“Bringing Asia to the World”™

Textbook
1
4th Edition
Yuehua Liu and Tao-chung Yao
Nyan-Ping Bi, Liangyan Ge, Yaohua Shi

Original Edition by Tao-chung Yao and Yuehua Liu

Liangyan Ge, Yea-fen Chen, Nyan-Ping Bi, Xiaojun Wang, Yaohua Shi
© 2021 Cheng & Tsui Company, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means.
“Bringing Asia to the World”™

Copyright © 2017, 2009, 2005, 1997 by Publisher

Cheng & Tsui Company, Inc. JILL CHENG
Fourth Edition 2017 Editorial Manager
Third Edition 2009 BEN SHRAGGE
Second Edition 2005 Editors
First Edition 1997 LEI WANG with LIJIE QIN, MIKE YONG,
20 19 18 17 16 12345 RANDY TELFER, and SHUWEN ZHANG
Creative Director
ISBN 978-1-62291-133-2 CHRISTIAN SABOGAL
[Fourth Edition, Simplified Characters, Hardcover]
Illustrator/Designer
ISBN 978-1-62291-135-6 KATE PAPADAKI
[Fourth Edition, Simplified Characters, Paperback]
Photographs
Library of Congress Cataloging-in-Publication © Adobe Stock
Data [Third Edition] © Cheng & Tsui
Integrated Chinese = [Zhong wen ting shuo du Cheng & Tsui Company, Inc.
xie]. Traditional character edition. Level 1, part 1/ Phone (617) 988-2400 / (800) 554-1963
Yuehua Liu . . . [et. al]. – 3rd. ed. Fax (617) 426-3669
p. cm. 25 West Street
Boston, MA 02111-1213 USA
Chinese and English. chengtsui.co
Includes indexes.
All rights reserved. No part of this publication
Parallel title in Chinese characters. may be reproduced or transmitted in any form
or by any means, electronic or mechanical,
ISBN 978-0-88727-645-3 – ISBN 978-0-88727- including photocopying, recording, scanning,
639-2 (pbk.) – ISBN 978-0-88727-644-6 – ISBN or any information storage or retrieval system,
978-0-88727-638-5 (pbk.) 1. Chinese language– without written permission from the publisher.
Textbooks for foreign speakers–English. I. Liu,
Yuehua. II. Title: Zhong wen ting shuo du xie. All trademarks and references mentioned in
this book are used for identification purposes
PL1129.E5I683 2008 only and are the property of their respective
495.1–dc22 owners.

Printed in Canada

The Integrated Chinese series includes

textbooks, workbooks, character workbooks,
teacher's resources, streaming audio, video,
and more. Visit chengtsui.co for more
information on the other components
of Integrated Chinese.

© 2021 Cheng & Tsui Company, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means.
This Fourth Edition of Integrated Chinese is dedicated to the memory of our
dearest colleague and friend Professor Tao-chung (Ted) Yao.

© 2021 Cheng & Tsui Company, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means.
Publisher’s Note
When Integrated Chinese was first published in 1997, it set a new standard with its focus on the
development and integration of the four language skills (listening, speaking, reading, and writing). Today,
to further enrich the learning experience of the many users of Integrated Chinese worldwide, Cheng & Tsui
is pleased to o!er this revised and updated Fourth Edition of Integrated Chinese. We would like to thank
the many teachers and students who, by o!ering their valuable insights and suggestions, have helped
Integrated Chinese evolve and keep pace with the many positive changes in the field of Chinese language
instruction. Integrated Chinese continues to o!er comprehensive language instruction, with many new
features, including a new and innovative web application, as detailed in the Preface.
The Cheng & Tsui Chinese Language Series is designed to publish and widely distribute quality language
learning materials created by leading instructors from around the world. We welcome readers’ comments
and suggestions concerning the publications in this series. Please contact the following members of our
Editorial Board, in care of our Editorial Department (e-mail: [email protected]).

Cheng & Tsui Editorial Board

Professor Shou-hsin Teng (Chief Editor)
Graduate Institue of Teaching Chinese as a Second Language
National Taiwan Normal University

Professor Dana Scott Bourgerie

Department of Asian and Near Eastern Languages
Brigham Young University

Professor Samuel Cheung

Department of Chinese
Chinese University of Hong Kong

Professor Hong Gang Jin

Faculty of Arts and Humanities
University of Macau

Professor Ying-che Li
Department of East Asian Languages and Literatures
University of Hawaii

Former members of our Editorial Board

Professor Timothy Light (emeritus)
Western Michigan University

Professor Stanley R. Munro (emeritus)

University of Alberta

Professor Ronald Walton (in memoriam)

University of Maryland

© 2021 Cheng & Tsui Company, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means.
Contents
Preface .....................................................................................................................................................................................................................................ix
Series Structure ......................................................................................................................................................................................................... xii
Lesson Structure..................................................................................................................................................................................................... xiii
Scope and Sequence .......................................................................................................................................................................................... xv
Abbreviations of Grammatical Terms/Legend of Digital Icons .............................................................. xviii
Cast of Characters ................................................................................................................................................................................................xix

Basics..................................................................................................................................................................................................................................... 1
Mandarin and Dialects.....................................................................................................................................................................................2
Syllabic Structure, Pinyin, and Pronunciation...................................................................................................................2
Writing System ........................................................................................................................................................................................................13
Important Grammatical Features .................................................................................................................................................. 18
Useful Expressions ........................................................................................................................................................................................... 19

Lesson 1: Greetings ..............................................................................................................................................................................21

Dialogue 1: Exchanging Greetings ..................................................................................................................................................... 22
Vocabulary ..................................................................................................................................................................................................................24
How About You? ...................................................................................................................................................................................................24
Grammar ........................................................................................................................................................................................................................ 25
Get Real with Chinese...................................................................................................................................................................................26
Language Practice ............................................................................................................................................................................................28
Characterize It! .......................................................................................................................................................................................................28
Chinese Chat ............................................................................................................................................................................................................29
Dialogue 2: Where Are You From? ....................................................................................................................................................30
Get Real with Chinese....................................................................................................................................................................................31
Vocabulary .................................................................................................................................................................................................................. 32
How About You? ................................................................................................................................................................................................... 32
Grammar ........................................................................................................................................................................................................................ 33
Chinese Chat ............................................................................................................................................................................................................ 37
Language Practice ............................................................................................................................................................................................ 38
Characterize It! ....................................................................................................................................................................................................... 39
Pronunciation ........................................................................................................................................................................................................... 41
Cultural Literacy .........................................................................................................................................................................................................42
Lesson Wrap-Up.........................................................................................................................................................................................................44

Lesson 2: Family ........................................................................................................................................................................................ 45

Dialogue 1: Looking at a Family Photo .........................................................................................................................................46
Vocabulary ..................................................................................................................................................................................................................48
Get Real with Chinese...................................................................................................................................................................................48
How About You? ...................................................................................................................................................................................................49
Grammar ........................................................................................................................................................................................................................50
Chinese Chat ............................................................................................................................................................................................................ 52
Language Practice ............................................................................................................................................................................................ 54
Chinese Chat ............................................................................................................................................................................................................ 54
Characterize It! ....................................................................................................................................................................................................... 54
Dialogue 2: Discussing Family................................................................................................................................................................ 56
Vocabulary .................................................................................................................................................................................................................. 58
Get Real with Chinese ................................................................................................................................................................................. 58
How About You? ................................................................................................................................................................................................. 59
Grammar ....................................................................................................................................................................................................................... 60
Language Practice ............................................................................................................................................................................................ 63
Characterize It! .......................................................................................................................................................................................................66
Pronunciation ........................................................................................................................................................................................................... 67
Chinese Chat .......................................................................................................................................................................................................... 67
Cultural Literacy .........................................................................................................................................................................................................68
Lesson
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Inc. All ......................................................................................................................................................................................................... form or by any means. v
Lesson 3: Time and Date .........................................................................................................................................................71
Dialogue 1: Out for a Birthday Dinner............................................................................................................................................ 72
Vocabulary .................................................................................................................................................................................................................. 74
How About You? ................................................................................................................................................................................................... 75
Grammar ........................................................................................................................................................................................................................ 76
Language Practice ............................................................................................................................................................................................ 83
Get Real with Chinese................................................................................................................................................................................... 87
Characterize It! ..................................................................................................................................................................................................... 87
Chinese Chat ............................................................................................................................................................................................................ 87
Dialogue 2: Dinner Invitation ....................................................................................................................................................................88
Vocabulary ................................................................................................................................................................................................................. 90
How About You? .................................................................................................................................................................................................. 90
Grammar ........................................................................................................................................................................................................................ 91
Chinese Chat ............................................................................................................................................................................................................92
Language Practice ............................................................................................................................................................................................ 93
Chinese Chat ............................................................................................................................................................................................................ 95
Pronunciation ...........................................................................................................................................................................................................96
Get Real with Chinese...................................................................................................................................................................................96
Characterize It! ..................................................................................................................................................................................................... 97
Chinese Chat ............................................................................................................................................................................................................ 97
Cultural Literacy .........................................................................................................................................................................................................98
Lesson Wrap-Up..................................................................................................................................................................................................... 100

Lesson 4: Hobbies .............................................................................................................................................................................. 101

Dialogue 1: Discussing Hobbies........................................................................................................................................................ 102
Vocabulary .............................................................................................................................................................................................................. 104
Get Real with Chinese............................................................................................................................................................................... 105
How About You? ............................................................................................................................................................................................... 105
Grammar .................................................................................................................................................................................................................... 106
Language Practice .......................................................................................................................................................................................... 111
Characterize It! .................................................................................................................................................................................................... 112
Chinese Chat ......................................................................................................................................................................................................... 113
Dialogue 2: Let’s Play Ball ......................................................................................................................................................................... 114
Vocabulary ............................................................................................................................................................................................................... 116
Get Real with Chinese................................................................................................................................................................................ 116
How About You? .................................................................................................................................................................................................117
Grammar ..................................................................................................................................................................................................................... 118
Language Practice ........................................................................................................................................................................................ 120
Characterize It! .................................................................................................................................................................................................... 121
Cultural Literacy ......................................................................................................................................................................................................122
Lesson Wrap-Up..................................................................................................................................................................................................... 124

Lesson 5: Visiting Friends .................................................................................................................................................125

Dialogue: Visiting a Friend’s Place................................................................................................................................................ 126
Vocabulary .............................................................................................................................................................................................................. 128
Get Real with Chinese............................................................................................................................................................................... 129
How About You? ............................................................................................................................................................................................... 129
Grammar .................................................................................................................................................................................................................... 130
Chinese Chat .........................................................................................................................................................................................................134
Get Real with Chinese................................................................................................................................................................................134
Language Practice ......................................................................................................................................................................................... 135
Characterize It! .................................................................................................................................................................................................... 135
Narrative: At a Friend’s Place ................................................................................................................................................................139
Vocabulary .............................................................................................................................................................................................................. 140
How About You? ............................................................................................................................................................................................... 140
Characterize It! ................................................................................................................................................................................................... 140
Grammar ..................................................................................................................................................................................................................... 141

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Language Practice ........................................................................................................................................................................................ 144
Chinese Chat .........................................................................................................................................................................................................145
Cultural Literacy ..................................................................................................................................................................................................... 146
Lesson Wrap-Up..................................................................................................................................................................................................... 148

Keeping It Casual (L1–L5) ................................................................................................................................................. 149

Lesson 6: Making Appointments ....................................................................................................................... 151
Dialogue 1: Calling Your Teacher ......................................................................................................................................................152
Vocabulary ...............................................................................................................................................................................................................154
Get Real with Chinese................................................................................................................................................................................ 155
How About You? ................................................................................................................................................................................................ 155
Grammar .....................................................................................................................................................................................................................156
Language Practice .........................................................................................................................................................................................159
Characterize It! .................................................................................................................................................................................................... 161
Chinese Chat ......................................................................................................................................................................................................... 161
Dialogue 2: Calling a Friend for Help ........................................................................................................................................ 162
Vocabulary .............................................................................................................................................................................................................. 164
How About You? ............................................................................................................................................................................................... 164
Grammar .....................................................................................................................................................................................................................165
Language Practice ........................................................................................................................................................................................ 169
Characterize It! .....................................................................................................................................................................................................171
Get Real with Chinese................................................................................................................................................................................ 173
Chinese Chat ......................................................................................................................................................................................................... 173
Cultural Literacy ...................................................................................................................................................................................................... 174
Lesson Wrap-Up......................................................................................................................................................................................................176

Lesson 7: Studying Chinese.......................................................................................................................................... 177

Dialogue 1: How Did You Do on the Exam?.........................................................................................................................178
Vocabulary .............................................................................................................................................................................................................. 180
Get Real with Chinese................................................................................................................................................................................ 181
How About You? ................................................................................................................................................................................................ 181
Grammar .................................................................................................................................................................................................................... 182
Language Practice ........................................................................................................................................................................................ 189
Characterize It! .................................................................................................................................................................................................... 191
Chinese Chat ......................................................................................................................................................................................................... 191
Dialogue 2: Preparing for Chinese Class.............................................................................................................................. 192
Vocabulary .............................................................................................................................................................................................................. 194
How About You? ............................................................................................................................................................................................... 194
Grammar .....................................................................................................................................................................................................................195
Get Real with Chinese............................................................................................................................................................................... 198
Language Practice ........................................................................................................................................................................................ 199
Chinese Chat ........................................................................................................................................................................................................ 201
Characterize It! ................................................................................................................................................................................................... 201
Cultural Literacy .....................................................................................................................................................................................................202
Lesson Wrap-Up.................................................................................................................................................................................................... 204

Lesson 8: School Life ..................................................................................................................................................................205

Diary Entry: A Typical School Day ................................................................................................................................................. 206
Vocabulary ............................................................................................................................................................................................................. 208
Get Real with Chinese.............................................................................................................................................................................. 209
How About You? .............................................................................................................................................................................................. 209
Grammar .................................................................................................................................................................................................................... 210
Language Practice ........................................................................................................................................................................................ 216
Characterize It! ................................................................................................................................................................................................... 219
Chinese Chat ........................................................................................................................................................................................................ 219
Letter: Writing to a Friend..........................................................................................................................................................................220
Vocabulary .............................................................................................................................................................................................................. 222
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How About You? ............................................................................................................................................................................................... 222
Grammar .................................................................................................................................................................................................................... 223
Get Real with Chinese...............................................................................................................................................................................226
Language Practice ........................................................................................................................................................................................ 227
Characterize It! ...................................................................................................................................................................................................229
Chinese Chat ........................................................................................................................................................................................................229
Cultural Literacy .....................................................................................................................................................................................................230
Lesson Wrap-Up..................................................................................................................................................................................................... 232

Lesson 9: Shopping ........................................................................................................................................................................ 233

