Basic Mandarin Chinese | Lesson 4 | Etiquette conversationCultureAlley
Learn Mandarin Chinese for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will teach you some etiquette conversations like 'how are you?', 'I am good', 'not bad', 'I am fine', 'I am also very good', 'thank you', 'you're welcome', 'sorry', 'it's alright' etc.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
Dk.get talking chinese easy peasychinesesiti zakia
This document provides an introduction to learning Mandarin Chinese, including pinyin romanization and tones. It discusses pinyin pronunciation tables for initial consonant and final vowel sounds. It also explains the four tones in Mandarin Chinese and provides examples of words with different tones. The document encourages learning tones through repetition and emphasizes that tones are important for proper pronunciation and understanding.
This document introduces learning Chinese and provides tips for memorizing Chinese words. It notes that over 1 billion people speak Chinese and that knowing Chinese will help with international business. It explains that Chinese words have characters, pronunciation using pinyin, and tones. Different character types like pictographs and semantic-phonetic compounds are described. While Chinese has many characters, becoming literate requires learning about 3,000 characters which could be done in under a year by learning 10 characters daily. Pinyin is also introduced as a romanization system to help with pronunciation.
Basic Mandarin Chinese | Lesson 4 | Etiquette conversationCultureAlley
Learn Mandarin Chinese for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will teach you some etiquette conversations like 'how are you?', 'I am good', 'not bad', 'I am fine', 'I am also very good', 'thank you', 'you're welcome', 'sorry', 'it's alright' etc.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
Dk.get talking chinese easy peasychinesesiti zakia
This document provides an introduction to learning Mandarin Chinese, including pinyin romanization and tones. It discusses pinyin pronunciation tables for initial consonant and final vowel sounds. It also explains the four tones in Mandarin Chinese and provides examples of words with different tones. The document encourages learning tones through repetition and emphasizes that tones are important for proper pronunciation and understanding.
This document introduces learning Chinese and provides tips for memorizing Chinese words. It notes that over 1 billion people speak Chinese and that knowing Chinese will help with international business. It explains that Chinese words have characters, pronunciation using pinyin, and tones. Different character types like pictographs and semantic-phonetic compounds are described. While Chinese has many characters, becoming literate requires learning about 3,000 characters which could be done in under a year by learning 10 characters daily. Pinyin is also introduced as a romanization system to help with pronunciation.
This document provides information and examples about using the present continuous tense in English. It discusses how the present continuous tense is formed affirmatively, interrogatively, and negatively. It also gives examples of when to use the present continuous tense, such as for actions happening at the present time, temporary situations, changing or developing situations, and fixed arrangements in the near future. Time expressions that can be used with the present continuous tense are also listed.
The prefix "un-" means "not" or the opposite. It is used to form new words by adding "un-" to the beginning of existing words to reverse or cancel their meaning. Examples provided are "unhappy", "unlock", and "unpack". The document encourages identifying root words and generating additional words that start with the prefix "un-".
The document outlines a typical daily routine, describing activities like waking up, washing, getting dressed, eating breakfast and brushing teeth in the morning, going to school to color, write, play with friends, sing, read and have lunch, then coming home to do homework, go to the park, watch TV, take a shower or bath, eat dinner, put on pajamas and go to bed.
This document describes American currency denominations from pennies to $100 bills. It lists the names and values of coins including pennies (1 cent), nickels (5 cents), dimes (10 cents), quarters (25 cents), and half dollars (50 cents). It also provides the names and values of dollar bills including $1, $5, $10, $20, $50, and $100.
This document lists various parts of the human body including the head, eyes, ears, mouth, nose, chin, teeth, neck, shoulders, chest, back, stomach, hands, fingers, thumb, wrist, arms, elbows, legs, knees, feet, and ankles.
