲ‫ܨ‬й僚աѫϢ֓ಲ情ЩуЉϽϤԻ
‫ܹؗ‬冟ЮϮϤѵࣃ‫ظ‬僚
  ‫ݙڎ‬ҶЋР‫׆‬ऎйҒ‫ݷ‬冟ϾϿҒуѯд‫ܹؗ‬Ԫ֊ৡখ冟ԆуҌϹ։։ы
ϸ‫ܪ‬ϩԇ僚ԶРϮϤ‫׵‬Ғӿд‫־‬ѥы҆ѫถᄹ冭僧ϺϦϺаҒЭЁ冲аєЁϮ
дЊҸЁ‫ے‬Ғ࠶‫׷‬঑僙࠶ҭӯ݀҃僚ұһЇҝѵЍѰҚষ੹ϢҠҜ冟Щуࡥ
๵а६‫܊‬в੉僙ኌ‫࣍ޟ‬僚ࣺ‫ם‬冟ӆ੠ৡЏ૰ϴϢ冟ϮҸЁ‫ݱ‬Ԫࢿч冟ЮЕᆄ
ᚥ՝޴ЕӇ僚僨сѯ冟‫ػݙڎ‬तϩҒЭЁюӆ੠ৡ冟Ғӿߩѫ՞‫ڴ‬ϩӚՃϹ‫ے‬
ҒЭЁӏ၀юӆ੠ৡৡӿӱփ僚
  ‫ݙڎ‬діХ僚ԽϾѫ൑ϬॢϾЮϬЇ冟ұһҲϰӱփЅдਚ‫ݢ‬冟Ͻ߁Ԫ
֊ۣϤϰ‫׳‬僤僤‫ۀ۝ݙڎ‬ӄӺй冟у‫ݐ‬ӣ ӚՃϹнԽϩ僚ѫ‫࠵ࣃی‬ϩϤԗ
ࢸ冟ϸаԿҒЭЁӏ၀ϩ僚
  ѫУৗϬϩ‫܊ן‬ൗϢЁ૦ਿԿӱ僚
‫ݙڎ‬дЍҼыᔋіϩЁ૦ਿϢ֟僚ӝ‫ם‬
ϢϨ冟ҒЭЁӏ၀ॉϦϨд‫־‬ѥ冟ѡϨ
ՅϩϤЖ֓ೇ冟ԗѫաԡϽ৕ӯ‫צ‬ϩϤ
મ僚ѯϵѫУࡽٖыॕϩԚ‫ڒ‬冟੉ӿϸ
ѳѫҵаӓ‫ױݰ‬ϩ僚‫ݙڎ‬ЉϽҒЭЁӏ
၀ᐽйᎫԡ冟භИϦ‫۔‬ЊШ҄Л冟ҵઔ әՃࢤ

ϩϤ‫ڠ‬僧ϴ僨ϸӖϩ僚
™

  чϵуѯ冟‫ݙڎ‬Ϯѵַ಻Х僚В҄ЛӂИҒЭЁӏ၀ϦҘҶষ‫׳‬冲ࢗ
Ըϯ֓ѻϢϣ

Җ冟ѫЉϽϩЍѰϢ৕僚்ࡻ冔։ϾҘйౢ冟‫ދ‬й๤ࢨϸч֟ϩ僚֗Лಗп
ЏϮѵᐛ冲7≞ЮᐽযযϢ冲‫ݙڎ‬ϴ֌ӕտϩ҄Л冭僧‫ה‬ϵϨԫВϻϰѬ冔

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ϣ‫ދ‬ИҘ܏‫ݛ‬ϩ僚ҒЭЁӏ၀Щ‫ދ‬йտ჌ྐྵ‫׳‬冔 ٚᆧ ЮϮРӠ冟ϣЩуа