Dialogue 1: Shopping for Clothes ................................................................................................................................................... 234
Vocabulary .............................................................................................................................................................................................................. 236
Get Real with Chinese............................................................................................................................................................................... 237
How About You? ............................................................................................................................................................................................... 237
Grammar .................................................................................................................................................................................................................... 238
Language Practice ........................................................................................................................................................................................242
Characterize It! ................................................................................................................................................................................................... 245
Chinese Chat ........................................................................................................................................................................................................ 245
Dialogue 2: Exchanging Shoes ..........................................................................................................................................................246
Vocabulary ..............................................................................................................................................................................................................248
Get Real with Chinese...............................................................................................................................................................................249
How About You? ...............................................................................................................................................................................................249
Characterize It! ...................................................................................................................................................................................................249
Grammar ....................................................................................................................................................................................................................250
Language Practice ........................................................................................................................................................................................ 252
Chinese Chat ........................................................................................................................................................................................................ 253
Cultural Literacy ..................................................................................................................................................................................................... 254
Lesson Wrap-Up..................................................................................................................................................................................................... 256

Lesson 10: Transportation ................................................................................................................................................ 257

Dialogue: Going Home for Winter Vacation...................................................................................................................... 258
Vocabulary ............................................................................................................................................................................................................. 260
Get Real with Chinese............................................................................................................................................................................... 261
How About You? ............................................................................................................................................................................................... 261
Grammar ....................................................................................................................................................................................................................262
Chinese Chat ........................................................................................................................................................................................................ 267
Language Practice ........................................................................................................................................................................................268
Characterize It! ...................................................................................................................................................................................................269
Chinese Chat ......................................................................................................................................................................................................... 271
Email: Thanks for the Ride........................................................................................................................................................................ 272
Vocabulary .............................................................................................................................................................................................................. 274
Get Real with Chinese............................................................................................................................................................................... 275
Characterize It! ................................................................................................................................................................................................... 275
How About You? ............................................................................................................................................................................................... 275
Grammar .................................................................................................................................................................................................................... 276
Language Practice ........................................................................................................................................................................................ 278
Chinese Chat ........................................................................................................................................................................................................ 279
Cultural Literacy .................................................................................................................................................................................................... 280
Lesson Wrap-Up.....................................................................................................................................................................................................282

Keeping It Casual (L6–L10) ............................................................................................................................................283

Vocabulary Index (Chinese-English) ............................................................................................................................................289
Vocabulary Index (English-Chinese) ............................................................................................................................................306
Vocabulary by Lesson and Grammar Category............................................................................................................ 323
Vocabulary Index (How About You?) ........................................................................................................................................... 329
Appendix 1: Lesson Texts in Traditional Characters ............................................................................................... 332
Appendix 2: Lesson Texts in English............................................................................................................................................341
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Preface
The Integrated Chinese (IC) series is an internationally acclaimed Mandarin Chinese language course that delivers
a cohesive system of print and digital resources for highly e!ective teaching and learning. First published in 1997,
it is now the leading series of Chinese language learning resources in the United States and beyond. Through its
holistic focus on the language skills of listening, speaking, reading, and writing, IC teaches novice and intermediate
students the skills they need to function in Chinese.

What’s New
It has been eight years since the publication of the Third Edition of IC. We are deeply grateful for all the positive
feedback, as well as constructive suggestions for improvement, from IC users. In the meantime, China and the
world have seen significant transformations in electronic communications, commerce, and media. Additionally, the
technology available to us is transforming the way teachers and students interact with content. The teaching of
Chinese as a second language needs to keep pace with these exciting developments. Therefore, the time seems
right to update IC across delivery formats.
In developing this latest edition of IC, we have consulted the American Council on the Teaching of Foreign Languages
(ACTFL) 21st Century Skills Map for World Languages. The national standards for foreign language learning in the 21st
century focus on goals in five areas—communication, cultures, connections, comparisons, and communities. In addition
to classifying the applicable Language Practice activities by communication mode (interpersonal, interpretive, and
presentational), we have added a host of materials that address the 5 Cs. The delivery of IC via the new ChengTsui Web
App elevates the teaching and learning experience by presenting multimedia and interactive content in a truly blended
and integrated way.
New, visually rich supplementary modules that recur in each lesson have been introduced. These can be taught in
any sequence to serve as prompts for classroom discussion and student reflection:
• Get Real with Chinese draws on realia to situate language learning in real-life contexts. Students are required
to analyze, predict, and synthesize before coming to conclusions about embedded linguistic and cultural
meaning. Photos and questions connect the classroom to authentic Chinese experiences.
• Chinese Chat provides opportunities for language practice in the digital environment. Realistic texting,
microblogging, and social media scenarios show students how the younger generation has adapted Chinese
to new communication technologies.
• Characterize It! encourages students to approach Chinese characters analytically. The exercises in the first
five lessons introduce a major pattern to teach character structure; then a major radical to teach characters'
meanings. The remaining lessons introduce two major radicals each to allow students to continue to expand
their knowledge strategically. Additional activities are provided on the ChengTsui Web App.
• While not a new segment, How About You? has been revamped for the Fourth Edition. This module
encourages students to personalize their study of vocabulary and learn words and phrases that relate to their
own interests and background. Questions now appear in both Chinese and English, while visual cues, which
typically correspond to possible answers, promote vocabulary expansion and retention. Vocabulary items
corresponding to the visual cues are listed in a separate index.
Moreover, to promote students’ awareness of cultural diversity in a world of rapid globalization, we have included Compare
& Contrast activities in the Cultural Literacy (formerly Culture Highlights) section. This section as a whole has been given a
lavishly illustrated, magazine-style treatment to better engage students. Users who subscribe to the ChengTsui Web App
will have access to additional cultural content related to the lesson themes.
We have also updated the Grammar section to include exercises tailored to each grammar point, so students can
immediately put into practice the language forms they have just learned. Additional practice exercises for each
grammar point are accessible via the ChengTsui Web App.
The Basics (formerly Introduction) section has been completely redesigned to emphasize its foundational importance in
the book. More information on its pedagogical function can be found on page 1. Keeping It Casual (formerly That’s How
the Chinese Say It!) remains a review of functional expressions after Lessons 5 and 10 that encourages students to build
their own personalized list of useful expressions.
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Finally, the new Lesson Wrap-Up section includes context-based tasks that prepare students to communicate
with native Chinese speakers. Also in this section are Make It Flow! exercises, which help students develop and
apply strategies to organize information coherently and cohesively in written and spoken discourse. We created
this activity to address the common phenomenon of novice and intermediate students speaking in choppy,
isolated sentences. The ultimate purpose of acquiring a language is communication, and a hallmark of e!ective
communication is the ability to produce continuous discourse. The Lesson Wrap-Up activities are intended as
assessment instruments for the Can-Do Checklist, which encourages students to measure their progress at
the end of the lesson.
As previous users of IC will note, we have renamed the four-volume series. The new sequencing of Volumes 1 to 4
better reflects the flexibility of the materials and the diversity of our user groups and their instructional environments.
As with the Third Edition, the Fourth Edition of IC features both traditional and simplified character versions of
the Volume 1 and 2 textbooks and workbooks, and a combination of traditional and simplified characters in the
Volume 3 and 4 textbooks and workbooks. However, in response to user feedback, we have updated the traditional
characters to ensure they match the standard set currently used in Taiwan. For reference, we have consulted the
Taiwan Ministry of Education’s Revised Chinese Dictionary.
The most significant change to the Fourth Edition is the incorporation of innovative educational technology. Users
of the print edition have access to streaming audio (at chengtsui.co), while subscribers to the ChengTsui Web App
have access to streaming audio plus additional, interactive content.
Users who choose to subscribe to the Basic Edition of the ChengTsui Web App will have access to:

• Audio (Textbook and Workbook) • Additional grammar exercises

• Video of the lesson texts • Additional character practice
• Vocabulary flashcards • Additional cultural content

Users who choose to subscribe to the Essential Edition of the ChengTsui Web App will, in addition to the above,
have access to the Workbook with auto-grading and the Character Workbook as a download.
In addition to the student editions, the ChengTsui Web App is available in an Educator Edition. The Educator Edition
web-application overlay suggests teaching tips and strategies and conveniently makes connections between the
Textbook and the additional resources provided in the Teacher’s Resources, such as video activity sheets, quizzes,
and answer keys.
A key feature of the ChengTsui Web App is coherence. The innovative instructional design provides an integrated
user experience. Learners can move seamlessly between the transmission, practice, application, and evaluation
stages, navigating the content to suit their particular learning needs and styles. For more information and a free
trial, please visit chengtsui.co.
Both in its print and digital versions, the new IC features a contemporary layout that adds clarity and rigor to our
instructional design. Rich new visuals complement the text’s revised, user-friendly language and up-to-date cultural
content. We hope that students and teachers find the many changes and new features timely and meaningful.

Organizational Principles
In the higher education setting, the IC series of four volumes often covers two years of instruction, with smooth
transitions from one level to the next. The lessons first cover topics from everyday life, then gradually move to
more abstract subject matter. The materials do not follow one pedagogical methodology, but instead blend several
e!ective teaching approaches. Used in conjunction with the ChengTsui Web App, incorporating di!erentiated
instruction, blended learning, and the flipped classroom is even easier. Here are some of the features of IC that
distinguish it from other Chinese language resources:

Integrating Pedagogy and Authenticity

We believe that students should be taught authentic materials even in their first year of language instruction. Therefore,
most of our pedagogical materials are simulated authentic materials. Authentic materials (produced by native Chinese
speakers for native Chinese speakers) are also included in every lesson.
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Integrating Traditional and Simplified Characters
We believe that students should learn both traditional and simplified Chinese characters. However, we also realize that
teaching students both forms from day one could be overwhelming. Our solution is for students to focus on one form during
their first year of study, and to acquire the other during their second. Therefore, the first two volumes of IC are available in
separate traditional and simplified versions, with the alternative character forms of the texts included in the Appendix.
By their second year of study, we believe that all students should be exposed to both forms of written Chinese.
Accordingly, the final two volumes of IC include both traditional and simplified characters. Students in second-year
Chinese language classes come from di!erent backgrounds, and should be allowed to write in their preferred form.
However, it is important that the learner write in one form only, and not a hybrid of both.

Integrating Teaching Approaches

Because no single teaching method can adequately train a student in all language skills, we employ a variety of
approaches in IC. In addition to the communicative approach, we also use traditional methods such as grammar-
translation and the direct method.
Users of the ChengTsui Web App can employ additional teaching approaches, such as di!erentiated learning and
blended learning. Students can self-pace their learning, which is a very powerful instructional intervention. The
product also facilitates breaking down direct instruction into more engaging “bites” of learning, which improves
student engagement. Moreover, the ChengTsui Web App allows students to interact with the content at home and
practice and apply their learning in the classroom with corrective teacher feedback, which has the potential to
improve student outcomes. Additionally, teachers and learners do not need to follow the instructional flow of the
underlying book. They can navigate using multiple pathways in flexible and customized ways and at varying paces
for true individualized learning.

Acknowledgments
We would like to thank users around the world for believing in IC. We owe much of the continued success of IC to
their invaluable feedback. Likewise, we would be remiss if we did not acknowledge the University of Notre Dame
for sponsoring and inviting us to a one-day workshop on IC on April 9, 2016. Leading Chinese language specialists
from across the country shared their experiences with the IC authors. We are especially indebted to Professor
Yongping Zhu, Chair of the Department of East Asian Languages and Cultures at Notre Dame, and his colleagues
and sta! for organizing the workshop.
Professors Fangpei Cai and Meng Li of the University of Chicago took time out from their busy teaching schedules
to compile a detailed list of comments and suggestions. We are profoundly touched by their generosity. In
completing this Fourth Edition, we have taken into consideration their and other users' recommendations for
revision. Indeed, many of the changes are in response to user feedback. The authors are naturally responsible for
any remaining shortcomings and oversights.
For two summers in a row, Professor Liangyan Ge's wife, Ms. Yongqing Pan, warmly invited the IC team to their
home to complete the bulk of the work of revising the IC series. Words are inadequate to express our thanks to Ms.
Pan for her warm hospitality and her superb cooking day in and day out.
We are deeply grateful to our publisher Cheng & Tsui Company and to Jill Cheng in particular for her unswerving
support for IC over the years. We would also like to express our heartfelt appreciation to our editor Ben Shragge
and his colleagues for their meticulous attention to every aspect of this new edition.
As we look back on the evolution of IC, one person is never far from our thoughts. Without Professor Tao-chung
Yao's commitment from its inception, IC would not have been possible. Sadly, Professor Yao passed away in
September 2015. Throughout that summer, Professor Yao remained in close contact with the rest of the team, going
over each draft of IC 1 with an eagle eye, providing us with the benefit of his wisdom by phone and email. This
Fourth Edition of IC is a living tribute to his vision and guidance.
Note: Prefaces to the previous editions of IC are available at chengtsui.co.

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Series Structure
The IC series has been carefully conceptualized and developed to facilitate flexible delivery options that meet the
needs of di!erent instructional environments.

Component per Volume Description Print/Other Formats ChengTsui Web App

Textbook • Ten engaging • Paperback or Hardcover • Basic, Essential, and
lessons per volume, • Simplified or Traditional Educator Editions
each with readings, Characters (Volumes 1
grammar explanations, and 2)
communicative exercises,
and culture notes • Simplified with Traditional
Characters (Volumes 3
and 4)
Workbook • Wide range of integrated • Paperback • Essential and
activities covering • Simplified or Traditional Educator Editions
the three modes Characters (Volumes 1
of communication and 2)
(interpersonal, interpretive,
and presentational) • Simplified with Traditional
Characters (Volumes 3
and 4)
Character Workbook • Radical- and character- • Paperback • Essential and
writing and stroke order • Simplified with Traditional Educator Editions
practice Characters
Audio • Audio for Textbook • Streaming audio • Basic, Essential,
vocabulary, lesson available to print users and Educator Editions
texts, and pronunciation at chengtsui.co
exercises, plus
pronunciation and listening
exercises from the
Workbook
• Normal and paused
versions
Video • Volumes 1 and 2: acted • One DVD per volume • Basic, Essential,
dialogues and narratives and Educator Editions
presented in the • Streaming video
Textbooks; also includes
theme-related Culture
Minutes sections in
authentic settings
• Volumes 3 and 4:
documentary-style
episodes correlating to
the lesson themes in
authentic settings
Teacher’s Resources • Comprehensive • Downloadable resources • Educator Edition
implementation support, that include core lesson
teaching tips, syllabi, guides along with ancillary
tests and quizzes, answer materials previously on the
keys, and supplementary companion website
resources

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Lesson Structure
All components of IC (Textbooks, Workbooks, and Teacher’s Resources) are considered core and are designed to
be used together to enhance teaching and learning. Recurrent lesson subsections are highlighted in the Textbook
Elements column. Note that Supplementary Modules do not compose a separate section, but are rather discrete
entities that appear throughout each lesson.