Basic Mandarin Chinese | Lesson 1 | Grasp the tones in Mandarin!CultureAlley
This document provides an introduction to Mandarin Chinese tones. It explains that each syllable in Mandarin has a distinct tone and identifies the four tones using diacritical marks - high level (first tone), rising (second tone), falling-rising (third tone) and falling (fourth tone). It illustrates each tone using the syllable "ma" with different meanings depending on the tone. The document provides exercises to practice identifying the tones of words like "mother", "horse" and reinforces learning with feedback. It concludes with a brief section on the history of China.
Would rather is used to express preference and is interchangeable with would prefer. It is used in short conversations to state or ask about preferences between choices. While rather is not a verb, it is part of the expression would rather which is followed by the base form of a verb. Would rather can refer to present or future preferences and is often used with than to compare two specific choices.
The document discusses the English alphabet, noting that it contains 5 vowels and 21 consonants. It encourages listening and repeating the alphabet as well as learning a phonic song. It describes an activity where students work in groups to write down letters of the alphabet that they remember from the song.
This is a presentation on International Phonetic Alphabet for Effective Speaking Skills. It includes organs of speech and focuses on Consonant Sounds with minimal pairs and exercises.
Chinese Link Textbook Lesson 10 vocabulary Joanne Chen
This document contains 24 Chinese vocabulary words and their English translations. It provides examples of how each word is used in short sentences. The vocabulary focuses on common words related to daily routines and schedules such as times of day, classes, meals, activities, means of communication, and calendar terms. Each entry includes the Pinyin transcription and Chinese characters for the word, an English translation, and an example sentence using the word.
Introduction to Mandarin 101:
- Fun facts about Chinese language
- How to pronounce the pīnyīn properly
- Initials (consonants) and finals (vowels)
- Chinese strokes 笔画 Bǐhuà
- Useful site/ mobile app in learning Mandarin
The document provides instructions to identify time expressions that indicate the sequence of events in sentences from sample stories and concert scenarios. Students are asked to underline time expressions like "first", "then", "next", etc. in sentences and use them to number the sentences in a story in the best order. Multiple concert scenario sentences are provided for students to practice ordering based on the time expressions. The summary is in 3 sentences as requested.
This document provides a lesson on the pronunciation of the consonant sounds /p/ and /b/. It notes that these sounds are often confused with each other or other consonants like /f/ and /v/. The key difference between /p/ and /b/ is that /p/ is voiceless while /b/ is voiced. Examples of words containing each sound are provided. Students are given individual and paired words to practice producing the sounds correctly.
Teachers use common classroom commands to instruct students such as opening their books to a specific page, being quiet, listening, raising their hands, paying attention, looking at the board or teacher, repeating what was said, and working with a partner.
This presentation provides a 3-sentence summary:
The document is an activity for students aged 13-14 that differentiates between countable and uncountable nouns, with the objectives of improving students' vocabulary, grammar application, and English language skills through examples of countable nouns like "pen" that can be counted, and uncountable nouns like "rice" that cannot be counted. It includes questions to test students' understanding of countable versus uncountable nouns.
The document discusses Spanish possessive adjectives:
- There are two-form and four-form possessive adjectives that agree in number and gender with the noun.
- Examples of possessive adjectives are provided for masculine and feminine singular and plural nouns.
- The prepositional forms that can accompany or replace the possessive adjectives are also explained.
- The construction "de + noun" can be used to indicate possession in Spanish instead of using an apostrophe.
The document provides information about the months of the year, days of the week, and time formats including 12-hour and 24-hour clocks. It lists the months in order and details for each month its number in the year, name, and position relative to the previous and following months. It also includes exercises matching months to numbers and completing sentences with month names. Additionally, it covers different date writing formats used internationally, ways to express time in words, and conversions between 12-hour and 24-hour clocks.