ࡕϤԣՓޮϢ‫ص۽‬冟ϺϦҖӆ੠ৡৡӿЏЁϦҶষϢ冔僨
  єϹЖ‫ݫ‬冟‫ދݙڎ‬йЍѰсନϢ֝
‫ص‬僙ӯй‫ֳ׷‬аԿӆ੠ৡৡӿϩ僚һҖ
ѫՕҒЭЁӏ၀‫־‬ѥЊϩ冟‫ݙڎے‬ॕϩ
ҶЋϢЭҠ僙ϿҒϢ‫ࣖݧ‬冟Ю֛ϩϤЖ
‫ݙڎ‬౭੥ҝ҄Л‫ק‬Ӹ僚ਧҖҶЋз҄Л
‫ݱ‬ԪৡখϢӌࣷ僙ϿҒϢ‫ࣖݧ‬ЏЮзЇ
‫פ‬ഘ冟Պ‫ݙڎ‬ӂИ೙ԐϤѵ‫׆‬ϨϴϢ冟ϸЅԐӆԐШϩ僚Պ‫ݙڎ‬ӂИщึࣈ
ूϨϤϰϯϢฝิ冟ϸ܏‫ݛ‬ҵઔϩԚ‫ڒ‬冟зϮШҘЊ僚
  ѫУॕИдᅼј冟сѯӆ੠ৡৡӿЮဦ֎‫ݙڎ‬ϤнҏԽ‫ݗ‬僚ਧҖ‫ݙڎ‬Ⴔ
࢚ϩৡӿϢဦ֎冟ՊѫӂИԪ֊ӆ੠ৡ૰Ϯ‫؃ޠ‬Ϣ僚
  ЩϤӓϸϨѼϹ冟‫ݙڎ‬ա‫ܹؗ‬ӓϽϩَ‫؃‬冟ЏзӓϽѫУϢ‫ױݰ‬僚Ͻ߁
Ϩۣ情чϩ֛‫׳ׯ‬冲ѫЇϵЇа冟сѯа‫م‬ϩ‫ܪ‬ԇР‫ܗ‬ऐϢҒӿ僚
  сі‫ي‬Ғӿ҄ЛЏзШ冟‫֛ݙڎ‬ϩϴԚҨ冟ѫӄШϩԐӆ僚
  僧ҒЭЁӏ၀Ї୾Ϥϰ߲‫ט‬ϴ僙Ϯఐ‫ۻ‬ХϢ੉٘冟Џً݉խٜϻҨӱփ冟
ԆуєϹ։։ϸϬЁ૦ਿ情ӓϫϩ僚ևҩ҃ϫ৐ѵ༝Ͻ冟ЮϤࢸзӺ़ϢҦ
п冟‫ދ‬༎ЏϦߴ෰僚ճԐϻϤѵϣУЮЕՇ‫ڇ‬冟ϫ๫ਸϨϿϤБЭзӌࣷ僚
Щ֛‫ׯ‬Ϩϫ‫ܯ‬ϰՓޮϢЍϣถᄹЅзҝ僚ԹϯЅЁ‫ॣڊ‬уѯϤԎ৩Ӈ‫ק‬Ӹ҄
ߠѽ؄‫ם‬

ЛϢ冟Щϫ҄ЛЅзШϸӖϩ僚ԆуҒЭЁӏ၀ӂИϫ߲‫ט‬Ϧ࠲ϴ冟ϸзӷ
ࣦฒϫ僚僨
  ‫ࣃیݙڎ‬Ш冭僧ϦϨѫЇϢєҦ冟ϣЩу‫ے‬ѫ‫ڇ‬ණ僚僨ѫЇϩЇҫ֛冟僧Щ
™

ϨЖ‫ݫ‬ϣ‫ދ‬ϩ֝‫ص‬Ѭ冔ӆ੠ৡৡӿϢ֛‫ׯ‬ϣЅϴϴҵઔϩ冟ѫУВ҄ЛЏз
Expressive Chinese

Ϻϣ冲僨
  ҒӿШ冭僧ϸϨԫВϫҘ౔ᛑ冟ӆ੠ৡӄϦϺϫѬ冔ѫУЇ‫م‬ϤϰӲԖ՝
ࢿ僙Ւ‫ݥ‬іᅧϢϯ僚ϫӂИϫ҆ৡӿϢ౨॓ϨϻҦϢԩ冲
  ‫ݙڎ‬ЮϨϦӕտ冭僧ЩϨৡӿЮШϺ‫ے‬ϣҏ‫׳ݗ‬冔僨
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  ӣϨ冟Ғӿ‫أ‬й‫ڇ‬ණШ冭僧ӆ੠ৡৡӿөϵЇҏ‫ݗ‬ϢРԴӷЊϩ‫ڇ‬ϫϤ
ѵ冟‫؀‬һӉϫႴ࢚ϩ僚‫ܯ‬Ϥнҏϰ‫ݗ‬ЅϦઔ‫؞‬冟ѫд಻ХϫϦϴՑ‫ٷ‬僚ӱփ
‫؀‬ఴуѯѫЮ֛ϣ冟‫ݙڎ‬ϨϦϨщึ؇ֱ‫ځ‬Թϴ冟ԆуϮѵ‫ۻ‬ՒѬ冲僨
  ‫ݙڎ‬ըϩуѯџϢϦҩ҃‫؞‬٦Ш҄Лϩ冭僧ϣУщϸϨϰ௺‫׬‬щึѬ冔僨
  ҒӿЏϦҩ҃٦Ш҄Лϩ冭僧єϫЮ‫ދ‬єЛନϢ֝‫ص‬僚ৡӿ‫ځ‬ӝ֛ϩϤЖ
ϫ౭੥Ϣ‫ק‬Ӹ冟ϫЏзϴϴҵઔ僚ѫϸЮуВϫϨϰধՃ۪‫׳‬冔ϫҩ҃Ϣ冟
ϮԻϯяধՃ۪Ϣदੇ౨॓Ϩً݉‫ۻ‬Ւ僙ϦϴՑ‫ٷ‬僚ໞ冟ҵԡϣӷߩϫ‫ڇ‬ණ
ϤЖѓ冔僨
  єϹԽϾ冟‫ݙڎ‬ҫӺϦйϩ僚ѫϤ‫ل‬ϬЇ冭ԹϯЏЁ‫ے‬ϣϤҦӉϯೖЁ
ԩ冲ೖЁϽ߁Ϩ֗ЛߗЭϢ‫׳‬冲уѯ‫؞‬٦֗Л‫ے‬ϯᄵ‫׬‬冟ӄЕ৊ׄೖЁ‫׳‬冲

әՃࢤ
™
Ըϯ֓ѻϢϣ

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Ⴏ४็౏(Yuèdú Cèluè) Reading Strategies

1. ӚϤҨႯ४ First Read-Through

A. Please write down the amount of time you spent on your first read-through: ______ о______ બ
B. How much of the text did you understand on your first read-through?