Section Textbook Elements Interactive Content Workbooks Teacher’s Resources

Lesson Opener • Learning Objectives • Opportunity for • Overview of
state what students students to revisit language functions,
will be able to do by learning objectives vocabulary, grammar,
the end of the lesson and self-assess pronunciation, and
• Relate & Get Ready characters taught in
helps students reflect the lesson
on similarities and • Sequencing
di!erences between recommendations
Chinese culture and and teaching aids
their own
Lesson Text • Two Chinese lesson • Audio builds • Listening • Strategies for
texts demonstrate receptive skills comprehension and teaching the lesson
practical vocabulary • Video provides speaking exercises texts, plus question
and grammar usage insight into non- based on the lesson prompts
• Pinyin versions of the verbal cues and texts • Pre- and post-video
lesson texts provide communication plus • Reading viewing activity
pronunciation support context through comprehension worksheets and
• Language Notes authentic settings scripts
elaborate on
important structures
and phrases in the
lesson texts
Vocabulary • Vocabulary • Audio models proper • Handwriting and • Explanations,
lists define and pronunciation stroke order practice pronunciation
categorize new • Flashcards assist is provided in the tips, usage notes,
words from the with vocabulary Character Workbook and phrasal
lesson texts (proper acquisition • All exercises use combinations
nouns are listed last) lesson vocabulary to • Vocabulary
support acquisition slideshows
Grammar • Grammar points, • Additional exercises • Writing and grammar • Explanations,
which correspond deepen knowledge exercises based on pattern practice, and
to numbered of the language grammar introduced additional grammar
references in the in the lesson notes
lesson texts, explain • Grammar slideshows
and model language
forms
• Exercises allow
students to practice
the grammar points
immediately
Language • Role-plays, • Audio accompanies • Exercises and • Student
Practice pair activities, pronunciation activities spanning presentations,
contextualized drills, exercises in the first the three modes integrative practice,
and colorful cues three lessons of communication and additional
prompt students to (interpersonal, practice activities
produce language interpretive, and • Additional activities
• Pronunciation presentational), plus categorized by
exercises in the first pinyin and tone macro-skill
three lessons practice, to build
communication and
performance skills
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Section Textbook Elements Interactive Content Workbooks Teacher’s Resources
Cultural • Culture notes • Additional content • Authentic materials • Background notes
Literacy provide snapshots further develops to develop expand on the
of contemporary and cultural literacy of predictive skills section and o!er
traditional Chinese- the lesson theme additional realia
speaking cultures
• Compare & Contrast
draws connections
between cultures
Lesson • Make It Flow! • Teaching tips for
Wrap-Up develops students’ implementing self-
ability to produce diagnostic activities,
smooth discourse answer keys for
• Projects encourage Make it Flow!, and
review and recycling additional sample
of lesson materials quizzes and tests
through di!erent text • Slideshows that
types summarize content
• Can-Do Checklist introduced in the
allows students lesson
to assess their
fulfillment of the
learning objectives
Supplementary • How About You? • Additional • Pattern exercises • Teaching tips and
Modules encourages students Characterize It! to build radical strategies for fully
to personalize their exercises and and character exploiting and
vocabulary slideshows increase recognition implementing these
• Get Real with understanding of new elements
Chinese teaches characters
students to predict
meaning from
context
• Characterize It!
explores the
structure of Chinese
characters
• Chinese Chat
demonstrates how
language is used in
text messaging and
social media

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Scope and Sequence
Lesson Learning Objectives Grammar Cultural Literacy
Basics • Learn about Chinese
and its dialects
• Become familiar with
syllabic structure, pinyin,
and pronunciation
• Gain an understanding
of the writing system
and basic grammatical
features
• Use common
expressions in the
classroom and daily life
1 Greetings • Exchange basic 1. The verb 姓 (xìng) • Family names
greetings
2. Questions ending with 呢 (ne) • Full names
• Ask for a person’s family
name and full name and 3. The verb 叫 (jiào)
provide your own 4. Subject + verb + object
• Determine whether 5. The verb 是 (shì) (to be)
6. Questions ending with 吗 (ma)
someone is a teacher or
a student
• Ask where someone's 7. The negative adverb 不 (bù) (not, no)
from 8. The adverb 也 (yě) (too, also)
2 Family • Use basic kinship terms 1. The particle 的 (de) (I) • Kinship terms
for family members • Family structure
2. Measure words (I)
• Describe a family photo
3. Question pronouns
• Ask about someone’s
profession 4. Indicating possession using 有 (yǒu)
• Name some common 5. Indicating existence using 有 (yǒu)
professions 6. Using 二 (èr) and 两 (liǎng)
7. The adverb 都 (dōu) (both, all)
3 Time and Date • Discuss times and dates 1. Numbers up to 100 • Calendars
• Talk about ages and 2. Dates • Age
birthdays 3. Time • Birthday
• Arrange a dinner date 4. Pronouns as modifiers and the particle 的 traditions
with someone (de) (II)
5. The sentence structure of 我请你吃饭
(wǒ qǐng nǐ chī fàn)
6. Alternative questions
7. Affirmative + negative (A-not-A) questions (I)
8. The adverb 还 (hái) (also, too, as well)
4 Hobbies • Name common hobbies 1. Word order • Mahjong
• Ask about someone’s 2. Affirmative + negative (A-not-A) questions (II) • Chinese chess
hobbies 3. The conjunction 那（么）(nà [me]) • Go
• Make plans for the (then, in that case) • Feasting
weekend with friends 4. 去 (qù) (to go) + action
5. Questions with 好吗 (hǎo ma) (OK?)
6. The modal verb 想 (xiǎng) (want to, would
like to)
7. Verb + object as a detachable compound

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Lesson Learning Objectives Grammar Cultural Literacy
5 Visiting Friends • Welcome a visitor 1. Moderating tone of voice: 一下 (yí xià) • Tea
• Introduce one person to and （一）点儿 ([yì] diǎnr) • Greetings
another
2. Adjectives as predicates using 很 (hěn) • Etiquette
• Be a gracious guest
• Ask for beverages as a 3. The preposition 在 (zài) (at, in, on)
guest 4. The particle 吧 (ba)
• O!er beverages to a 5. The particle 了 (le) (I)
visitor
6. The adverb 才 (cái) (not until)
• Briefly describe a visit to
a friend’s place
Keeping It Casual • Review functional 1. 算了 (suàn le) (forget it, never mind)
(L1–L5) expressions
2. 谁呀 (shéi ya) (who is it?)
3. 是吗 (shì ma) (really, is that so?)
6 Making • Answer a phone call 1. The preposition 给 (gěi) (to, for) • Phone etiquette
Appointments and initiate a phone
conversation 2. The modal verb 要 (yào) (will, be going to) (I) • Cell phones

• Set up an appointment 3. The adverb 别 (bié) (don’t) • Terms for

Mandarin
with a teacher on the 4. Time expressions
5. The modal verb 得 (děi) (must, have to)
phone
• Ask a favor
6. Directional complements (I)
• Ask someone to return
your call
7 Studying • Discuss your exam 1. Descriptive complements (I) • Simplified vs.
Chinese performance 2. The adverbs 太 (tài) (too), 真 (zhēn) traditional
(really), and 很 (hěn) (very)
• Comment on your characters
character writing
3. The adverb 就 (jiù) (I) • Writing
conventions
• Discuss your experience
learning Chinese 4. Double objects • Four treasures
• Talk about your study 5. Ordinal numbers of the study
habits 6. 有（一）点儿 (yǒu[yì]diǎnr)
• Describe typical (somewhat, rather, a little bit)
classroom situations 7. Question pronoun: 怎么 (zěnme) (how,
how come)
8. The 的 (de) structure (I)
9. Connecting sentences in continuous
discourse
8 School Life • Describe a student’s 1. The position of time-when expressions • Semesters
daily routine 2. The adverb 就 (jiù) (II) • Letter-writing
• Write a simple diary 3. Describing simultaneity using一边. .. conventions
entry or blog post
一边. . . (yìbiān . . . yìbiān . . . )
• Write a brief letter or
formal email applying 4. Series of verbs/verb phrases
appropriate conventions 5. The particle 了 (le) (II)
• Update a friend on 6. The particle 的 (de) (III)
recent activities 7. The 正在 v structure (zhèngzài) (be doing. . . )
• Express hope that a 8. Indicating inclusiveness: 除了. . .以
friend will accept your
invitation 外，还/也. . . (chúle . . . yǐwài, hái/yě . . . )
(in addition to, also)
9. Comparing 能 (néng) and 会 (huì) (I)
10. The conjunctions 要是 (yàoshi) and 因
为 (yīnwèi) and the adverb 就 (jiù) (III)
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Lesson Learning Objectives Grammar Cultural Literacy
9 Shopping • Describe the color, size, 1. The modal verb 要 (yào) (want to do) (II) • Traditional
and price of a purchase clothes
2. Measure words (II)
• Recognize Chinese • Prices
currency 3. The 的 (de) structure (II) • Forms of
• Pay in cash or with a 4. Using 多 (duō) interrogatively address
credit card
5. Denominations of currency
• Determine the proper
change you should 6. Comparing using 跟/和. . .（不）一
receive 样 (gēn/hé . . . [bù] yíyàng) ([not] the same as . . . )
• Ask for merchandise in 7. The conjunctions 虽然. . .，可是/
a di!erent size or color
但是. . . (suīrán . . . , kěshì/dànshì . . . )
• Exchange merchandise (although . . . yet . . . )
10 Transportation • Discuss di!erent means 1. Topic-comment sentences • High-speed rail
2. Indicating alternatives: 或者 (huòzhě) (or)
of transportation • Taxi drivers
• Explain how to transfer and 还是 (háishi) (or) • New Year traffic
from one subway or bus
line to another 3. Indicating sequence: 先. . .再. . . (xiān . .
• Navigate public transit . zài) (first . . . , then . . . )
• Express gratitude after 4. Pondering alternatives: 还是. . .
receiving a favor （吧） (háishi . . . [ba]) (had better)
• O!er New Year wishes 5. Indicating totality: 每. . .都. . . (měi . . .
dōu) (every)
6. Indicating imminence: 要. . .了(yào . . . le)
(soon)
Keeping It Casual • Review functional 1. 喂 (wéi) (hello [on the phone])
(L6–L10) expressions
2. 没问题 (méi wèntí) (no problem)
3. Expressions of gratitude
4. 哪里，哪里 (nǎli, nǎli) (I’m flattered) or
是吗？(shì ma) (is that so?)
5. 就是它吧 (jiù shì tā ba) (let’s go with
that) or 就是他/她了 (jiù shì tā le) (we’ll
go with him/her)
6. 祝 (zhù) (I wish . . . )

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Abbreviations of Grammatical Terms
adj adjective pr pronoun
adv adverb prefix prefix
conj conjunction prep preposition
interj interjection qp question particle
m measure word qpr question pronoun
mv modal verb t time word
n noun v verb
nu numeral vc verb plus complement
p particle vo verb plus object
pn proper noun

Legend of Digital Icons

The icons listed below refer to interactive content. Streaming audio is available at chengtsui.co
to readers who have purchased the print edition. All other digital content is available exclusively
to ChengTsui Web App subscribers.

Lesson Text, Vocabulary, Pronunciation

Lesson Text

Vocabulary

Characterize It!

Grammar

Cultural Literacy

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Cast of Characters

Wang Peng Li You

王朋 李友
A Chinese freshman Amy Lee, an
from Beijing. He has American student
quickly adapted to from New York State.
American college life She and Wang Peng
and likes to play and meet each other on
watch sports. the first day of class
and soon become
good friends.

Gao Wenzhong Gao Xiaoyin

高文中 高小音
Winston Gore, an Jenny Gore,
English student. Winston’s older
His parents work in sister. She has
the United States. already graduated
Winston enjoys from college, and
singing, dancing, and is now a school
Chinese cooking. He librarian.
has a secret crush on
Bai Ying’ai.

Bai Ying’ai Chang Laoshi

白英爱 常老师
Baek Yeung Ae, an Chang Xiaoliang,
outgoing Korean originally from China
student from Seoul. and in her forties.
She finds Wang Peng She has been
very “cool” and very teaching Chinese in
“cute.” the United States for
ten years.

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BASICS
Learning Objectives

This section gives students the accompanying audio recordings

fundamentals they need to begin (indicated by ), are provided
studying Chinese. Background to help students learn proper
is provided on the language’s pronunciation. Lists of useful
syllabic structure, pinyin, and expressions are also included.
pronunciation; writing system; and Classes may devote three or four
important grammatical features. sessions to this core material
Practice exercises, along with before starting Lesson 1.
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Mandarin and Dialects
China is roughly the same size as the United States. There are numerous regional dialects of Chinese.
These dialects, most of which are mutually unintelligible, are often divided into eight groups: Mandarin, Wu,
Hakka, Southern Min, Northern Min, Cantonese, Xiang, and Gan.
Conventional terms for Modern Standard Chinese include Putonghua (“common language”) in Mainland
China; Guoyu (“national language”) in Taiwan; and Huayu (“language spoken by ethnic Chinese people”)
in other Chinese-speaking communities, such as those in Singapore and Malaysia. It is the lingua franca
of intra-ethnic (among di!erent Chinese dialect speakers) as well as inter-ethnic (among Han Chinese and
non-Han minority groups) communication in China. Its grammar is codified from the modern Chinese literary
canon, while its pronunciation is based on the Beijing dialect. Modern Standard Chinese is usually referred to
as Mandarin in English.
China officially recognizes fifty-six ethnic groups. The Han, the largest group, accounts for over 90%
of China's population. Many of the other fifty-five ethnic groups speak their own distinct languages.

Syllabic Structure, Pinyin, and Pronunciation

A Modern Standard Chinese syllable typically has three parts: an initial consonant, a final consisting of a
vowel or a vowel and the ending consonant -n or -ng, and a tone. The tone is superimposed on the entire
syllable. A syllable may also have no initial consonant.
syllable tone

syllable = (initial) + final/tone

(initial)
nà final

In this book, Chinese sounds are represented by Hanyu Pinyin, or pinyin for short. The pinyin system uses
twenty-five of the twenty-six letters of the English alphabet. Although pinyin symbols are thus the same
as English letters, the actual sounds they represent can vary widely from their English counterparts. This
section is designed to raise your awareness of these distinctions. Over time, you will acquire a more nuanced
understanding of Chinese pronunciation and improve your skills through listening and practice.

A Simple Finals

There are six simple finals in pinyin: a, o, e, i, u, ü

a is a central vowel when pronounced by itself. Keep your tongue in a relaxed position to pronounce it. a sounds
similar to the “a” in “fa la la.”
o is a rounded semi-high back vowel. Round your lips when pronouncing it. o seldom appears as a syllable
by itself. Usually it compounds with the initials b, p, m, and f, and should be practiced with them. Because of
the bilabial or labiodental nature of b, p, m, and f, o sounds almost like a diphthong or the double vowel uo.
It glides from a brief u to o.
e is an unrounded semi-high back vowel. To pronounce it, first position your tongue as if you are about to
pronounce o, then unround your mouth. At the same time, spread your lips apart as if you were smiling.
2 Integrated Chinese 1 | Textbook

This vowel is di!erent from “e” in English, which is pronounced with the tongue raised slightly forward.
i is an unrounded high front vowel. To pronounce it, smile tightly and pull the corners of your mouth straight back.
It is similar to the long vowel in “sheep.” When pronouncing it, however, you raise your tongue higher.
u is a rounded high back vowel. Pucker up your lips when pronouncing it. u is similar to the long vowel in
“coop,” but, when pronouncing it, you raise your tongue higher and retract it more.
ü is a rounded high front vowel. To produce this vowel, first position your tongue as if you are about to
pronounce i, then round your lips.