This document contains notes from a phonology, morphology, syntax, and semantics review session. It discusses several topics:
1. Common reduced forms of function words in natural speech.
2. Utterances with rising intonation patterns, such as yes/no questions.
3. Activities to help English language learners identify word stress patterns.
4. How teachers can help students correct pronunciation errors, such as confusing [z] and [s] sounds.
5. Sounds that are typically difficult for speakers of Arabic, Spanish, and Mandarin.
The document also reviews syntax, including English sentence structures, grammatical relations, lexical categories, diagramming, and
The document provides an agenda for a Spanish language lesson that includes reviewing verb conjugations, discussing strategies for learning Spanish, and brainstorming about the importance and benefits of language learning. The lesson plans to review estar verb conjugations, discuss ways to manage frustration with Spanish, and get students' ideas about why it's important to learn the same language and how communication works through shared language.
This document provides information and examples about using the present continuous tense in English. It discusses how the present continuous tense is formed affirmatively, interrogatively, and negatively. It also gives examples of when to use the present continuous tense, such as for actions happening at the present time, temporary situations, changing or developing situations, and fixed arrangements in the near future. Time expressions that can be used with the present continuous tense are also listed.
The prefix "un-" means "not" or the opposite. It is used to form new words by adding "un-" to the beginning of existing words to reverse or cancel their meaning. Examples provided are "unhappy", "unlock", and "unpack". The document encourages identifying root words and generating additional words that start with the prefix "un-".
The document outlines a typical daily routine, describing activities like waking up, washing, getting dressed, eating breakfast and brushing teeth in the morning, going to school to color, write, play with friends, sing, read and have lunch, then coming home to do homework, go to the park, watch TV, take a shower or bath, eat dinner, put on pajamas and go to bed.
This document describes American currency denominations from pennies to $100 bills. It lists the names and values of coins including pennies (1 cent), nickels (5 cents), dimes (10 cents), quarters (25 cents), and half dollars (50 cents). It also provides the names and values of dollar bills including $1, $5, $10, $20, $50, and $100.
This document lists various parts of the human body including the head, eyes, ears, mouth, nose, chin, teeth, neck, shoulders, chest, back, stomach, hands, fingers, thumb, wrist, arms, elbows, legs, knees, feet, and ankles.
Basic Mandarin Chinese | Lesson 1 | Grasp the tones in Mandarin!CultureAlley
This document provides an introduction to Mandarin Chinese tones. It explains that each syllable in Mandarin has a distinct tone and identifies the four tones using diacritical marks - high level (first tone), rising (second tone), falling-rising (third tone) and falling (fourth tone). It illustrates each tone using the syllable "ma" with different meanings depending on the tone. The document provides exercises to practice identifying the tones of words like "mother", "horse" and reinforces learning with feedback. It concludes with a brief section on the history of China.
Would rather is used to express preference and is interchangeable with would prefer. It is used in short conversations to state or ask about preferences between choices. While rather is not a verb, it is part of the expression would rather which is followed by the base form of a verb. Would rather can refer to present or future preferences and is often used with than to compare two specific choices.
The document discusses the English alphabet, noting that it contains 5 vowels and 21 consonants. It encourages listening and repeating the alphabet as well as learning a phonic song. It describes an activity where students work in groups to write down letters of the alphabet that they remember from the song.
This is a presentation on International Phonetic Alphabet for Effective Speaking Skills. It includes organs of speech and focuses on Consonant Sounds with minimal pairs and exercises.
Chinese Link Textbook Lesson 10 vocabulary Joanne Chen
This document contains 24 Chinese vocabulary words and their English translations. It provides examples of how each word is used in short sentences. The vocabulary focuses on common words related to daily routines and schedules such as times of day, classes, meals, activities, means of communication, and calendar terms. Each entry includes the Pinyin transcription and Chinese characters for the word, an English translation, and an example sentence using the word.
Introduction to Mandarin 101:
- Fun facts about Chinese language
- How to pronounce the pīnyīn properly
- Initials (consonants) and finals (vowels)
- Chinese strokes 笔画 Bǐhuà
- Useful site/ mobile app in learning Mandarin
The document provides instructions to identify time expressions that indicate the sequence of events in sentences from sample stories and concert scenarios. Students are asked to underline time expressions like "first", "then", "next", etc. in sentences and use them to number the sentences in a story in the best order. Multiple concert scenario sentences are provided for students to practice ordering based on the time expressions. The summary is in 3 sentences as requested.