1 2 3 4 5

very little completely

20% 100%

C. Check the statement or statements that best express the main idea of the text.
BBBBBBBB a. ‫ם‬՝ю‫ދ‬л‫ݾݾ‬Ѓ‫ٴ‬૊ԸϯѐϫϢӚϤ౨॓僚

________ b. ϦӳϢϯѐϫϮϦӳϢ౨॓僚

________ c. Ըϯ֓ЋϢϣϦӓӮџԓϢϣ僚

________ d. ϦѣϬӝԸϯѐЍѰϢЉ‫ע‬僚
D. Revisit the parts you underlined. Can you figure them out from the context? You may use a dictionary
if needed. If some parts are still confusing, discuss them with your partner or your instructor, speci-
fying the paragraph and line with the words provided below:

Ӛ______߮  GXjQSDUDJUDSK ; Ӛ_______ӑ KiQJOLQH

2. ӚՃҨႯ४ Second Read-Through

A. Please write down the amount of time you spent on your second read-through: ______ о______ બ
ߠѽ؄‫ם‬

B. How much of the text did you understand on your second read-through?

1 2 3 4 5
™

very little completely

20% 100%
Expressive Chinese

C. Answer the questions that follow.

1) ϾϿҔуѭ冟‫ݙڎ‬Г҄Йд‫ܹؗ‬Ԫ֊ҔЭৡঔ冲

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2) ҔЭЃӏ၀Г҄Йѐ‫ݙڎ‬౨॓д৐冲

3) Ӆ੡ৡৡԁϬӱքуѭѐ‫ݙڎ‬Ϣ౨॓Ϩ҄Й冲

4) Ըϯѐ‫ݙڎ‬Ϣ೔‫ڇ‬Ϩ֗ЙߘЭϢ冲

Ⴏ४Ӄ‫ע‬Շ‫ڇ‬ϯ‫ ؘ‬ Understanding Character

The foundational elements of a narrative are characters, plot, and setting. In this section we will address
ϯ‫ؘ‬ UpQZ , or character.
Some key concepts to consider when describing a person are their ‫ם‬՝ and ՝ѥ (physical
appearance and expressions), ࣈू (background), and ЦӅ and ҝѽ (speech and mannerisms), and
how these relate to their Ւ‫( ݥ‬personality). All of these factors can contribute to how others feel about a
person: ԸϯѐϤϲϯϢ౨॓.

1) In this story, what did you learn about ‫ ?ݙڎ‬Fill out the chart in Chinese with key details from the text.

‫ם‬՝ю՝ѥ ࣈू军щึ冟Оϴ冟
୹‫ق‬

Ըϯѐ‫ݙڎ‬
Ϣ౨॓

әՃࢤ
ЦӅюҝѽ Ւ‫ݥ‬
™
Ըϯ֓ѻϢϣ

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2) Using the information from the chart above, describe the main character by finishing the paragraph
below

‫ݙڎ‬

 僚

ϾϿҔуӼ冟ѫ‫׈‬Ϩ

 僚

ϿҔৡঔ୾БϯϢєϤϹ冟ѫ

 僚

‫ݳ‬ԪҔЭЃӱքϢСԴ冟ѫ

 冟

ϼѱҔЭЃӏ၀ӀИ

 僚

‫ے‬Ӆ੡ৡৡԁՁӱϢСԴ冟

 冟

ϼѱৡԁӀИ
ߠѽ؄‫ם‬

 僚

ԓੵϾ冟‫ݙڎ‬Ϩ
™

 僚
Expressive Chinese

ԸϯЅ೔Ѓѫϩ僚

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‫עޥ‬
1. Clause冟у‫ݐ‬Ӯ + (S) VP clause, so that…/clause, as a result…
This structure is used to introduce cause and effect. The clause refers to an occurrence or incident that
directly leads to a significant outcome. The outcome could be either positive or negative.

1.1 ѥਫ VFHQDULR ‫׈‬ӎՇՓϬдϿ‫ڢ‬ыඝࢍ S叒SLQJVFROG вৃ僚ϼСԴ冟ҿ

ౠӖϩ֖϶僚
ҿౠ冭 ϼϨ֗Йϩ冲‫׈‬ӎՇ冟ԜԸЭԑ冟ϮӅϴϴЦૠ僚

‫׈‬ӎՇ冭 ϣ֗ЙЕϦЭԑ冔вৃ‫ޅ‬Ϣ؏ӳ K叏WRQJFRQWUDFW чϩ֜

‫׭‬冟у‫ݐ‬ӮϣФՂࠎ຅َ V叜QVK叒ORVH ϩ20ߛ冔

1.2 ѥਫϿщЅౢл‫קم‬Ӹ冟ѡϮвѹϦлౢ僚в‫ޜ‬ю‫ךך‬Ϭॕϼֱ
ѽ僚
‫ךך‬冭ј๬‫ق‬ϩ冟вѹ֗ЙϤѷЅϦлౢ‫קم‬ӸѬ冲

в‫ޜ‬冭ՠডөϦѣлౢѬ冔ՠϢಞ௶ИϩϿ١ G反ML双QJDZDUG 冟у‫ݐ‬Ӯ

ϴԘщϿՂࠎЅਖлϺՠ‫׳‬冔

2. ٚᆨ clause 1冟(ϺϦҖ) clause 2 Fortunately, clause 1,otherwise, clause 2.