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In the pinyin system, i represents two special vowels in addition to the high front vowel. One is a front apical
vowel, the other a back apical vowel—that is to say, they are articulated with the front and back part of the
tongue, respectively. Both of these vowels are homorganic with the very limited sets of initials with which
they can co-occur (see z, c, s and zh, ch, sh, r ). In other words, they are pronounced in the same area of the
vocal tract as those consonants. You will learn how to pronounce i simply by prolonging the sounds of these
two groups of consonants.

B Initials

There are twenty-one initial consonants in pinyin. They are grouped as follows:

1. b p m f 4. j q x
2. d t n l 5. z c s
3. g k h 6. zh ch sh r

B.1 b, p, m, f
b is di!erent from its English counterpart. It is not voiced, as the vocal cords do not vibrate upon its
pronunciation, and sounds more like the “p” in “speak.”
p is aspirated. In other words, there is a strong pu! of breath when this consonant is pronounced.
It is also voiceless, and sounds like the “p” in “pork.”
m is produced in the same manner as the English “m.” It is voiced.
Pronounce f as you would in English.
Only the simple finals a, o, i, and u and compound finals that start with a, o, i, or u can be combined
with b, p, and m; only the simple finals a, o, and u and compound finals that start with a, o, or u can
be combined with f. When these initials are combined with o, there is actually a short u sound in
between. For instance, the syllable bo actually includes a very short u sound between b and o: it is
pronounced b(u)o.
Practice your pronunciation with the audio exercises below:

B.1.a (Initial-Final Combinations) B.1.c m vs. f

ba bi bu bo ma fa mu fu
pa pi pu po
B.1.d b, p, m, f
ma mi mu mo
bo po mo fo
fa fu fo
fu mu pu bu
B.1.b b vs. p
ba pa bu pu
po bo pi bi
Basics 3

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B.2 d, t, n, l
When pronouncing d, t, and n, touch your upper gum with the tip of your tongue. The tongue
is raised more to the back than it would be to pronounce their English counterparts. d and t
are voiceless. Roughly, d sounds like the “t” in “stand,” and t sounds like the “t” in “tea.” When
pronouncing l, touch your palate with the tip of your tongue. n is nasal.
Only the simple finals a, i, e, and u and compound finals that start with a, i, e, or u can be combined with d,
t, n, and l; n and l can also be combined with ü and the compound finals that start with ü.
Practice your pronunciation with the audio exercises below:

B.2.a (Initial-Final Combinations) B.2.c l vs. n

da di du de lu lü nu nü
ta ti tu te lu nu lü nü
na ni nu ne nü
B.2.d d, t, n, l
la li lu le lü
le ne te de
B.2.b d vs. t du tu lu nu
da ta di ti
du tu de te

B.3 g, k, h
g is unaspirated and voiceless, whereas k is aspirated and voiceless. When pronouncing g and k,
raise the back of your tongue against your soft palate. Roughly, g sounds like the “k” in “sky,” and k
sounds like the “k” in “kite.”
h is voiceless. When pronouncing h, raise the back of your tongue towards your soft palate. Unlike
the pronunciation of its English counterpart, the friction is noticeable.
Only the simple finals a, e, and u and the compound finals that start with a, e, or u can be combined
with g, k, and h.
Practice your pronunciation with the audio exercises below:

B.3.a (Initial-Final Combinations) B.3.c g vs. h

gu ge ga gu hu ge he
ku ke ka B.3.d k vs. h
hu he ha ke he ku hu

B.3.b g vs. k B.3.e g, k, h

4 Integrated Chinese 1 | Textbook

gu ku ge ke gu ku hu
he ke ge

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B.4 j, q, x
To make the j sound, first raise the flat center of your tongue to the roof of your mouth and position
the tip of your tongue against the back of your bottom teeth; then loosen your tongue and let the
air squeeze out through the channel you’ve made. It is unaspirated and the vocal cords do not
vibrate. The pinyin j is similar to the “j” in “jeep,” but it is unvoiced and articulated with the tip of the
tongue resting behind the lower incisors. You also need to pull the corners of your mouth straight
back to pronounce it.
q is pronounced in the same manner as j, but it is aspirated. The pinyin q is similar to the “ch” in
“cheese,” except that it is articulated with the tip of the tongue resting behind the lower incisors.
When pronouncing q, don’t forget to pull the corners of your mouth straight back.
To make the x sound, first raise the flat center of your tongue toward (but not touching) the hard
palate and then let the air squeeze out. The vocal cords do not vibrate. x, like j and q, is articulated
with the tip of the tongue resting behind the lower incisors. To pronounce x correctly, you also need
to pull the corners of your mouth straight back, as if making a tight smile.
The finals that can be combined with j, q, and x are limited to i and ü and compound finals that start
with i or ü. When j, q, and x are combined with ü or a compound final starting with ü, the umlaut is
omitted and the ü appears as u.
Practice your pronunciation with the audio exercises below:

B.4.a (Initial-Final Combinations) B.4.c q vs. x

ji ju qi xi qu xu
qi qu B.4.d j vs. x
xi xu ji xi ju xu

B.4.b j vs. q B.4.e j, q, x

ji qi ju qu ji qi xi
ju qu xu

B.5 z, c, s
z is similar to the English “ds” sound, as in “lids.”
c is similar to the English “ts” sound, as in “students.” It is aspirated.
s is similar to the English “s” sound.
To pronounce these sounds, touch the back of your upper teeth with your tongue.
The simple finals that can be combined with z, c, and s are a, e, u, and the front apical vowel i (not
the regular palatal high front vowel i ).
When pronouncing the syllables zi, ci, and si, hold your tongue in the same position; relax it slightly
as the articulation moves from the voiceless initial consonant to the voiced vowel.
Practice your pronunciation with the audio exercises below:

B.5.a (Initial-Final Combinations) B.5.b s vs. z

za zu ze zi sa za su zu
ca cu ce ci se ze si zi
sa su se si
Basics 5

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B.5.c z vs. c B.5.e z, c, s
za ca zi ci sa za ca
ze ce zu cu su zu cu
se ze ce
B.5.d s vs. c
si zi ci
sa ca si ci
za cu se
su cu se ce
ci sa zu
su zi ce

B.6 zh, ch, sh, r

To make the zh sound, first curl up the tip of your tongue against your hard palate, then loosen it
and let the air squeeze out through the channel you’ve made. It is unaspirated and the vocal cords
do not vibrate. zh sounds rather like the first sound in “jerk,” but it is unvoiced.
ch is pronounced like zh, but ch is aspirated. ch sounds rather like the “ch” in “chirp.”
To make the sh sound, turn the tip of your tongue up toward (but not touching) the hard palate and then let
the air squeeze out. The vocal cords do not vibrate. sh sounds rather like the “sh” in “shirt” and “Shirley.”
r is pronounced in the same manner as sh, but it is voiced; therefore, the vocal cords vibrate.
Pronounce it simply by prolonging sh, making sure your lips are not rounded.
The finals that can be combined with zh, ch, sh, and r are a, e, u, and the back apical vowel i, as
well as compound finals that start with a, e, or u. When pronouncing the syllables zhi, chi, shi, and
ri, hold your tongue in the same position; relax it slightly as the articulation moves from the initial
consonant to the vowel.
Practice your pronunciation with the audio exercises below:

B.6.a (Initial-Final Combinations) B.6.f sh vs. r

zha zhu zhe zhi shu ru shi ri
cha chu che chi
B.6.g r vs. l
sha shu she shi
lu ru li ri
ru re ri
B.6.h sh, r, l
B.6.b zh vs. sh
she re le re
sha zha shu zhu

B.6.c zh vs. ch B.6.i zh, ch, r

zha cha zhu chu zhe re che re
6 Integrated Chinese 1 | Textbook

B.6.d ch vs. sh B.6.j zh, ch, sh, r

chu shu sha cha sha cha zha

B.6.e zh, ch, sh shu zhu chu ru

shi zhi chi shi zhi chi shi ri
she zhe che she che zhe she re
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Reference Chart for Initials
Manner of Stop Affricative
Articulation
Fricative Nasal Lateral Approximant
Place of Unaspirated Aspirated Unaspirated Aspirated
Articulation

Bilabial b p m
Labiodentals f
Apical-toothback z c s
Apical-alveolar d t n l
Apical-
postalveolar
zh ch sh r

Alveolo-palatal j q x
Velar g k h

C Compound Finals

Consonant finals in pinyin are grouped as follows:

1. ai ei ao ou
2. an en ang eng ong
3. ia iao ie iu* ian in iang ing iong
4. ua uo uai ui** uan un*** uang ueng
5. üe üan ün
6. er

* The main vowel o is omitted in the spelling of the final iu (iu = iou). Therefore, iu represents the sound iou.
The o is especially conspicuous in third- and fourth-tone syllables.
** The main vowel e is omitted in the final ui (ui = uei). Like iu above, it is quite conspicuous in third- and
fourth- tone syllables.
*** The main vowel e is omitted in un (un = uen).

In pinyin, compound finals are composed of a main vowel and one or two secondary vowels, or a main
vowel and one secondary vowel followed by the nasal ending -n or -ng. When the initial vowels are a, e, or
o, they are stressed. The vowels following are soft and brief. When the initial vowels are i, u, or ü, the main
vowels come after them. i, u, and ü are transitional sounds. If there are vowels or nasal consonants after the
main vowels, they should be unstressed as well. In a compound final, the main vowel can be a!ected by the
phonemes before and after it. For instance, the a in ian is pronounced with a lower degree of aperture and a
higher position of the tongue than the a in ma; and to pronounce the a in ang, the tongue has to be positioned
more to the back of the mouth than is usually the case with a.
When pronouncing the e in ei, the tongue must be positioned a bit toward the front and a bit higher than it
would be if pronouncing the simple vowel e alone. The e in ie is pronounced with a lower position of the tongue
than the e in ei. When pronouncing the e in en and the e in a neutral tone like the second syllable of gēge, you
should position your tongue in the center of your mouth, as with the pronunciation of the “e” in “the.”
Basics 7

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As noted above, in pinyin orthography some vowels are omitted for the sake of economy, e.g., i(o)u, u(e)i.
However, when pronouncing such sounds, these vowels must not be omitted.
Pinyin spelling rules are as follows:
1. If there is no initial consonant before i, i is written as a semi-vowel, y. Thus ia, ie, iao, iu, ian, and
iang become ya, ye, yao, you (note that the o cannot be omitted here), yan, and yang. Before in and
ing, add y, e.g., yin and ying.
2. If there is no initial consonant before ü, add a y and drop the umlaut: yu, yuan, yue, yun.
3. u becomes w if it is not preceded by an initial, e.g., wa, wai, wan, wang, wei, wen, weng, wo. u by itself
becomes wu.
4. ueng is written as ong if preceded by an initial, e.g., tong, dong, nong, long. Without an initial, it is weng.
5. To avoid confusion, an apostrophe is used to separate two syllables with connecting vowels, e.g.,
nǚ’ér (daughter) and the city Xī’ān (nǚ and ér, Xī and ān are separate syllables). Sometimes an
apostrophe is also needed even if the two syllables are not connected by vowels, e.g., fáng’ài
(to hinder) and fāng’àn (plan, scheme).
Practice your pronunciation with the audio exercises below:

C.1 ai ei ao ou C.3.b ian vs. iang

xian xiang qian qiang
pai lei dao gou
jian jiang yan yang
cai mei sao shou

C.3.c in vs. ing

C.2 an en ang eng ong
bin bing pin ping
C.2.a an vs. ang jin jing yin ying
tan tang chan chang
zan zhang gan gang C.3.d iu vs. iong
xiu xiong you yong
C.2.b en vs. eng
sen seng shen sheng
C.3.e ao vs. iao
zhen zheng fen feng
zhao jiao shao xiao
C.2.c eng vs. ong chao qiao ao yao
cheng chong deng dong
zheng zhong keng kong C.3.f an vs. ian
chan qian shan xian

C.3 ia iao ie iu ian in iang zhan jian an yan

8 Integrated Chinese 1 | Textbook

ing iong
C.3.a ia vs. ie C.3.g ang vs. iang
jia jie qia qie zhang jiang shang xiang
xia xie ya ye chang qiang ang yang

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C.4 ua uo uai ui uan un uang
C.4.a ua vs. uai C.4.d uo vs. ou
shua shuai wa wai duo dou zhuo zhou

C.4.b
suo sou wo ou
uan vs. uang
shuan shuang chuan chuang C.4.e ui vs. un
zhuan zhuang wan wang tui tun zhui zhun

C.4.c un vs. uan dui dun wei wen

dun duan kun kuan

zhun zhuan wen wan

C.5 üe üan ün
C.5.a ün vs. un C.5.b üan vs. uan C.5.c üe
jun zhun yun wen xuan shuan juan zhuan yue que jue
quan chuan yuan wan

C.6 er
ger (er with a first tone does not exist in Mandarin, but the word “ger” [ge with the r ending] contains
the final er in first tone. See D.1 Practice III for more examples.)

D Tones

Every Chinese syllable has a tone.

Four Tones and Neutral Tone

D.1
There are four tones in Modern Standard Chinese.
The first tone is a high-level tone with a pitch value of 55 (see chart below); its tone mark is “ ¯ ”.
The second tone is a rising tone with a pitch value of 35; its tone mark is “ ́ ”.
The citation form of the third tone has a pitch value of 214. However, in normal speech it almost
always occurs as a “half third tone” with a pitch value of 21. Its tone mark is “ ˇ ”. Please see D.2.
Tone Sandhi for a discussion of how to pronounce third-tone syllables in succession.
The fourth tone is a falling tone with a pitch value of 51; its tone mark is “ ˋ ”.
In addition to the four tones, there is also a neutral tone in Modern Standard Chinese. Neutral tone
words include those that do not have fundamental tones (e.g., the question particle ma), and those
which do have tones when pronounced individually, but are not stressed in certain compounds
(e.g., the second ba in bàba, “father”). There are no tone marks for neutral tone syllables. A neutral
tone syllable is pronounced briefly and softly, and its pitch value is determined by the stressed
Basics 9

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syllable immediately before it. A neutral tone following a first-tone syllable, as in māma (mother),
carries a pitch tone of 2. When it follows a second-tone syllable, a third-tone syllable, or a fourth-
tone syllable, its pitch tone will be 3, 4, and 1 respectively.
Tones are crucial in Chinese. The same initial-final combination with di!erent tones may have
di!erent meanings. For instance, mā is “mother,” má is “hemp,” mǎ is “horse,” mà is “to scold,” and
ma is an interrogative particle. The four tones can be diagrammed as follows:
First Tone Second Tone Third Tone Fourth Tone

5
4
3
2
1

Tone marks are written above the main vowel of a syllable. The main vowel can be identified
according to the following sequence: a-o-e-i-u-ü. For instance, in ao the main vowel is a. In ei the
main vowel is e. There is one exception: when i and u are combined into a syllable, the tone mark is
written on the second vowel: iù, uì.