This document provides a lesson on the pronunciation of the consonant sounds /p/ and /b/. It notes that these sounds are often confused with each other or other consonants like /f/ and /v/. The key difference between /p/ and /b/ is that /p/ is voiceless while /b/ is voiced. Examples of words containing each sound are provided. Students are given individual and paired words to practice producing the sounds correctly.
Teachers use common classroom commands to instruct students such as opening their books to a specific page, being quiet, listening, raising their hands, paying attention, looking at the board or teacher, repeating what was said, and working with a partner.
This presentation provides a 3-sentence summary:
The document is an activity for students aged 13-14 that differentiates between countable and uncountable nouns, with the objectives of improving students' vocabulary, grammar application, and English language skills through examples of countable nouns like "pen" that can be counted, and uncountable nouns like "rice" that cannot be counted. It includes questions to test students' understanding of countable versus uncountable nouns.
The document discusses Spanish possessive adjectives:
- There are two-form and four-form possessive adjectives that agree in number and gender with the noun.
- Examples of possessive adjectives are provided for masculine and feminine singular and plural nouns.
- The prepositional forms that can accompany or replace the possessive adjectives are also explained.
- The construction "de + noun" can be used to indicate possession in Spanish instead of using an apostrophe.
The document provides information about the months of the year, days of the week, and time formats including 12-hour and 24-hour clocks. It lists the months in order and details for each month its number in the year, name, and position relative to the previous and following months. It also includes exercises matching months to numbers and completing sentences with month names. Additionally, it covers different date writing formats used internationally, ways to express time in words, and conversions between 12-hour and 24-hour clocks.
This document contains notes from a phonology, morphology, syntax, and semantics review session. It discusses several topics:
1. Common reduced forms of function words in natural speech.
2. Utterances with rising intonation patterns, such as yes/no questions.
3. Activities to help English language learners identify word stress patterns.
4. How teachers can help students correct pronunciation errors, such as confusing [z] and [s] sounds.
5. Sounds that are typically difficult for speakers of Arabic, Spanish, and Mandarin.
The document also reviews syntax, including English sentence structures, grammatical relations, lexical categories, diagramming, and
The document provides an agenda for a Spanish language lesson that includes reviewing verb conjugations, discussing strategies for learning Spanish, and brainstorming about the importance and benefits of language learning. The lesson plans to review estar verb conjugations, discuss ways to manage frustration with Spanish, and get students' ideas about why it's important to learn the same language and how communication works through shared language.
Download this free beginner's guide to learning and mastering the basics of Chinese.
The pdf guide is more than 60 pages of vocabulary, grammar and lessons grouped around 20 basic questions & answers that you will want to master as a beginner. You can print it out to go through on your own or participate live at: http://studymorechinese.com/
The document discusses idioms, which are expressions with meanings different from the literal definitions of the words in them. Idioms normally cannot be modified or have their words changed. The document provides examples of idioms and their meanings. It discusses how learning idioms can help students express themselves in a more creative, interesting way and sound more like native English speakers. Idioms add flavor to the language in the same way spices add flavor to food.
LIN101 introduces students to the field of linguistics. The course is taught by Dr. Russell Rodrigo and aims to define linguistics, identify its scopes, examine language and linguistic concepts, and analyze language learning and acquisition. Students will be assessed through participation, discussions, assignments, and a presentation to demonstrate their understanding of course topics like syntax, morphology, phonology, semantics, and pragmatics.
Joined up real communication with real meaningRachel Hawkes
1. The document discusses strategies for developing students' spontaneous speaking skills in a foreign language, including listening carefully to the question, thinking of a quick response using known language, and asking a follow up question to continue the conversation.