This expression is used to introduce a fortunate circumstance. Clause 1 refers to a lucky event that has
helped the subject (who may or may not be the speaker) avoid an undesirable situation. Clause 2 presents
the undesirable situation that would have happened if the fortunate occurrence hadn’t taken place, and
it always includes the adverb ϸ, ‘then,’ or the auxiliary verb Ѓ, ‘to be likely’.

әՃࢤ
2.1 ѥਫ‫ם‬ӱϬЖϿ݄冟ѹ‫פ‬дԽӄҵщ僚‫ךך‬дಽХՠ僚
‫ךך‬冭ϫ֗Йӄҵ϶Ѭ冲Ѕ‫י‬Ϥѷϩ冟ϣуГϫчϩ҄Йӝ‫׳ם‬冔
™

ѹ‫פ‬冭݄ҘϿϩ冟ϣ‫ݤ‬ϩִጱ冟҇ҹю‫ڋڜ‬ЏЅеִ僚ٚᆨϣִϩ
Ըϯ֓ѻϢϣ

Ղ݀ੂ冟‫ۍ‬ϾϩсѭϤᏯՂ݀ԋ冟ϺϦҖϸҵϦ϶ϩ冔

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2.2 ѥਫҿৃљԋ϶Ͼ‫܇‬冟ӨϽՂࠎ冟թϽӳѽФϬॕϹ僚
ӳѽ땻ҿৃϫ϶ϩѬ冔ϫҩ҃ԧ冲ϫ‫ح‬СӖϢє؉֣ҌϹཕԋཕИ
дౕխ冔ϴЊϯЅ༞Ͻϩ冔

Ҿৃ땻џϢѬ冲ٚᆨϣҌϹеӖє؉֣冟ϺϦҖϤԎЃ༞Ͻ冔

3. Prerequisite conditions, SһҖVP As sb thought… /Just as sb expected…

Prerequisite conditions, һҖ S VP
һҖ is used to emphasize that a certain result is entirely expected. The result is often presupposed by
the preceding sentence that sets up the conditions. һҖ could be placed before or after the subject.

3.1 ѥਫОӛюౠ‫ر‬Ϭॕࢺ‫ۃ‬юֵࢺϢѽѥ僚
Оӛ땻ϿщЅЦϼϲыӃБࢣϩы୐冟ࢺпЃ‫׊϶׊‬ଦ僚ϣҌϹϤ
Љޭߊ冟ࢺ‫ۃ‬һҖҫ༘ϩдЊ冔

౟‫ذ‬땻ϨѬ冟ٚᆨϣФֵИ։冟ϺϦҖϸֵϦнϩ冔

3.2 ѥਫౠ‫ر‬ϼԘϹХѥЅдϴ冟‫ځ‬ԸϨҌϹ僚
Оӛ땻ϫ֗ЙϼЙҶ঺Ѭ冲Ϯ҄ЙϴѽּѬ冲

౟‫ذ‬땻ϣФҿੇϼԘϹϤ‫ل‬ϬЦϮϴ‫ױݰ‬Ϻߊ৷ϣФ冟ϣಐѫϨϺ
҅ϣФэ١‫ٮ‬僚һҖ冟ҌϹљЃϢСԴѫЦЃ҅ϣФҽϲ
ϯэϤߛङ冔
ߠѽ؄‫ם‬
™
Expressive Chinese

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4. S Ϥ V ϸϨ time duration S keeps doing sth for (a period of time) straight

This structure indicates that the action lasts for a (perceived) long time after it has started. The verb here
should be a durative verb, such as ‫ݹ‬冟‫ޅ‬冟४冟‫׏‬冟etc. ϸϨ is used here to highlight the
long duration the speaker perceives. The actual time duration could vary from case to case, such as ϴ
ԘϲвС冟ѼϹ冟Ϥϲ‫ב‬, etc. However, it must feel like a long time to the speaker.