D.1 Practice I: Monosyllabic Words

1.a Four Tones 1.d 1st vs. 4th 1.i 3rd vs. 2nd

bī bí bǐ bì fā fà qū qù chǔ chú xǐ xí
pū pú pǔ pù dī dì kē kè kě ké qǔ qú
dà dǎ dá dā 1.e 2nd vs. 1st 1.j 3rd vs. 4th
shè shě shé shē hú hū zhé zhē bǒ bò chǔ chù
tí tī tǐ tì xí xī pó pō nǐ nì rě rè
kè kě kē ké
1.f 2nd vs. 3rd 1.k 4th vs. 1st
jǐ jí jì jī gé gě jú jǔ jì jī sù sū
gú gù gū gǔ tí tǐ rú rǔ là lā hè hē

1.b 1st vs. 2nd 1.g 2nd vs. 4th 1.l 4th vs. 2nd
zā zá hē hé lú lù cí cì nà ná jù jú
chū chú shī shí mó mò zhé zhè zè zé lǜ lǘ

1.c 1st vs. 3rd 1.h 3rd vs. 1st 1.m 4th vs. 3rd
10 Integrated Chinese 1 | Textbook

tū tǔ xī xǐ tǎ tā gǔ gū sà sǎ kù kǔ
mō mǒ shā shǎ mǐ mī chě chē zì zǐ zhè zhě

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D.1 Practice II: Bisyllabic Words

Tones Examples
2.a 1st+1st: chūzū tūchū chūfā
2.b 1st+2nd: chātú xīqí chūxí
2.c 1st+3rd: shēchǐ gēqǔ chūbǎn
2.d 1st+4th: chūsè hūshì jīlǜ
2.e 2nd+1st: shíshī qíjī shíchā
2.f 2nd+2nd: jíhé shépí pígé
2.g 2nd+3rd: jítǐ bóqǔ zhélǐ
2.h 2nd+4th: qítè fúlì chíxù
2.i 3rd+1st: zǔzhī zhǔjī lǐkē
2.j 3rd+2nd: pǔjí zhǔxí chǔfá
2.k 3rd+4th: lǚkè gǔlì tǐzhì
2.l 4th+1st: zìsī qìchē lǜshī
2.m 4th+2nd: fùzá dìtú shìshí
2.n 4th+3rd: zìjǐ bìhǔ dìzhǐ
2.o 4th+4th: mùdì xùmù dàdì

D.1 Practice III: Words with “er” sound

3.a érzi érqiě

3.b ěrduo mù’ěr
3.c shí’èr èrshí

D.2 Tone Sandhi

If two third-tone syllables are spoken in succession, the first third tone becomes second tone
(a tone change that linguists call tone sandhi), e.g.:

xǐlǐ → xílǐ (baptism)

chǐrǔ → chírǔ (shame)

qǔshě → qúshě (accept or reject)

Basics 11

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Note: Following standard pinyin practice, we do not change the tone marks from third to second
tone. Initially, the student has to consciously remember to pronounce the first syllable in the second
tone; but through practice and imitation, it will soon become habit.
Practice your pronunciation with the audio exercises below:

chǔlǐ → chúlǐ jǔzhǐ → júzhǐ

gǔpǔ → gúpǔ zǐnǚ → zínǚ

bǐnǐ → bínǐ zhǐshǐ → zhíshǐ

D.3 Neutral Tone

The neutral tone occurs in unstressed syllables, typically following a syllable with one of the four
tones. It is unmarked, e.g.:
chēzi (car), māma (mom), chúzi (cook), shūshu (uncle), lǐzi (plum), shìzi (persimmon)
Practice your pronunciation with the audio exercises below:

1st+neutral māma gēge shīfu chūqu

2nd+neutral dízi bóbo bízi chúle
3rd+neutral lǐzi qǐzi dǐzi fǔshang
4th+neutral bàba dìdi kèqi kùzi

E Combination Exercises

1. shān xiān sān 2. Zhōngguó xīngqī lǜshī zhàopiàn

cháng qiáng cáng zàijiàn tóngxué xǐhuan diànshì
zhǐ jǐ zǐ yīnyuè kělè yǎnlèi shàngwǔ
lüè nüè yuè cèsuǒ chūntiān xiàwǔ bànyè
kè lè rè gōngkè kāishǐ rìjì cāntīng
zuìjìn xīwàng yīsheng chūzū
zhōumò guānxi dòufu jiéhūn
12 Integrated Chinese 1 | Textbook

liúxué nǚ’ér shénme suīrán

wǎngqiú xǐzǎo niánjí yóuyǒng

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Writing System

A Formation of Characters

Unlike English, Chinese is written in characters, each of which represents a syllable. Two sets of Chinese
characters are in use: simplified characters and traditional characters. Simplified characters typically have
fewer strokes than their traditional counterparts, though many characters are shared between the two sets.
Characters have historically been divided into the following six categories:

A.1 象形 (xiàngxíng) (pictographs, pictographic characters), e.g.:

人 (rén) 山 (shān) 日 (rì) 月 (yuè) 木 (mù)
person mountain sun moon tree

A.2 指事 (zhǐshì) (simple ideograms), e.g.:

上 (shàng) 下 (xià)
above below

A.3 会意 (huìyì) (compound ideograms), e.g.:

明 (míng) 休 (xiū)
bright rest

A.4 形声 (xíngshēng) (pictophonetic characters [with one element

indicating meaning and the other sound]), e.g.:
江，河，饭，姑

A.5 转注 (zhuǎnzhù) (mutually explanatory characters), e.g.:

老，考

A.6 假借 (jiǎjiè) (phonetic loan characters), e.g.:

来，我
A popular myth is that Chinese writing is pictographic, and that each Chinese character represents
a picture. In fact, only a small proportion of Chinese characters evolved from pictures. The vast majority
are pictophonetic characters consisting of a radical and a phonetic element. The radical often suggests the
meaning of a character, and the phonetic element indicates its original pronunciation, which may or may not
Basics 13

represent its modern pronunciation.

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B Basic Radicals

Although there are more than fifty thousand Chinese characters, you only need to know two or three
thousand to be considered literate. Mastering two or three thousand characters is, of course, still a rather
formidable task. However, the learning process is easier if you grasp the basic components of Chinese
characters. Traditionally, Chinese characters are grouped according to their common components, known as
radicals, 部首 (bùshǒu). The 214 Kangxi radicals have been the standard set of radicals since the publication
of the great Kangxi Dictionary (《 康熙字典 》) (《 Kāngxī Zìdiǎn 》) in 1716; although some
contemporary dictionaries, which treat simplified characters as primary forms, have reduced that number to
189. If you know the radicals and other basic components well, you will find recognizing, remembering, and
reproducing characters much easier. Knowing the radicals is also a must when using dictionaries that arrange
characters according to their radicals. The following is a selection of forty radicals that everybody starting to
learn characters should know. As you review the chart, identify where the radicals appear in the examples.

No. Radical Pinyin English Examples

1. 人 (亻) rén person 今，他

2. 刀 (刂) dāo knife 分，到
3. 力 lì power 加，助
4. 又 yòu right hand, again 友，取
5. 口 kǒu mouth 叫，可
6. 囗* wéi enclose 回，因
7. 土 tǔ earth 在，坐
8. 夕 xī sunset 外，多
9. 大 dà big 天，太
10. 女 nǚ woman 婆，好
11. 子 zǐ child 字，孩
12. 寸 cùn inch 寺，封
13. 小 xiǎo small 少，尖
14. 工 gōng labor, work 左，差
15. 幺 yāo tiny, small 幻，幼
16. 弓 gōng bow 引，弟
14 Integrated Chinese 1 | Textbook

17. 心 (忄) xīn heart 想，忙

18. 戈 gē dagger-axe 我，或
19. 手 (扌) shǒu hand 拿，打
20. 日 rì sun 早，明
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No. Radical Pinyin English Examples

21. 月 yuè moon 期，朗

22. 木 mù wood 李，杯
23. 水 (氵) shuǐ water 汞，洗
24. 火 (灬) huǒ fire 烧，热
25. 田 tián field 男，留
26. 目 mù eye 看，睡
27. 示 (礻) shì show 票，社
28. 糸 (纟) mì fine silk 素，红
29. 耳 ěr ear 聋，聊
30. 衣 (衤) yī clothing 袋，衫
31. 言 (讠) yán speech 誓，话
32. 贝 bèi cowrie shell 贵，财
33. 走 zǒu walk 趣，起
34. ⻊ zú foot 跳，跑
35. 金 (钅) jīn gold 鉴，银
36. 门 mén door 间，闷
37. 隹 zhuī short-tailed bird 难，集
38. 雨 yǔ rain 雪，雷
39. 食 (饣) shí eat 餐，饭
40. 马 mǎ horse 骑，骂
* Used as a radical only, not as a character by itself.

马马马

纟 纟
Basics 15

Two Chinese radical charts.

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C Basic Character Structures

To help you learn Chinese characters, we present the major structures for Chinese characters below.
However, this list is not intended to be exhaustive. Less common structures are not covered here, and some
of the components can be further divided into subcomponents. For example, by our classification, 照 is in
the Top-Bottom structure, but its top component can be seen as a combination of 日 on the left and 召 on
the right. Teachers are encouraged to explain the structures of individual characters whenever appropriate,
and to emphasize that it is much easier to memorize a character by component than by individual stroke.

No. Pattern Examples

1. Unitary 上 水 人 女 山 长 东

2. Left-Right 忙 唱 便 汉 都 找 汤

3. Top-Bottom 李 字 念 想 笔 花 紧

4.
Semi-
Enclosing 同 周 问 间 风

5. Enclosing 回 因 国 图 圆

6.
Horizontal
Trisection 班 街 掰 粥

7.
Vertical
Trisection 鼻 幕 曼

8.
Left-Bottom
Enclosing 这 起 过 道 适 题
16 Integrated Chinese 1 | Textbook

9.
Left-Top
Enclosing 床 麻 病 历 屋

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D Basic Strokes

As you review the chart, identify where the strokes appear in the examples.

Basic Stroke Chinese Pinyin English Examples

点 diǎn dot 小，六

横 héng horizontal 一，六
竖 shù vertical 十，中
撇 piě downward left 人，大
捺 nà downward right 八，人
提 tí upward 我，江
横钩 hénggōu horizontal hook 你，字
竖钩 shùgōu vertical hook 小，你
斜钩 xiégōu slanted hook 戈，我
横折 héngzhé horizontal bend 五，口
竖折 shùzhé vertical bend 七，亡
Note: With the exception of the “tí ” stroke (which moves upward to the right) and the “piě ” stroke (which
moves downward to the left), all Chinese strokes move from top to bottom, left to right.
Do you know the names of the strokes below? Can you write them properly?

E Stroke Order

Following these stroke order rules will make it easier for you to accurately count the number of strokes in a
character. Knowing the exact number of strokes in a character will help you find the character in a radical-
based dictionary. Finally, your Chinese characters will look better if you write them in the correct stroke order!

1. From left to right 川，人 4. From outside to inside 月

2. From top to bottom 三 5. Middle before two sides 小
3. Horizontal before vertical 十 6. Inside before closing 日，回
Note: Learn the correct stroke order of the characters introduced in this book by using the associated
Character Workbook.
Basics 17

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Important Grammatical Features
Chinese grammar is relatively simple, since Chinese contains virtually no significant inflectional changes.
However, beginners of Chinese should frequently review some fundamental characteristics of the language,
even though not all these characteristics are unique to Chinese.

1. The most basic sentence structure in Chinese is:

Subject + Verb + Object

王朋 喜欢 打球。
Wang Peng like play ball
Wang Peng likes to play ball.

2. In Chinese, modifiers of nouns go before the nouns.

姐姐 给 我 买 的 衬衫。
older sister for me buy shirt
The shirt that my older sister bought me.

3. In Chinese, adverbials, which modify verbs, go before verbs. Adverbials typically follow the subject or the
topic of the sentence.

王朋 昨天 看 了 一个 中国 电影。
Wang Peng yesterday see one China movie
Wang Peng watched a Chinese movie yesterday.

Unlike in English, adverbials in Chinese never appear at the end of the sentence.

4. In general, Chinese nouns do not directly follow numerals; there must be a measure word in between.

一 个 人
a person

三 本 书
three books

5. If a sentence has multiple clauses with the same subject, the subject in the ensuing clauses is typically
omitted. If two consecutive sentences have the same subject, the subject of the second sentence is
typically represented by a pronoun.

李友 在 商店 买 衣服。 她 买 了 一件 衬衫，
Li You at store buy clothes she buy one shirt
18 Integrated Chinese 1 | Textbook

还 买 了 一条 裤子， 花 了 六十 块 钱。
also buy one pants spend sixty dollar money
Li You went shopping for clothes. She bought a shirt. She bought a pair of pants as well.
She spent sixty dollars.

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6. When the “recipient” of an action becomes known information to both interlocutors, the “recipient” of the
action often appears at the beginning of the sentence as the “topic,” and the rest of the sentence functions
as a “comment.” So the sentence structure becomes: Topic-Comment.

爸爸 昨天 给 了 我 一个 手机， 那个 手机 我 不 喜欢。
Dad yesterday give I one cell phone, that cell phone I not like
Dad bought me a cell phone yesterday, and I don’t like it.

Useful Expressions

A Classroom Expressions

You will hear these expressions every day in Chinese class.

1. Nǐ hǎo! How are you? How do you do? Hello.

2. Lǎoshī hǎo! How are you, teacher?

3. Shàng kè. Let’s begin the class.

4. Xià kè. The class is over.

5. Dǎ kāi shū. Open the book.

6. Wǒ shuō, nǐmen tīng. I’ll speak, you listen.

7. Kàn hēibǎn/báibǎn. Look at the blackboard/whiteboard.

8. Duì bu duì? Is it right?

9. Duì! Right! Correct!

10. Hěn hǎo! Very good!

11. Qǐng gēn wǒ shuō. Please repeat after me.

12. Zài shuō yí biàn. Say it again.

13. Dǒng bu dǒng? Do you understand?

14. Dǒng le. Yes, I/we understand; I/we do.

15. Zàijiàn! Goodbye!

Basics 19

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B Survival Expressions

These expressions will help you survive in a Chinese language environment. A good language student
constantly learns new words by asking questions. Learn the following expressions and start to acquire
Chinese on your own.

1. Duìbuqǐ! Sorry!

2. Qǐng wèn . . . Excuse me . . . May I ask . . .

3. Xièxie! Thanks!

4. Zhè shì shénme? What is this?

5. Wǒ bù dǒng. I don’t understand.

6. Qǐng zài shuō yí biàn. Please say it one more time.

7. “ . . . ” Zhōngwén zěnme shuō? How do you say “ . . . ” in Chinese?