2. A survey of students found that most equate spontaneous speaking with real-life conversations and see it as important for building confidence. However, many did not mention strategies for coping in an unplanned speaking situation.
3. The document provides examples of questions students could ask each other to practice spontaneous speaking and lists online resources available for language teaching.
This document provides guidance on developing fluency in spoken English. It emphasizes that English should be learned as a spoken language first by focusing on idea units, which are groups of words that convey a single idea, rather than full sentences. Reading practice material aloud is key to training the speech organs and gaining familiarity with English pronunciation. Mastering the sounds of individual letters and common letter combinations allows for more natural pronunciation in speech. The overall message is that spoken English requires a different approach than written English, with a focus on fluid delivery of ideas rather than grammatically correct sentences.
This document discusses how corpus data and techniques can be used in the Ecuadorian English classroom. It begins by introducing what corpora are and how to read concordance lines. It then explains several ways that corpora can enhance English language teaching, such as showing the most common meanings and uses of words, highlighting differences between textbook grammar and real usage, and identifying typical word groupings. The document advocates bringing corpus techniques into the classroom through hands-on activities and provides resources for teachers.
This document provides guidance on learning vocabulary in English. It emphasizes that vocabulary is important for understanding language and communicating effectively. It recommends choosing words to learn based on subjects studied, frequency of use, and personal relevance. Suggested learning methods include writing words with definitions, grouping words thematically, making associations, and using words in speaking and writing. Memorization is best achieved through active engagement with words rather than just reading definitions. The document stresses that learning a word involves understanding its usage in context with other words.
The document outlines the objectives and activities for a Spanish class focusing on vocabulary about family descriptions and dictionary skills. Students practiced describing their families, identifying family members, and looking up words in a dictionary to understand parts of speech and gender. The homework assigns revising family vocabulary, learning family terms in Spanish, and practicing descriptive sentences about their families.
The document discusses language and punctuation. It begins by explaining how humans communicate through developed language, with sentences typically having a subject and predicate. It then discusses some key differences and similarities between English, Hindi, and Tamil regarding parts of speech, grammar rules, and punctuation. Specifically, it notes that while languages all convey information in sentences, they may differ in things like whether they have adjectives. It also explains how English uses punctuation more frequently than some other languages to show pauses and changes in meaning.
Word choice is important in writing because it determines whether readers will understand the intended meaning. Using the wrong word can cause sentences to become nonsensical or humorous. Precise word choice is key to clear communication. Writers should avoid wordiness, redundancy, unnecessary repetition, inflated phrases, passive voice, jargon, pretentious language, sexist language, and cliches. Careful attention to denotation, connotation, idioms, and figurative devices also helps ensure meaning is conveyed as intended.
This document provides an overview of parts of speech in English grammar, including nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and prepositions. It defines each part of speech and provides examples. It also discusses noun and adjective suffixes that can help identify parts of speech. The goal is to help readers understand English grammar principles to improve their writing.
This document provides an overview and table of contents for the book "Better English ASAP: A Short-Cut for Spanish Speakers" by Jill Paquette. The book aims to help Spanish speakers improve their English skills quickly by focusing on essential grammar points that often cause issues. It was developed based on the author's experience teaching English to hundreds of Spanish speakers. The table of contents previews the chapters which cover topics like sentence structure, question formation, negative sentences, verb tenses, pronouns, prepositions and more. The author's qualifications and teaching philosophy are also briefly outlined.
The document discusses various English varieties found around the world and within academic contexts. It addresses what distinguishes varieties, the consequences of using the "right" or "wrong" variety, and how to learn new varieties. Regarding academic English, it notes variations across subjects and genres but emphasizes using evidence, finding your voice, and communicating ideas over strict adherence to style.