4.1 ѥਫౠЇюৃկϬॕѫФϢОϴ僚
౟І땻ϫϨϦϨдӲԔӯኍ‫ޟ‬Ѭ冲ϣЉϫًаӯኍ‫ޟ‬冟ϤӯϸϨ
ϤЖ‫ݫ‬僚
ৃծ땻ϨѬ僚ϫӲԔࣳࣳѓ冲ϣЏًًЉϽϫϬࣳࣳ冟ϤࣳϸϨϴ
ԘϲвС僚

4.2 ѥਫвৃϢկҭЦЇ϶ѫщ‫ס‬ϤϲԽϾ冟ՊϨвৃеϮӳӝ僚
б‫ޛ‬땻ϫկҭϸ϶‫ס‬ϤϲԽϾ冟ϦЃҘଐࠠѓ冲Г҄ЙႴ࢟Ѭ冲
вৃ冭ϫϦҩ҃冟ѫҽҨЅЦѡ‫ס‬ϤϲԽϾ冟ՊًًϤ‫ס‬ϸϨҴѼ
ϲְ‫ؗ‬僚
5. Clause 1冟ӮϨ clause 2  …, thus……, and then…
ӮϨ is used to express a causal relationship between two events. The second event is the result of
the first one. Compared with Ԇу or ԫ‫ه‬冟ӮϨ is often used with ϸ to stress that the second
event comes immediately after the first one. Also, ӮϨ can only be used to recount events that hap-
pened in the past.

5.1 ѥਫвৃаЉӭ‫ٴ‬ϩ冟ՊϨѡЬϩ‫۝‬ϲвСѫϸҵ϶ϩ僚в‫ޜ‬Ӏ
Идӝ‫ם‬僚

әՃࢤ
б‫ޛ‬땻ϼϲӭ‫ٴ‬ϦϨҴϲвСԧ冲ϫ֗ЙϼЙјϸҵ϶ϩ冲
бѸ땻ӭ‫ٴ‬Ҙҁॕϩ冟ϣϤѷЅϦӲԔ冟ӮϨϸ‫ۅ‬Ӽч϶ϩ僚
™

5.2 ѥਫвѹϴԘϲ‫ڎ‬எЅе‫ے‬կҭФՁӱϩ僚
Ըϯ֓ѻϢϣ

ծҬ땻ϫϼԘϲְ‫ؗ‬ऎ҄Й‫׳‬冲‫ڎ‬எ֗ЙϦч϶‫ے‬ϣФ‫׏‬Ѭ冲
бѸ땻Ը‫ۅ‬ϩ僚ϣϾҨࡥքࢊ‫ࡥޥ‬Ид৐冟ӮϨϣ‫҅ך‬ϣ֏ϩϤϲ
ࢊ‫ޥ‬щۭ冟ҽϲ‫ڎ‬எЅ϶҅ϣଚࢤ僚
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Ѽ僙ಅ‫ޘ‬
1. эۚಅ‫ޘ‬
1.1) Read aloud. Focus on the accuracy of your tones, especially with the underlined words.

ч϶уѭ‫ݙڎ‬ϮѷಽХ GöQ[ƮQ 僚Г҄Й ZqLVKpQPH ӀИ MXpGH ੑԁϦ

ҘҶ঺‫׳‬冲ࢗҖ WɫUiQ 冟ѫЉϽϩЍѰϢ৙ MLõR 僚்ࡻ冔։ϾҘл
ౢ ]KiRMt 冟‫ދ‬л๤ࢨϸч֡ϩ僚֗ЙಘпЏϮѷཙ冲7≞Яᑥযয
]KzXEöEö Ϣ冲
1.2) Read aloud again, but now focus on where to pause, both at the signs that indicate units of meaning,
and at the punctuation marks.

ч϶уѭ冟‫ݙڎ‬ϮѷಽХ僚Г҄ЙӀИ_ੑԁϦҘҶ঺‫׳‬冲ࢗҖ冟
ѫЉϽϩЍѰϢ৙冟்ࡻ冔։ϾҘлౢ冟‫ދ‬л๤ࢨ_ϸч֡ϩ僚֗
Й_ಘпЏϮѷཙ冲7≞_ЯᑥযযϢ冲
1.3) Finally, read aloud and focus on how the words are stressed to convey emotion.

ч϶уѭ冟‫ݙڎ‬ϮѷಽХ僚Г҄ЙӀИ_ੑԁϦҘҶ঺‫׳‬冲ࢗ
Җ冟ѫЉϽϩЍѰϢ৙冟்ࡻ冔։ϾҘлౢ冟‫ދ‬л๤ࢨ_ϸч֡
ϩ僚֗Й_ಘпЏϮѷཙ冲7≞_ЯᑥযযϢ冲
More practice:

2) Щ_ϤӓϸϨѼϹ冟‫ݙڎ‬գ‫ܹؗ‬ӓϽϩَ‫؃‬冟ЏеӓϽѫФϢ‫ݰ‬
ߠѽ؄‫ם‬

‫ױ‬僚Ͻ߁_Ϩۣѻчϩ֜‫׳׭‬冲ѫЇ϶Їа冟сѭа‫م‬ϩ_ܽԇС
_‫ܢ‬ऑϢҔԁ僚
3) єϹԽϾ冟‫ݙڎ‬ҫӺϦлϩ僚ѫϤ‫ل‬ϬЇ冭ԸϯЏЃ_‫ے‬ϣϤҥ
™

_Ӊϯ೔Ѓԧ冲೔Ѓ_Ͻ߁Ϩ֗ЙߘЭϢ‫׳‬冲уѭ‫؟‬٥_֗Й‫ے‬ϯ
Expressive Chinese

ᄷ‫׬‬冟ӄЕ_ৈׄ೔Ѓ‫׳‬冲

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2. Эಔю‫עޥ‬ಅ‫ޘ‬
A. Fill in the blanks with the most appropriate words.