8. “ . . . ” shì shénme yìsi? What does “ . . . ” mean?

9. Qǐng nǐ gěi wǒ . . . Please give me . . .

10. Qǐng nǐ gàosu wǒ . . . Please tell me . . .

C Numerals

Knowing Chinese numerals will help you with basic tasks like shopping and asking for the time. You can
get a head start by memorizing 0 to 10 now. After you've memorized them, try saying your telephone
number in Chinese.

〇 (líng) 一 (yī) 二 (èr) 三(sān) 四 (sì) 五 (wǔ)

zero one two three four five
20 Integrated Chinese 1 | Textbook

六 (liù) 七 (qī) 八 (bā) 九 (jiǔ) 十 (shí)

six seven eight nine ten

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Lesson 1
第一课
ì yī kè

问好 èn hǎo

GREETINGS

Learning Objectives Relate & Get Ready

In this lesson, you will learn to: In your own culture/community:

y Exchange basic greetings y How do people greet each other
y Ask for a person’s family name and when meeting for the first time?
full name and provide your own y Which do people say first, their given
y Determine whether someone is name or family name?
a teacher or a student y How do acquaintances or close
y Ask where someone’s from friends address each other?

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Exchanging Greetings

Dialogue 1 At school, Wang Peng and Li You meet each other for the first time.

你好
b c
， 贵
*李。你
1 2
我
d 3
我 王。 小 ，你 字
我叫李友。王 ，你叫 字
4
。
Pinyin Dialogue
a
ǐ hǎo !

ǐ hǎo
b c
ǐng wèn , nǐ guì xìng
1 2
ǒ xìng ǐ. ǐ ne
d 3
ǒ xìng áng. xiǎojiě , nǐ jiào shénme míngzi

ǒ jiào ǐ ǒu. áng xiānsheng, nǐ jiào shénme míngzi

4
ǒ jiào áng éng .
22 Integrated Chinese 1 | Textbook

* Here and throughout the book, the blue lesson text and numbers correspond to explanations in the Grammar section.

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Language Notes

a ( ǐ hǎo )
This common greeting is used to address
strangers as well as old acquaintances. To
respond, simply repeat the same greeting.

b (qǐng wèn)
This is a polite phrase used to get
someone’s attention before asking a
question or making an inquiry, similar to
“excuse me, may I ask” in English.

c (nǐ) vs. (nín)

To be more polite and respectful, replace
你 (nǐ) with its honorific form, (nín).
[See Language Note A, Dialogue 1,
Lesson!6.]

d 小 (xiǎojiě)
This is a word with two third-tone syllables.
The tone sandhi rule applies, thus making
the first third tone, 小 (xiǎo), a second
tone. The second syllable, 姐 (jiě), can
also be pronounced in the neutral tone.

Lesson 1 | Greetings | Dialogue 1

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23
Vocabulary
No. Word Pinyin Part of Definition
Speech

1 你 nǐ pr you

2 好 hǎo adj fine, good, nice, OK, it’s settled

please (polite form of request), to treat or to invite

3 qǐng v
(somebody)

4 问 wèn v to ask (a question)

5 贵 guì adj honorable, expensive

6 xìng v/n (one’s) family name is!.!.!.!; family name [See Grammar 1.]

7 我 wǒ pr I, me

8 ne qp (question particle) [See Grammar 2.]

9 小姐 xiǎojiě n Miss, young lady

10 叫 jiào v to be called, to call [See Grammar 3.]

11 shénme qpr what

12 字 míngzi n name

13 xiānsheng n Mr., husband, teacher

14 李友 ǐ ǒu pn (a personal name)

李 lǐ pn/n (a family name); plum

15 王朋 áng éng pn (a personal name)

王 wáng pn/n (a family name); king

字
24 Integrated Chinese 1 | Textbook

ǐ jiào shénme míngzi

What is your name?
我叫 。
ǒ jiào .

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Grammar

1 The verb (xìng)

(xìng) is both a noun and a verb. When it is used as a verb, it must be followed by an object.

A Q: 你 A: 我 李。
ǐ xìng shénme ǒ xìng ǐ.
What is your family name? My family name is Li.

(xìng) is usually negated with (bù). [See Grammar 7.]

B Q: 你 李 A: 我不 李。 我不 。]
ǐ xìng ǐ ma ǒ bú xìng ǐ.
Is your family name Li? My family name is not Li.

The polite way to ask for and give a family name is as follows.

C Q: 你贵 你贵 ]
ǐ guì xìng
What is your family name?
(Lit. Your honorable family name is!.!.!.!?)

Remember to drop the honorific (guì) when you reply.

A: 我 王。 我贵 王。]
ǒ xìng áng.
My family name is Wang.

You can also respond to (nǐ guì xìng) by saying (miǎn guì xìng áng),
Lesson 1 | Greetings | Grammar

(miǎn guì xìng ǐ). (Lit. Dispense with “honorable.” [My] family name is Wang/Li.)

EXERCISES
Complete these exchanges with your own family name.

1 Q: 问，你贵 A: 我 。
2 Q: 你 A: 我 。
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25
2 Questions ending with (ne)

(ne) often follows a noun or pronoun to form a question when the content of the question is
already clear from the context.

A Q: 问，你贵 A: 我 李，你
ǐng wèn, nǐ guì xìng ǒ xìng ǐ, nǐ ne
What’s your family name, please? My family name is Li. How about you?

B Q: 你叫 字 A: 我叫王朋，你
ǐ jiào shénme míngzi ǒ jiào áng éng, nǐ ne
What’s your name? My name is Wang Peng. How about you?

When (ne) is used in this way, there must be some context. In each of the two examples above,
the context is provided by the preceding sentence: (wǒ xìng ǐ) in (A), and
(wǒ jiào áng éng) in (B).

GET
Real
WITH
CHINESE

You’re at the
first meeting of
your college’s
Chinese Student
Association. What
is this sophomore’s
name?
Integrated Chinese 1 | Textbook

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26
EXERCISES
In pairs, ask and give your name and family name.

1 Q: 我 ，你 A: 我 。
2 Q: 我叫 ，你 A: 我叫 。

3 The verb 叫 (jiào)

While (jiào) has several meanings, it means “to be called” in this lesson. Like (xìng), it must be
followed by an object, which can be either a full name or a given name, but seldom a given name
that consists only of one syllable.

A Q: 你叫 字 A: 我叫王小朋。
ǐ jiào shénme míngzi ǒ jiào áng iǎo éng.
What is your name? My name is Wang Xiaopeng.

(jiào) is usually negated with (bù). [See Grammar 7.]

B Q: 你叫李 A: 我不叫李 。
ǐ jiào ǐ hēng ma ǒ bú jiào ǐ hēng.
Is your name Li Sheng? My name is not Li Sheng.

EXERCISES
Take turns answering the questions below.

1 Q: 问，你叫 字 A: 我叫 。
2 Q: 你叫李好 A: 我不叫 。 Lesson 1 | Greetings | Grammar

4 Subject + verb + object

From the examples in the previous Grammar Points, we can see that the basic word order in a
Chinese sentence is subject + verb + object.

The word order remains the same in statements and questions. You don’t place the question word
at the beginning of a question as you do in English, unless that question word is the subject.
[See also Grammar 3, Lesson 2, and Grammar 1, Lesson 4.]
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27
Language Practice

A Mix and mingle INTERPERSONAL

Introduce yourself to your classmates using the outline below.

Student A 你好
ǐ hǎo

Student B 。
.

Student A 问，你贵
ǐng wèn, nǐ guì xìng

Student B 我 。你
ǒ xìng . ǐ ne

Student A 我 ，我叫 。你叫

字
ǒ xìng , wǒ jiào . ǐ jiào shénme míngzi

Student B 我叫 。
ǒ jiào .

Characterize it!

小
1 2 3 4 5
28 Integrated Chinese 1 | Textbook

Unitary

Which of these characters are formed with the pattern on the left?

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B Getting acquainted INTERPERSONAL

Complete the following exchange between two people who have never met before. Do a role-play
based on the prompts.

Student A 你好
ǐ hǎo

Student B 。
.

Student A 我 ， 问，你贵
ǒ xìng , qǐng wèn, nǐ guì xìng

Student B 。
.

Student A ，你叫 字
, nǐ jiào shénme míngzi

Student B 我叫 。
ǒ jiào .

9:41 PM 85%
Chinese Chat
You want to add Wang
Peng and Li You to a
group text message.
Lesson 1 | Greetings | Language Practice

From this contact list,

which names would
you select?

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29
Where Are You From?

Dialogue 2 Wang Peng and Li You start chatting after bumping into each other on campus.
5 6
王 ，你 老
7 a
我 老 ，我 。
李友，你
8
我 。你 中国人
b
，我 人。你
国人
，我 人。

Pinyin Dialogue
5 6
áng xiānsheng, nǐ shì lǎoshī ma
7a
ǒ bú shì lǎoshī, wǒ shì xuésheng. ǐ ǒu, nǐ ne
8
ǒ yě shì xuésheng. ǐ shì hōnggu rén ma
b
hì , wǒ shì ěijīng rén. ǐ shì ěigu rén ma

hì, wǒ shì i yuē rén.

30 Integrated Chinese 1 | Textbook

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China has the
fastest growing air
passenger market
in the world. Based
on his boarding
pass, identify this
traveler’s flight plan.

GET
Real
WITH
CHINESE

Language Notes

a
The original tone of 不 is the falling or
fourth tone, “bù.” However, when followed
by another fourth tone syllable, 不 changes
to second tone, as in 不 (bú shì).

b (shì)/ (bú shì)

These are not universal equivalents of
“yes” and “no.” One does not always need
to introduce an affirmative answer to a
yes/no question with (shì) or a negative
answer with 不 (bú shì). For instance, to
answer the question 你 王 ( ǐ
xìng áng ma ) (Is your family name Wang?)
affirmatively, one can reply, ，我 王
( uì, wǒ xìng áng) (Yes, my family name is
Wang) or simply, 我 王 ( ǒ xìng áng).
Lesson 1 | Greetings | Dialogue 2

To answer the question negatively, say

不，我不 王 ( ù, wǒ bú xìng áng)
(No, my family name is not Wang), or simply,
我不 王 ( ǒ bú xìng áng).

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31
Vocabulary
No. Word Pinyin Part of Definition
Speech

1 shì v to be [See Grammar 5.]

2 老 lǎoshī n teacher

3 ma qp (question particle) [See Grammar 6.]

4 不 bù adv not, no [See Grammar 7.]

5 xuésheng n student

6 yě adv too, also [See Grammar 8.]

7 人 rén n people, person

8 中国 hōnggu pn China

9 ěijīng pn Beijing

10 国 ěigu pn America

11 i yuē pn New York

人
ǐ shì ěigu rén ma
Are you American?
不 ，我 人。
32 Integrated Chinese 1 | Textbook

( ú) shì, wǒ shì rén.

See index for corresp
onding vocabulary or
research another ter
m.

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Grammar

5 The verb (shì) (to be)

(shì) (to be) is a verb that can be used to link two things that are in some way equivalent.
These two things can be nouns, pronouns, or noun phrases, e.g.:

A Q: 你 老
ǐ shì lǎoshī ma
Are you a teacher?

A: 我 老 。
ǒ shì lǎoshī.
I am a teacher.

B 李友 。
ǐ ǒu shì xuésheng.
Li You is a student.

(shì) is negated with (bù). [See also Grammar 7.]

C 王朋不 国人。
áng éng bú shì ěigu rén.
Wang Peng is not American.

EXERCISES
Form questions and affirmative answers based on the information below. Use exercise 1
as an example.
Lesson 1 | Greetings | Grammar

1 王朋
Q: 王朋 A: 王朋 。
2 李友 国人
3 王朋 人
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33
6 Questions ending with (ma)

When (ma) is added to the end of a declarative statement, that statement turns into a question.
To answer the question in the affirmative, drop (ma) from the end of the question. To answer the
question in the negative, drop (ma), and insert a negative adverb—usually (bù)—before the
verb. [See Grammar 7.]

A Q: 你 老
ǐ shì lǎoshī ma
Are you a teacher?

A: 我 老 。
ǒ shì lǎoshī.
I am a teacher. (affirmative)

A: 我不 老 。
ǒ bú shì lǎoshī.
I am not a teacher. (negative)

B Q: 你 王
ǐ xìng áng ma
Is your family name Wang?

A: 我 王。
ǒ xìng áng.
My family name is Wang. (affirmative)

A: 我不 王。
Integrated Chinese 1 | Textbook

ǒ bú xìng áng.
My family name is not Wang. (negative)

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34
7 The negative adverb 不 (bù) (not, no)

In Chinese, there are two main negative adverbs. One of the two, (bù) (not, no),
occurs in this lesson.

A 我不 人。
ǒ bú shì ěijīng rén.
I am not from Beijing.

B 李友不 中国人。
ǐ ǒu bú shì hōnggu rén.
Li You is not Chinese.

C 老 不 王。
ǎoshī bú xìng áng.
The teacher’s family name is not Wang.

D 我不叫李中。
ǒ bú jiào ǐ hōng.
My name is not Li Zhong.

EXERCISES
Give negative answers to these questions. Use exercise 1 as an example.

1 Q: 李友 中国人
A: 李友不 中国人。
2 Q: 王朋 老
Q: 李友 人
Lesson 1 | Greetings | Grammar

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35
8 The adverb (yě) (too, also)

The adverb (yě) basically means “too” or “also.” In Chinese, adverbs, especially one-syllable
adverbs, normally appear after subjects and before verbs. The adverb (yě) cannot be put
before the subject or at the very end of a sentence.

A 我 。
ǒ yě shì xuésheng.
I’m a student, too.

B 王朋 ，李友 。
áng éng shì xuésheng, ǐ ǒu yě shì xuésheng.
Wang Peng is a student. Li You is a student, too.

C 你 中国人，我 中国人。
ǐ shì hōnggu rén, wǒ yě shì hōnggu rén.
You are Chinese. I am Chinese, too.

我 中国人 。
我 中国人。
When the adverb (yě) is used together with the negative adverb (bù) (not, no),
(yě) is placed before (bù).

D 王朋不 老 ，李友 不 老 。
áng éng bú shì lǎoshī, ǐ ǒu yě bú shì lǎoshī.
Wang Peng is not a teacher. Li You is not a teacher, either.
Integrated Chinese 1 | Textbook

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36
E 你不 人，我 不 人。
ǐ bú shì i yuē rén, wǒ yě bú shì i yuē rén.
You are not from New York. I am not from New York, either.

EXERCISES
Use these sentences to form question-and-answers, inserting where appropriate.
Use exercise!1 as an example.

1 王朋 。
王朋 Q:，你 A: 我 。
2 李友 国人。
3 李友不 老 。

Chinese Chat
You Rebecca Jankiv

New conversation
你好！你是纽约人吗？
Rebecca • Mon, 5:45 PM

Rebecca Jankiv Mon

You: ...
我是学生，你呢？
Joel Smithson Fri Rebecca • Mon, 5:50 PM
You: ...