This document provides an introduction to Mandarin Chinese pronunciation using the Hanyu Pinyin romanization system. It discusses the basic syllabic structure of initials, finals, and tones. It then gives the pronunciation of each initial and final in Pinyin, using the International Phonetic Alphabet for reference. Exceptions to typical initial-final combinations are also noted. The goal is to teach learners the fundamentals of pronouncing Mandarin Chinese syllables before introducing vocabulary.
Tips, considerations and reflections on englishRhaíza Bastos
This document provides tips and reflections for learning English as a foreign language. It emphasizes practicing English both in and out of the classroom. In class, students should interact, do activities in pairs, ask questions and do homework. Outside of class, they should watch videos without subtitles, listen to music, read books and magazines, and use online resources. The document stresses that learning a language requires dedication from the student, and advises reflecting on mistakes made. It argues that knowing English has advantages like opportunities for good jobs and independence from translators. The overall message is that learning English can be fun.
Tips, considerations and reflections on englishRhaíza Bastos
This document provides tips and reflections for learning English as a foreign language. It emphasizes practicing English both in and out of the classroom. In class, students should interact, do activities in pairs, ask questions and do homework. Outside of class, they should watch videos without subtitles, listen to music, read books and magazines, and use online resources. The document stresses that learning a language requires dedication from the student, and advises reflecting on mistakes made. It argues that knowing English has advantages like opportunities for good jobs and independence from translators. The overall message is that learning English can be fun.
The document discusses informal writing style. It notes that informal style uses short sentences, contractions, phrasal verbs, personal pronouns, and direct questions. The document advises choosing an informal or formal style based on the intended audience and situation. Informal style mimics spoken language and is appropriate when writing casually for friends and family.
Similar to Around the world - Countries in Chinese (20)
This document introduces common Chinese words and phrases for introducing oneself and others, including "你(nǐ)" meaning "you", "他(tā)" meaning "he", "我(wǒ)" meaning "I", and "她(tā)" meaning "she". It explains that "叫(jiào)" means "called" or "to be called" and "什么(shén me)" means "what". The phrase "你叫什么(nǐ jiào shén me)” means "what is your name?" in Chinese. It also notes that verbs are simple in Chinese and question words come at the end of questions in Chinese.
Where shall we meet - Learn to say direction in Chineseconglaoshi
This document contains vocabulary and example sentences about describing locations in Chinese using directional words like left, right, front, and back. It introduces characters for directional words like 左 zuǒ (left) and 右 yòu (right) and how to form sentences using relative place words like 在左边 zài zuǒbian (on the left). Examples show asking for and providing directions using phrases like 电影院在哪儿 diànyǐngyuàn zài nǎr (Where is the cinema?) and 这是商店,电影院在商店的后边 zhè shì shāngdiàn, diànyǐ
Learn to say the days of the week in Chinese and express your hobbies and activities accroding to the days of the week. It is compatible with Jinbu 1 Chapter 3.
This document discusses sports and activities that different family members like. It asks "Who likes..." and provides examples of a father liking movies, an older brother liking computer games, and a younger sister liking television. It then discusses using "谁" to ask questions in Chinese and provides sports and activity examples like tennis, running, swimming, soccer, basketball, and table tennis. It explains that "会" means "can" in the context of knowing how to do an activity and provides an example of being able to play tennis but not being able to play table tennis.
Learn to order dishes in a restaurant in Chinese. It is compatible with Jinbu 2, Chapter 5. Learn some desserts and questions that are helpful in ordering.
1. The document covers learning objectives for revising Chinese vocabulary related to family members, hobbies, and food and drink.
2. New vocabulary is introduced for foods, drinks, and places like supermarket. Example sentences are provided to talk about what family members like in terms of activities and what foods and drinks you like using the pattern "我喜欢吃/喝".
3. Homework includes memorizing the new vocabulary and completing activity pages.
This document describes the furniture and items in the author's bedroom. It lists a bed, desk, chair, wardrobe, bookshelves, computer, TV, lamp, and door. It also introduces some common Chinese prepositions and measure words used when describing locations of objects.