‫؁‬ఴ    ‫ځ‬ӝ    ೔Ѓ    ߘЭ

‫ݧ    ैڊ‬ऌ    Ԫ֊    ปิ

1) ϣ уѭӷЏϦϼҥϩ僚ϫԸЭԑϩ冟ϴԧ冲

2) ϣҩ҃ϫФϾҨՁӱϦҘᅼј冟ՊєϨϤռ 僚ϣФ
Ϥн‫ޡ‬Ж϶ҏಮ‫ݞ‬冟ԗѽѥЦ‫פ‬ഘ冟֗Йҥ冲

3) ӕϹϨ๝пϢЭѝ冟Ԇуҿય ֏ϩࡉ冟Ї։ѷҵщ
҅ՠҝϤಮԽ‫ݞ‬僚

4) 僧౭੥Ϩ‫ج‬пϢӚϤϲҿ٫僨僚౭੥Ϣ‫ࡷޥ‬юӑГЃѐ‫ج‬п
дϿϢ‫ٴ‬૊僚

5) ϣϼϲҔ‫ؼؗ‬ϩ‫ࢤ֡ڹ‬冟Ҙऎϩ冟ϸϦ ৡঔϩ僚ӓ
ϼϲҔ‫ؗ‬ 冟ϣӷ‫ݳ‬ԪϫФϢҠҟ冟ϴԧ冲

6) вયϢ Ϩ๬‫ق‬ѼѠуѭֵԋ僙‫ڹ‬Ѡуѭֵࢺ僚ЩϨ
Ϭ‫ࡹސ‬ϺҝϽϼԻЩϦ‫۩ڂ‬僚

7) ϬЋцӛ‫ۊ‬Ћ冟ϮԻԁୱЃ֜ϫϮеϮઁࢄО僙҄ЙСԴ‫؁‬
әՃࢤ
ࢽ僚ѫФϦϨЇҩ҃ϫϢ 冟үϨϬ՝޶ѐϫϢզХ僚
™
Ըϯ֓ѻϢϣ

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B. Complete the sentences. Provide clauses that lead to either an expected or an unexpected result.
ာұ O叕U叛IRUH[DPSOH 冭
As expected:

ѫ‫ދ‬ϩϤֱᑥযযϢ‫ޢ‬7≞冟ޯഢಘӽӎ࠵Иࡌ֢ϩ僚ϣ֜ϩϤ
Ж冟һҖѫӽӎَ‫ق‬ϴԘϲ‫ב‬ϩ冟ЭҠً݉୤ՙ僚
Unexpectedly:

ѫ‫׈‬Ϩ‫ދ‬лԇ৶֝‫ٿ‬冟ӯл‫ִ׸‬冟‫ص۽‬ԥэЅдߴ෮僚ϣуГѫ
؊֊дҶ冟Պѱϯӝ‫ם‬ϢϨ冟ѫҽϲ‫ྌב‬Ϣ‫؜‬ϦЊ冟ԗ‫ڜ‬Ѕ֑Ϭ
ϩֵ‫ص۽‬Ͼ僚
1)  冟
һҖѫϨϤϲՒ‫ݥ‬љᅧϢϯ冟дӲԔ݀կҭ僚
2)  冟
ѱϯӝ‫ם‬ϢϨ冟ѫՒ‫ً݉ݥ‬љᅧ冟дӲԔ݀կҭ僚
C. Complete the sentence and dialogues with the given structures.

1) ϣဦ֏ՠ‫ے‬ϣҏԽ‫ݞ‬冟ՠႴ࢟ϩϣ冟 
 僚
军ӮϨ农
2) ӳѽ땻вৃ冟ϫ֗ЙчϩϼЙЊထ冔
бৃ땻Ը‫ۅ‬ϩ冟ϣҌϹ৐ѷּ
冟 僚
ߠѽ؄‫ם‬

军ٚᆨ农
3) ࢻࢻ땻ҿ٫冟ЕϦЕׄ҅ϣФщ‫ج‬пࡠѷӸ‫ق‬冲 
僚
™

军Ϥ僤ϸϨ僤农
Expressive Chinese

‫ךך‬땻ϨѬϨѬ冟 冟
僚
军у‫ݐ‬Ӯ农
Ҿ٫땻ϴϢ冟ϣЃӷϴϴࡥ๳ϤЖ僚
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3. Ⴏ४Շ‫< ڇ‬XqG~/ƬMLŧ   Reading Comprehension

僭ϣϮӅЦ僮
军уЖϨϤ߮ӭٞ‫ݧ܂‬僭ϣϮӅЦ僮ѻϢ਱‫ܦ‬农
ӏ‫ڝ‬ϯ땻Ͽщϴ冟Ԕৄ϶Ͻ僭ϣϮӅЦ僮僚ѩҼѐϣФϢ‫ٴ‬૊‫׊϶׊‬Ͽ
ϩ冟дЊϯЅѣѩҼ‫ے‬щϯ僙կҭ僙ӳѽᄷ‫׬‬僚ՊϨѣѩҼॕϹ
СϣФЉϦϽѐӃϢ՝ѥ冟д‫ߘ۩ڂ‬Э೔Ѓ僚ԆуҌϹϣФЇ‫ے‬
ϿщॕϤॕэѩҼϢСԴϫс਱୴҄ЙҥϢӑГ僚֏ߊ৷ϣФГ
҄Й僚