Send a message
Lesson 1 | Greetings | Grammar

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37
Language Practice

C Getting to know you INTERPERSONAL

In pairs, form a question-and-answer, inserting (shì) in the and (ma) when needed, e.g.:

王朋
áng éng xuésheng

Q: 王朋 áng éng shì xuésheng ma

A: 王朋 。 áng éng shì xuésheng.

1 李友 国人 ǐ ǒu ěigu rén

2 王朋 中国人 áng éng hōnggu rén

3 李友 国 ǐ ǒu ěigu xuésheng

4 王朋 人 áng éng ěijīng rén

5 李友 人 ǐ ǒu i yuē rén

6 你 nǐ xuésheng

D On the contrary INTERPERSONAL

In pairs, ask and answer the following questions, using 不 (bú) where appropriate, e.g.:

Q: 李小姐叫李朋 ǐ xiǎojiě jiào ǐ éng ma

A: 李小姐不叫李朋。 ǐ xiǎojiě bú jiào ǐ éng.

李友 中国人
38 Integrated Chinese 1 | Textbook

1 ǐ ǒu shì hōnggu rén ma

2 你 王朋 ǐ shì áng éng ma

3 王朋 人 áng éng shì i yuē rén ma

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4 王 叫王友 áng xiānsheng jiào áng ǒu ma

5 你叫李友 ǐ jiào ǐ ǒu ma

E What about you? INTERPERSONAL

In pairs, ask and answer the following questions with a partner, using (yě) where appropriate.

1 王朋 中国人，你 中国人
áng éng shì hōnggu rén, nǐ yě shì hōnggu rén ma

2 李友 人，你 人
ǐ ǒu shì i yuē rén, nǐ yě shì i yuē rén ma

3 王朋不 老 ，你
áng éng bú shì lǎoshī, nǐ ne

4 李友不 中国人，你
ǐ ǒu bú shì hōnggu rén, nǐ ne

5 王朋 王，你 王
áng éng xìng áng, nǐ yě xìng áng ma

What do the characters mean?

Characterize it!
1 2 3 4
Lesson 1 | Greetings | Language Practice

What is the common radical?

What does the radical mean?

How does the radical relate to the

overall meaning of the characters?

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39
F Where are you from? INTERPERSONAL

Interview your classmates to find out what country, state, or city they’re from. Attach the word 人 (rén)
(person) to the name of the country, state, or city to indicate nationality or place of residence, e.g.:

我 国 ( ǒ shì ěigu )/California/Boston 人 (rén)。

Student A 我 国人，你
ǒ shì ěigu rén, nǐ ne

Student B

...

Student A 你 (state) 人
ǐ shì (state) rén ma

Student B 我 人。
我不 人，我 人。
ǒ shì . . . rén./ ǒ bú shì . . . rén, wǒ shì . . . rén.

Student A 你 (city) 人
ǐ shì (city) rén ma

Student B 我 人。你
ǒ shì . . . rén, nǐ ne

Student A 我 人。
ǒ shì . . . rén.
40 Integrated Chinese 1 | Textbook

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Pronunciation
Practice your pronunciation with the audio exercises below.

1 Initials: 4 Tones:
b d t 1 tiāntiān 5 xīngqī
1 bǎo ǎo dā tā 2 jīnnián 6 fādá
2 bān ān dí tí 3 jīnglǐ 7 fāzhǎn
3 bù ù duì tuì 4 shēngqì 8 shēngdiào
4 bō ō dīng tīng
5 Tone combinations:
5 bēng ēng dēng tēng 1 nǐ hǎo 5 hǎo duō

2 Initials: 2 ǐ ǒu 6 nǐ lái
3 lǎoh 7 hǎo sh
j q z c
4 zhǎnlǎn 8 qǐng wèn
1 jiāo qiāo zāi cāi
2 jǐng qǐng zǎo cǎo 6 The neutral tone:
3 jīn qīn zì cì 1 xiānsheng 5 wǒ de
4 jiè qiè zè cè 2 míngzi 6 nǐ de
5 jiàn qiàn zhè chè 3 xiáojie 7 tā de
4 shénme 8 shéi de
3 Initials:
sh s x
1 shà sà xià
2 shàn sàn xiàn
3 shēn sēn xīn
4 shēng sēng xīng

Lesson 1 | Greetings | Language Practice

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41
李周 CULTURAL LITERACY 李王
王
Most Chinese family names, (xìng),
are monosyllabic. There are, however,
a few disyllabic family names such as
( uyáng) and ( ītú). The
number of Chinese family names is
fairly limited. According to the most
recent census, the most common
family names are ( áng), ( ǐ),
( hāng), ( iú), and ( hén).
Family names precede official titles

周
and other forms of address:
( áng xiānsheng) (Mister Wang),
( ǐ lǎoshī) (Teacher Li), etc.
When addressing strangers, it is

Fa
proper to say (xiānsheng) (Mr.)
or 小 (xiǎojiě) (Miss) following
their family name.
In China, family names were originally
passed down along maternal lines.
Indeed, some of the most ancient
Chinese family names, such as ( ī),
( uī), ( ì), ( áo), and

mi
( iāng), as well as the character
(xìng), contain the female radical
(n ). Aristocratic men and women
were born with a (xìng), which
came to indicate paternal lineage in
subsequent ages. However, with the
expansion of clans, aristocratic men
would adopt a (shì) as a secondary

ly
family name. By the Western Han period
(207 BCE–8 CE), (xìng) and (shì)
had become indistinguishable, and
even commoners had acquired family
names. Thus, family names, (xìng),
are sometimes called (xìngshì).
When talking about family names,
many Chinese people will reference

周
the Hundred Family Names,

names
( ǎi iā ìng), which
records the known family names of
the Northern Song Dynasty in the
tenth century. The more than four
hundred family names included are
arranged in four-character lines,
with every other line rhymed. This
book was a popular reading primer
for schoolchildren.

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42
COMPARE
& CONTRAST

1. Search for the idiom

( hāng ān ǐ ì)
using the keywords “
三

三
Full names
In Chinese, family names always ( ǒ jiào áng éng)
” and “English.” Why
precede personal or given names, and ( ā jiào ǐ ǒu).
do you think the family
(míng). Personal names usually
names ( hāng) and When meeting someone for
carry auspicious meanings. They
the first time, it is polite to first
( ǐ) are singled out? What can be either monosyllabic, written
ask for a family name. Then the
is the English equivalent in one character, or disyllabic, question 字
of this idiomatic Chinese written in two characters. A ( ǐ jiào shénme míngzi ) (What is
person is seldom referred to by your name?) can be asked to find
expression, and what are
his or her family name alone. out the person’s given name or
some of the most common For example, Wang Peng, full name.
family names in English? ( áng éng), should not be referred
In Chinese culture, the use of given
to as Wang. Additionally, when
2. Chinese personal names names often suggests a much
introducing oneself or someone
often carry special higher degree of intimacy than is
else, one does not usually mention
the case in the West. If one’s given
meanings. Give examples a monosyllabic personal name name is monosyllabic, its use is
of personal names with alone. For example, Wang Peng even more limited and is usually
special meanings from would not say ( ǒ confined to couples. For example,
other cultures. jiào éng) or ( ā Wang Peng’s girlfriend could
jiào ǒu) when introducing Li You. address him as Peng, but most
Instead, he would typically say people would call him Wang Peng.
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43
Lesson Wrap-Up
Make It Flow!
Rearrange the following sentences into a logical sequence. Then combine them
into a coherent self-introduction. Remember to omit repetitive elements
where appropriate.

我 人。
我叫王朋。
1 我 王。
Role-Play
You are at the first event hosted by your school’s Chinese-American Student
Association. Be friendly! Meet and greet and introduce yourself.

Student A You are an American student from New York City.

Student B You are a Chinese student from Beijing.

Student C You are an American teacher from Boston.

Student D You are a Chinese student from Shanghai.

Video
Make a short video introducing yourself in Chinese and post it on social media.

Before proceeding to Lesson 2, make sure you can complete

the following tasks in Chinese:

††Exchange basic greetings

††Say my family name and full name
††Ask for someone’s family name and full name
††Say if I am a student or not
††State my nationality
Integrated Chinese 1 | Textbook

††Ask where someone’s from

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44
Lesson 2
第 课
Dì èr kè

iātíng

FAMILY

Learning Objectives Relate & Get Ready

In this lesson, you will learn to: In your own culture/community:
y Use basic kinship terms for y What is the typical family structure?
family members y Do adults consider their parents’
y Describe a family photo house their home?
y Ask about someone’s profession y Do adults live with their parents?
y Name some common professions y When talking about family members, do
people mention their father or mother first?
y Is it appropriate to ask about people’s
professions
© 2021 Cheng & Tsui Company, Inc. All rights reserved. No part of this publication whenoryou
may be reproduced first meet
transmitted in anythem?
form or by any means.
Looking at a Family Photo

Dialogue 1 Wang Peng is in Gao Wenzhong’s room and points to a picture on the desk.

1
中，那 你
They walk toward the picture and stand in front of it.

。这 我爸爸，这 我 。
a 2 3
女孩子
她 我姐姐。
这个男孩子 你弟弟
b
不 ，他 我大 的 。
4
你大 女
他 女 。
Pinyin Dialogue
Wang Peng is in Gao Wenzhong’s room and points to a picture on the desk.
1
āo énzhōng, nà shì nǐ de zhào iàn ma
They walk toward the picture and stand in front of it.

hì. hè shì wǒ bàba, zhè shì wǒ māma.

a 2 3
hè ge n háizi shì shéi

ā shì wǒ jiějie.
46 Integrated Chinese 1 | Textbook

hè ge nán háizi shì nǐ dìdi ma

b
ú shì, tā shì wǒ dàgē de érzi .
4
ǐ dàgē yǒu n ér ma

ā méiyǒu n ér.

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Language Notes

a ，
In colloquial Chinese, 这 can also be
pronounced as zhèi and 那 as nèi when
they are followed by a measure word
or a numeral and a measure word.

b (érzi)， (n ér)
Do not refer to someone’s son, 子
(érzi), as 男孩子 (nán háizi) (boy), or
someone’s daughter, 女 (n ér), as
女孩子 (n háizi) (girl).

Lesson 2 | Family | Dialogue 1

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47
Vocabulary
No. Word Pinyin Part of Definition
Speech

1 那 nà pr that

2 的 de p (a possessive or descriptive particle) [See Grammar 1.]

3 zhào iàn n picture, photo

4 这 zhè pr this

5 爸爸 bàba n father, dad

6 māma n mother, mom

7 个 gè/ge m
(measure word for many common everyday objects) [See
Grammar 2.]

8 女 n adj female

9 孩子 háizi n child

10 shéi qpr who, whom [See Grammar 3.]

GET
Real
WITH
CHINESE

While on a family
trip to Hong Kong,
you see this
sign. What is the
instruction?
48 Integrated Chinese 1 | Textbook

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No. Word Pinyin Part of Definition
Speech

11 她 tā pr she, her

12 姐姐 jiějie n older sister

13 男 nán adj male

14 弟弟 dìdi n younger brother

15 他 tā pr he, him

16 大 dàgē n eldest/oldest brother

17 子 érzi n son

18 yǒu v to have, to exist [See Grammar 4 and Grammar 5.]

19 女 n ér n daughter

20 méi adv not

21 中 āo
énzhōng
pn (a personal name)

gāo pn/adj (a family name); tall, high

hè shì shéi
Lesson 2 | Family | Vocabulary

Who is this?
这 。
hè shì .
Bring a family photo
to class, like the on
family members. es above, and identi
fy your

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49
Grammar

1 The particle 的 (de) (I)

To indicate a possessive relationship, the particle is used between the “possessor” and the
“possessed.” To that extent, it is equivalent to the “’s” structure in English, as in 字
(l oshī de míngzi) (teacher’s name). The particle (de) is often omitted in colloquial speech after a
personal pronoun. Therefore, we say “ ” ( áng éng de māma) (Wang Peng’s mother)
but “ ” (wǒ māma) (my mother). [See also Grammar 4, Lesson 3.]

EXERCISES
Translate these phrases containing the particle .

1 李友的爸爸
2 的女

2 Measure words (I)

In Chinese, a numeral is usually not followed immediately by a noun. Instead, a measure word
is inserted between the number and the noun, as in (A), (B), and (C). Similarly, a measure word is
often inserted between a demonstrative pronoun and a noun, as in (D) and (E). There are over one
hundred measure words in Chinese, but you will come across only two or three dozen in everyday
speech. Many nouns are associated with specific measure words, which are often related in
meaning to the nouns.

(gè/ge) is the single most common measure word in Chinese. It is also sometimes used as a
substitute for other measure words.

A 一个人 C 一个老
yí ge rén yí ge lǎoshī
Integrated Chinese 1 | Textbook

a person a teacher

B 一个 D 这个孩子
yí ge xuésheng zhè ge háizi
a student this child

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50
E 那个男
nà ge nán xuésheng
that male student

EXERCISES
Translate these phrases containing the measure word .

1 一个中国人 2 三个弟弟

3 Question pronouns

Question pronouns include (shéi) (who/whom), (shénme) (what), (nǎ/něi) (which) [see
Lesson 6], (nǎr) (where) [see Lesson 5], and (jǐ) (how many). In a question with a question
pronoun, the word order is exactly the same as that in a declarative sentence. Therefore, when
forming a question with a question pronoun, start with a declarative sentence and then replace the
relevant part with the appropriate question pronoun.

A 那个女孩子 李友。
à ge n háizi shì ǐ ǒu.
That girl is Li You.

( à ge n háizi) can be replaced with (shéi) to form the question below.

李友
héi shì ǐ ǒu
Who is Li You?

Here (shéi) functions as the subject of the sentence and occupies the same position as
( à ge n háizi) in the corresponding statement. ( ǐ ǒu) in (A) can also be
replaced with (shéi) to form the question below.
Lesson 2 | Family | Grammar

那个女孩子
à ge n háizi shì shéi
Who is that girl?

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51
(shéi) functions as the object of the sentence and occupies the same position as ( ǐ ǒu).

B Q: 老 A: 李 老 。
héi shì lǎoshī ǐ xiānsheng shì lǎoshī.
Who is a teacher? Mr. Li is a teacher.

C Q: 那个女孩子 A: 那个女孩子 王。
à ge n háizi xìng shénme à ge n háizi xìng áng.
What’s that girl’s family name? That girl’s family name is Wang.

D Q: 姐姐 A: 中 姐姐。
héi yǒu jiějie āo énzhōng yǒu jiějie.
Who has older sisters? Gao Wenzhong has an older sister.

EXERCISES
Use the question pronoun to survey your classmates.

1 Q: A: 我 。
2 Q: A: 我 。

You’re about to post this picture of a family

member on Instagram. What caption would
you write? Use the hashtag # .
Integrated Chinese 1 | Textbook

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52
4 Indicating possession using (yǒu)

(yǒu) is always negated with (méi), not (bù).

A Q: 王 弟弟
áng xiānsheng yǒu dìdi ma
Does Mr. Wang have a younger brother?