Her shoes are blue.
This short text describes that a woman's shoes are the color blue. It introduces some common clothing items and colors in Chinese. Key vocabulary includes: shoes, blue, coat, shirt, skirt, trousers, socks, trainers, black, white, red, green, yellow. It provides an example sentence using color adjectives in Chinese noting that colors are used differently than in English, needing the word "color" (色) when more than one syllable.
This document provides vocabulary and grammar lessons about adjectives in Mandarin Chinese. It introduces common adjectives used to describe people's appearances, personalities, and body types. It then explains verb-adjectives and how they are used like verbs to describe states of being. Examples are provided to practice using verb-adjectives in sentences. Cultural differences in commenting on weight between China and other cultures are also noted. The document concludes with a grammar point about omitting nouns when answering questions using measure words.
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7. the world
shì jiè
guó
fǎ guó
yīng guó
ào dà lì yà
Country/natio
n
France
China
zhōng guó
měi guó
U.K
U.S.A
Germany
dé guó
India
yìn dù
xī bān yá
Australia
Spain
rì běn
bā jī sī tǎn
Japan
Pakistan
8. Grammar: Country/nationality/language
To talk about nationality in Chinese, usually you add 人 (rén,
person) after the name of the country. To say the name of a
language, change 国 (guó) into 语 (yǔ) which means language.
Country
Nationality
Language
法国
法国人
法语
fǎ guó
fǎ guó rén
fǎ yǔ
英国
英国人
英语
yīng guó
yīng guó rén
yīng yǔ
9. Grammar: Country/nationality/language
For those countries without 国 (guó), you often just add 语 yǔ
to the end. 文 wén (as we learned in Jinbu 1) is also used for
languages.
Country
Nationality
西班牙
西班牙人
xī bān yá
Language
西班牙语 /文
xī bān yá rén xī bān yá yǔ/wén
日本
日本人
rì běn
rì běn rén
日语 / 日文
rì yǔ / rì wén
10. Things to know
The Chinese Language
In Chinese, the Chinese language has two names:
中文 and 汉语 (hàn
yǔ) 。
Why do we call Chinese langauge hàn yǔ?
汉 comes from Han,the name of the main ethnic group
in China. 汉语 means “language of the Han people”.
What’s “Mandarin” ?
Mandarin is the standard language that people use in
China. In Chinese we call it 普通话 pǔ
tōng huà.
11. Review the grammar
岁
Do you still
remember
How to say “age” in
Chinese?
是
How to say the verb “to be”
(am, is, are) in Chinese?
会
How to say the verb “can”
in Chinese?
12. “To speak/to say” in Chinese
In Chinese, “说” (shuō) means “to speak
or to say” in English.
Speak Chinese, we can say “说中文”,
Can speak Chinese, we can say “会说中
文”。
I can speak Chinese = 我会说中文。
Still remember how to say “India” in Chinese?
The language used in India is Hindi. In Chinese
is: 印地语
(yìn dì yǔ).
13. Grammar: use of 哪 nǎ
哪 means which and it’s a question word.
哪国人 literally means “which country person?
And is used to ask about nationality.
你是哪国人? = what nationality are you?
To answer, we say: 我是_________人。
Now, please practise with your partner asking and
answering by using the above sentence structures in
Chinese.
14. Grammar: use of 哪 nǎ
Similarly, 哪 can be used in 哪个人? = which
person? or 哪只猫? = which cat?
Can you work out the meaning of this
sentence? 你喜欢哪只猫?
It means which cat do you like?
As you might have already noticed, you need
a measure word between “哪” and the noun.
15. Let’s move to listening exercise 4.
Before the listening exercise. Let’s quickly
review words about weather.
How to say “weather” in Chinese?
How to say “hot” and “very hot” in Chinese?
How to say “Beijing’s weather” in Chinese?
How to say like and dislike in Chinese?
How to say do you like Beijing’s weather?
你喜欢北京的天气吗?