бӃ冭ϣсϦӲԔԸϯѡэϤϲ‫އ‬冟ՕұЦ
僧፨僨僙僧޻僨冟‫ځ‬ԸϨϬϣЦϩдЊӅҮ
ѭ僚ϼЃѱϣӀИѐӃѐϣЦϢӅϤѷ
঺੹ЅеϮ冟ЏЃӀИѐӃϤѷЅϦֿ
ѥ僚ਥҖ僧፨፨僨僙僧޻޻僨ѡЊϩϤϲ‫އ‬冟
ՊϨ҅ϯϢҚӀ‫ؚ‬дϦϤҥ僚
ăЧNjŵ쨵Čť뼷ŦāŅˈ
Ć뼷ĆćŝDžāďDŽą
Ҿય땻ϣӀИ‫ے‬կҭॕϹϢСԴԘϲ‫އ‬Ѕӑ冟Щ
Ϩ‫ے‬Ղࠎ‫׸‬঒僙‫ߍݬ‬ϼҥॕϹϦӑ僚Я
ϮϤԻॕϹСеϮਕੀϢ僙ϴԘϲвС
ϦҵѩҼЏϦЦГ҄ЙϢ冟ϼԻϦϨϦ
ֿѥ冟Ϩе‫ڸ‬ໜ僚

бৃ땻ҵϢҘׄϦϴ冟ҵϢҘЊЏϦӑ僚ϣ‫ځ‬Ը әՃࢤ

਱୴єԻэдЊ‫ۚޥ‬僙эдԁϢ‫ۚޥ‬Ϣ
™

ϯ僚ұһϨϬЦљЃϢ՞‫ڴ‬冟ۧۘЦϤϲխϺϢы֬僙ӭӅ‫ک‬
Ըϯ֓ѻϢϣ

‫ܣ‬冟ϣИթϴԘҨ冟уѭ٨ϺϢСԴЏϦ‫م۩ڂ‬Ͻ冟дϦӃ‫ݛ‬僚
ϣӀИ‫׈‬Ϩэԁ‫ۚޥ‬ϢϯЩЕЅϦҘЃГԸϯࡥ๳僚

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Ҿ౟땻 ϨϢ冟ϣӀИЦ‫ק‬ӸϾϢѽѥЯϨϺѣӛ‫އ‬冟ү੕ЏϦϺэҘ
Њ՝ѥ‫ڋ‬僚‫ځ‬ԸϨϮԻϯӲԔэ‫ځ‬ԸϿ僙‫ځ‬ԸअઍϢ՝ѥ‫ڋ‬僚
ѫФЍѰЩЕӀИдϴՏ冟ЩϨϣЃӀИϼϲϯϬ‫ק‬ӸЋϦ‫ܢ‬
џ僙Ϧෳխ僚

Ͽ྅땻 ЩϨϣӀИϮСԴϨ٨Ϻѣ՝ѥϢ冟ՕӃЦϦӳӝԸϯЉ‫ע‬Ϣ
СԴ冟Ԫϲ՝ѥЃѱѐӃટ‫ص‬Ϥѷ僚ԆуϣϦҘӲԔєԻѡѣ
ӛ‫އ‬Ϧѣ՝ѥϢ僚ϼѱϯӀИѫФϦϬઘԸϯϢХѥ冟Ϧխٞ
юԸϯᄷ‫׬‬ϢӃޮ僚

ӏ‫ڝ‬ϯ冭‫ڣڣ‬ϿщоӐЍѰϢЉ‫ע‬僚‫؃ޠ‬уѭϣФҽϲϯЅЕҝϴЍ
Ѱ冟ЏҝϴѩҼϾϢЍѰ僚ϼҥЩуѱ೔Ѓґׄ冟ѱᄷ‫׬‬ґᅼ
ј冔

A. Answer the following comprehension questions.

1) ሌৌѐԝ 7) 冭
BBBBϬЋц冟ϯФϬЭҠЋю‫ק‬ӸЋЅЃѣѩҼᄷ‫׬‬僚
BBBBѣѩҼЕЉϽѐӃϢ՝ѥ冟Ϧ‫ߘ۩ڂ‬Э೔Ѓ僚
BBBBвӃӲԔ҅ԸϯэϤϲ‫އ‬冟ӀИϼҥࡾٔ僙Ӄ‫ݛ‬僚
BBBBҿયӀИ‫׸ے‬঒僙‫ߍݬ‬ॕϹϦЕѡэ僧፨僨僙僧޻僨僚
ߠѽ؄‫ם‬

2) ҄ЙҥϢѥ౥ϦЃѱҿયϦҶ঺冲
a. ӳѽ‫ے‬ѫॕϹϢСԴеϮਕੀ僚
™

b. ѫϾ‫ݫ‬эϢѩҼӳѽЖ‫ݫ‬ӄҵ冟еϮߊ৷ѫ‫ה‬ԫ僚
Expressive Chinese

c. ӳѽҵѫѩҼϢСԴѡЦϩϤϲ‫އ‬冭僧޻僨僚
d. җּҵѫѩҼϢСԴѡЦϩϤϲ‫އ‬冭僧፨僨僚

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3) вৃϦӲԔԸϯэҘЊ僙ҘԁϢ‫ۚޥ‬ϨԫГ҄Й冲
a. ѫӀИϼҥҝϢϯϦֿѥ僚
b. ѫӀИϼҥҝϢϯϦ‫ڸ‬ໜ僚
c. ѫӀИϼҥҝϢϯеϮࡥ๳Ըϯ僚
d. ѫӀИϼҥҝϢϯϦ‫ܢ‬џ僙Ϧෳխ僚

B. Based on the reading, answer the following short-answer questions.

1)  ‫ء‬ЋЦ僧‫؃ޠ‬уѭϣФҽϲϯЅЕҝϴЍѰ冟ЏҝϴѩҼϾϢЍ
ӛ
Ѱ僨僚ϼ‫ڒ‬ӅϨ҄Йӝ‫ܬ‬冲

2)  ԃ఑ٍϢϼϲϯϢХѥϮ҄Йյ‫"ۊ‬ՠѣϢѼϲ՝ѥ‫ڋ‬Ϯ҄ЙϦ
‫נ‬
ӳϢӝ‫"ܬ‬

4. ᑦӛ‫ۊ‬ᄷ‫ ׬‬.XjZpQKXj*ȆXWȆQJ   Intercultural Communication

A. ӛ‫ۊ‬਱‫ܦ‬
1)  ϫФцщϢӛ‫ۊ‬Ћ冟҄ЙСԴ‫؟‬٥‫ދ‬ИՓޮϤѷ冟҄Йѥ౥
Ϭ
ЖЩу‫ދ‬И‫ݛ܍‬ϤԻ冲
2)  Ћц冟дЊϯ‫ܢ‬Гҏ‫ݞ‬ϨϤϲ‫ܢ‬ऑկҭϢϴҹЃ僚Ϥறҿੇ
Ϭ әՃࢤ
ۧۘӳѽϢҏ‫ݞ‬ဦ֏冟‫ځ‬ԸϨӨ‫ܢ‬ऑϢСԴ冟ϨϦЃႴ࢟Ϣ僚
™

ϬϫФцщ‫׳‬冲
Ըϯ֓ѻϢϣ

3)  ϫЉ϶冟‫ے‬щϯ僙կҭ僙ԁୱ僙‫ߍݬ‬ᄷ‫׬‬冟٨ϺۣԻϦϤҥ
Ϭ
ϢӃ‫ע‬冲֗ЙҝӄЕґϴыᄷ‫׬‬僙ৈׄ೔Ѓ‫׳‬冲

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B. ӛ‫ۊ‬Շ‫ڇ‬
Excluding anything discussed in ӛ‫ۊ‬਱‫ܦ‬, please fill out the chart according to the instructions
below:

Step 1) Describe objectively, in detail, the cultural differences and similarities you encountered in
the text, grammar examples, and reading comprehension materials. For example: What hap-
pened? What was said? What did you see? How did you feel? Avoid jumping to conclusions.

Step 2) Think of possible explanations for or interpretations of what you observed or experienced.

Step 3) Evaluate what you observed or experienced. Which explanation is the most likely? What
positive or negative feelings do you have regarding the situation? If you are not Chinese,
consider how you might have felt if you were.

Step 1 Step 2 Step 3

ЦЦ‫ܐ‬ѻϢϯϢ ЇЇГ҄Й‫ܐ‬ѻϢϯ ҊϬϫѐЋцӛ‫ۊ‬

ҝ‫ۧע‬Ї‫ע‬ ЃϼЙҝۧϼЙЇ冲 Ϯϩ҄ЙБϢϩ‫ڇ‬冲
ߠѽ؄‫ם‬
™
Expressive Chinese

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5. ӸӛComposition
A. Topic 1) Describe a Character
‫ ݧ׭‬1) ϯ‫ؘ‬Ꭽ‫ޅ‬
First, imagine more details to flesh out the description of ‫ݙڎ‬ϢҔԁ/ҔЭЃЃԁ/Ӆ੡
ৡৡԁ, or create any character that you would like to describe. Fill out the chart using the same
method as on page 47 and add any details of your own that tell more about the character.

‫ם‬՝ю՝ѥ ࣈू军щึ冟Оϴ冟
୹‫ق‬

Ըϯѐ‫ݙڎ‬
Ϣ౨॓

ЦӅюҝѽ Ւ‫ݥ‬

Now, write a paragraph (150-200 characters) describing ‫ݙڎ‬ϢҔԁ/ҔЭЃЃԁ/Ӆ੡

ৡৡԁ or the character you created.
B. Topic 2) A Misunderstanding
‫ ݧ׭‬2) ೔Ѓ
әՃࢤ
Have you ever discovered that your first impression of someone was wrong? Or have you misunder-
stood others, or had others misunderstand you? Write a paragraph (200-300 characters) describing
what happened.
™
Ըϯ֓ѻϢϣ

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5IJT
QBHF
JOUFOUJPOBMMZ
MFGU
CMBDL