A: 王 弟弟。
áng xiānsheng méiyǒu dìdi.
Mr. Wang doesn’t have any younger brothers.

B Q: 我 三个姐姐，你
ǒ yǒu sān ge jiějie, nǐ ne
I have three older sisters. How about you?

A: 我 姐姐。
ǒ méiyǒu jiějie.
I don’t have any older sisters.

EXERCISES
In pairs, complete either the question or the answer, inserting where appropriate.

1 Q: 中
A: 中 姐姐。
2 Q: 你
A: 我 。
Lesson 2 | Family | Grammar

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53
Language Practice

A Who’s this? INTERPERSONAL

In pairs, identify the IC characters below using (shéi), e.g.:

Q: 这个人 男孩子 hè ge rén/nán háizi shì shéi

A: 这个人 男孩子 王朋。 hè ge rén/nán háizi shì áng éng.

1 2

9:41 PM 85%
Chinese Chat
Back Rebecca Jankiv You’ve just shared
Active Now • Messenger
a family photo with
a friend on Facebook
Messenger and she’s
asking you about it.
How would you reply?

你好！ 是你 吗？
是 ？

...

是你 吗？

...

Characterize it!
54 Integrated Chinese 1 | Textbook

Left - Right
1 2 3 4 5

Which of these characters are formed with the pattern on the left?

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B Family matters INTERPERSONAL

Form a question-and-answer about family members, inserting (yǒu) or (méiyǒu)

in the and (ma) where appropriate, e.g.:

大 女
āo dàgē n ér

Q: 大 女 A: 他 女 。
āo dàgē yǒu n ér ma ā méiyǒu n ér.

1 中 姐姐 4 你 弟弟
āo énzhōng jiějie nǐ dìdi

2 大 子 5 你的老 女
āo dàgē érzi nǐ de lǎoshī n ér

3 你 姐姐
nǐ jiějie

C INTERPERSONAL Family portrait PRESENTATIONAL

In pairs, share and discuss family photos.

Q: 这 A: 这 我 。
hè shì shéi hè shì wǒ .

Now present your family photo to the class and describe the people in the picture.

这 我爸爸，这 我 ，
Lesson 2 | Family | Language Practice

hè shì wǒ bàba, zhè shì wǒ māma, . . .

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55
Discussing Family

Dialogue 2 Li You and Bai Ying’ai are chatting about their family members and what each of them does.
a 5 b
，你 人
我 六口人，我爸爸 我
c 6 d e
个 个 。李友，
你 口人
我 五口人 爸爸 大姐
二姐 我。你爸爸 工
我爸爸 ， 老 ，
7
大 。
我 老 ，我爸爸 。
Pinyin Dialogue
a 5 b
ái īng ài, nǐ jiā yǒu jǐ kǒu rén
c 6 d e
ǒ jiā yǒu liù kǒu rén, wǒ bàba, wǒ māma, yí ge gēge, liǎng ge mèimei hé wǒ .

ǐ ǒu, nǐ jiā yǒu jǐ kǒu rén

ǒ jiā yǒu w kǒu rén bàba, māma, dàjiě, èrjiě hé wǒ. ǐ bàba māma zuò shénme gōngzuò
7
ǒ bàba shì l shī, māma shì īngwén lǎoshī, gēge, mèimei dōu shì dàxuéshēng.
56 Integrated Chinese 1 | Textbook

ǒ māma yě shì lǎoshī, wǒ bàba shì yīshēng.

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Language Notes

a (jiā)
This word can refer to one’s family or home.
我 四口人 ( ǒ jiā yǒu sì kǒu rén)
(There are four people in my family) can be
used to describe the number of people in
your family and 这 我 ( hè shì wǒ jiā)
(This is my home) can be used to point out
your house.

b (kǒu)
This is the idiomatic measure word used
in northern China for number of family
members. In the south, people say
个 (gè/ge) instead.
c (yī/yí)
The numeral 一 (yī) (one) is pronounced in
the first tone (yī) in the following cases: when
it stands alone; when it implies an ordinal
number, e.g., 一 (yī l u) (first floor);
and when it comes at the end of a phrase.
Otherwise, its tone changes according to the
following rules:

• Before a fourth-tone word, it becomes

second tone: 一个 (yí gè).
• Before a first-, second-, or third-tone word,
it is pronounced in the fourth tone, e.g., 一
(yì zhāng) (a sheet), 一 (yì án)
(one plate), 一本 (yì běn) (one volume).

d (hé)
Unlike “and,” (hé) cannot link two clauses or
two sentences: 我爸爸 老 ( ǒ bàba
shì lǎoshī)， 我 .

e
The pause mark or series comma, , is
often used to link two, three, or even more
parallel words or phrases, e.g., 爸爸
Lesson 2 | Family | Dialogue 2

个 我 (bàba, māma,
liǎng ge mèimei hé wǒ) (dad, mom, two
younger sisters, and I). [See Language Note
A, Dialogue 1, Lesson 4.]

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57
Vocabulary
No. Word Pinyin Part of Definition
Speech

1 jiā n family, home

2 jǐ nu how many, some, a few

3 口 kǒu m (measure word for number of family members)

4 gēge n older brother

5 liǎng nu two, a couple of [See Grammar 6.]

6 mèimei n younger sister

7 hé conj and

8 大姐 dàjiě n eldest/oldest sister

9 二姐 èrjiě n second oldest sister

GET
Real
WITH
CHINESE

Chinese custom is
to present business
cards with both
hands, ensuring
the writing faces
the recipient. What
type of professional
gave out this card?
58 Integrated Chinese 1 | Textbook

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No. Word Pinyin Part of Definition
Speech

10 zuò v to do

11 工 gōngzuò n/v job; to work

12 l shī n lawyer

13 īngwén n the English language

14 都 dōu adv both, all [See Grammar 7.]

15 大 dàxuéshēng n college student

大 dàxué n university, college

16 yīshēng n doctor, physician

17 ái īng ài pn (a personal name)

ā zuò shénme gōngzuò ǐ ne 他 她 我 。

What does he/she do? How about you? ā shì , wǒ shì .
Lesson 2 | Family | Vocabulary

See index for corre

sponding vocabular
y or research anoth
er term.

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59
Grammar

5 Indicating existence using (yǒu)

A 我 五口人。
ǒ jiā yǒu w kǒu rén.
There are five people in my family.

B 小 个大 。
iǎo āo jiā yǒu liǎng ge dàxuéshēng.
There are two college students in Little Gao’s family.

EXERCISES
Complete the question or the answer, inserting where appropriate.

1 Q: 你
A: 我 五口人。
2 Q: 口人
A: 。

6 Using 二 (èr) and (liǎng)

(èr) and (liǎng) both mean “two,” but they differ in usage. (liǎng) is used in front of
common measure words to express a quantity, e.g., 人 (liǎng ge rén) (two people).
When counting numbers, however, (èr) is used, e.g., , , 三, (yī, èr, sān, sì)
(one, two, three, four). In compound numerals, (èr) is always used in the last two digits,
Integrated Chinese 1 | Textbook

e.g., 十 (èrshí èr) (22) and 十 (yìbǎi èrshí w ) (125). But 十

(èrbǎi èrshí èr) (222) can also be expressed as 十 (liǎngbǎi èrshí èr) (222).

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60
7 The adverb 都 (dōu) (both, all)

The word (dōu) (both, all) indicates inclusiveness. As it always occurs in front of a verb, it is
classified as an adverb. Because it refers to things or people just mentioned, it must be used at
the end of an enumeration.

A 王朋 李友 中都 。
áng éng, ǐ ǒu hé āo énzhōng dōu shì xuésheng.
Wang Peng, Li You, and Gao Wenzhong are all students.

[都 (dōu) refers back to Wang Peng, Li You, and Gao Wenzhong, and therefore appears after them.]

B 王朋 李友都不 。
áng éng hé ǐ ǒu dōu bú shì l shī.
Neither Wang Peng nor Li You is a lawyer.

C 王朋 都 。
áng éng hé ái īng ài dōu yǒu mèimei.
Both Wang Peng and Bai Ying’ai have younger sisters.

D 中 李友都 弟弟。
āo énzhōng hé ǐ ǒu dōu méiyǒu dìdi.
Neither Gao Wenzhong nor Li You has any younger brothers.

(méi) is always used to negate (yǒu). However, to say “not all of . . . have,” we say
(bù dōu yǒu) rather than 都 . Whether the negative precedes or follows
the word (dōu) makes the difference between partial negation and complete negation.
Compare the following examples. Note: (tāmen) (they).

E 他 不都 中国人。
Lesson 2 | Family | Grammar

āmen bù dōu shì hōnggu rén.

Not all of them are Chinese.

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61
F 他 都不 中国人。
āmen dōu bú shì hōnggu rén.
None of them are Chinese.

G 他 不都 弟弟。
āmen bù dōu yǒu dìdi.
Not all of them have younger brothers.

H 他 都 弟弟。
āmen dōu méiyǒu dìdi.
None of them have any younger brothers.

EXERCISES
Join these sentences to indicate inclusiveness, inserting where appropriate. Use exercise 1
as an example.

1 的 老 。
李友的 老 。
的 李友的 都 老 。
2 弟弟。
李友 弟弟。
3 我姐姐 个女 。
小李的姐姐 个女 。
Integrated Chinese 1 | Textbook

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62
Language Practice

E INTERPERSONAL One big family? PRESENTATIONAL

Interview your classmates to find out how many family members they have and report back
to the class. Use (yǒu), e.g.:

Q: 问，你 口人
ǐng wèn, nǐ jiā yǒu jǐ kǒu rén

A: 我 四口人。
ǒ jiā yǒu sì kǒu rén.

F All about the cast

Complete the following questions-and-answers by inserting (shéi) or another appropriate

question pronoun, e.g.:

Q: 这
hè shì shéi

A: 这 王朋。
hè shì áng éng.

1 Q: 子
yǒu érzi

A: 中的大 子。 Lesson 2 | Family | Language Practice

āo énzhōng de dàgē yǒu érzi.

2 Q: 李友 口人
ǐ ǒu jiā yǒu kǒu rén

A: 李友 五口人。
ǐ ǒu jiā yǒu w kǒu rén.
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63
3 Q: 个
ái īng ài yǒu ge mèimei

A: 个 。
ái īng ài yǒu liǎng ge mèimei.

4 Q: 李友的爸爸 工
ǐ ǒu de bàba zuò gōngzuò

A: 李友的爸爸 。
ǐ ǒu de bàba shì yīshēng.

5 Q: 的 工
ái īng ài de māma zuò gōngzuò

A: 的 老 。
ái īng ài de māma shì īngwén lǎoshī.

G World traveler INTERPERSONAL

You’re staying at a hostel in China. Using the images below, ask your international roommates where
they’re from and what they do.

你 人
ǐ shì rén ma

or

你 工 你
64 Integrated Chinese 1 | Textbook

ǐ zuò shénme gōngzuò ǐ shì ma

1 2 3 4 5

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H Common denominator

Based on the information given, rephrase the sentences using (dōu), e.g.:

王朋 ，李友 。
áng éng shì xuésheng, ǐ ǒu yě shì xuésheng.

王朋 李友都 。
áng éng hé ǐ ǒu dōu shì xuésheng.

1 的 老 ，李友的 老 。
ái īng ài de māma shì lǎoshǐ, ǐ ǒu de māma yě shì lǎoshī.

2 李友 姐姐， 中 姐姐。
ǐ ǒu yǒu jiějie, āo énzhōng yě yǒu jiějie.

3 王朋不 人， 中 不 人。
áng éng bú shì i yuē rén, āo énzhōng yě bú shì i yuē rén.

4 王朋 ，李友 。
Lesson 2 | Family | Language Practice

áng éng méiyǒu gēge, ǐ ǒu yě méiyǒu gēge.

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65
I To have or have not PRESENTATIONAL

The following chart shows the similarities and differences among Wang Peng, Li You, Gao
Wenzhong, and Bai Ying’ai. Based on the information given, make negative sentences using
(dōu) with (bù) or (méiyǒu) appropriately. Note: (tāmen) (they).

弟弟 姐姐
l shī dìdi zhào iàn jiějie

✗ ✗ ✓ ✗

✗ ✗ ✓ ✗

✗ ✗ ✓ ✓

✗ ✗ ✗ ✗

J #1 fan PRESENTATIONAL

Who is your favorite celebrity? As a true fan (fěnsī), introduce him or her to your friends through a
post on social media. Include biographical information such as name, nationality, and family details.

Characterize it!
What do the characters mean?
1 2 3 4 5
What is the common radical?

What does the radical mean?

How does the radical relate to the

66 Integrated Chinese 1 | Textbook

overall meaning of the characters?

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Pronunciation
Practice your pronunciation with the audio exercises below.
1 Initials: 4 Tones:
1 zhè chè shè rè 1 chénggōng 5 hángjiāng
2 zhǎo chǎo shǎo rǎo 2 chángcháng 6 hángchéng
3 zhèn chèn shèn rèn 3 rénkǒu 7 míngxiǎn
4 zhāng chāng shāng rāng 4 xuéxiào 8 chídào
2 The final “e”: 5 The neutral tone:
1 gē dé zhè hē 1 māma 5 bàba
2 kē tè chē shé 2 dìdi 6 gēge
3 zé cè sè rè 3 jiějie 7 jǐ ge
4 mèimei 8 zhè ge
3 Compound finals:
1 dōu duō t u tu
2 duī di shuǐ xuě
3 shùn xùn ji zhuī
4 l è n è juè què

Chinese Chat
Your friend just posted
a photo of her family andreacameron_86 20min
with a short description
on Instagram.
What comment would
you leave?

Lesson 2 | Family | Language Practice

75 likes
andreacameron_86 是我 人 我
人 我 我 是 生，
是 我是学生 你 人？ 吗？

20 MINUTES AGO

Comment
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67
CULTURAL LITERACY

Kinship terms
When expressing kinship terms, the Chinese
customarily put male before female:
(bàba māma) (dad and mom), (gēge
jiějie) (older brothers and sisters), and
(dìdi mèimei) (younger brothers and sisters). When
pairing up kinship terms for the same gender, the
one with seniority is mentioned first:
(gēge dìdi) (older and younger brothers),
(jiějie mèimei) (older and younger sisters).

Siblings are (xiōng dì jiě mèi).

To ask whether someone has any siblings, say
( ǐ yǒu xiōng dì jiě mèi ma )
(Do you have any brothers or sisters?). Oldest
siblings are called (dàgē) (oldest brother)
and (dàjiě) (oldest sister); the youngest
are 小 (xiǎodì) (youngest brother) and 小
(xiǎomèi) (youngest sister). The rest are ranked by
numerals according to their birth order, e.g.,
(èrjiě) (second oldest sister), 三 (sāndì) (third
youngest brother). Younger siblings generally
do not refer to their older brothers and sisters
by name but use the appropriate kinship
terms instead. Because of the one-child policy,
however, many Chinese people have only
cousins but no siblings.

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68
Family structure
In traditional Chinese society, multiple generations
often lived in the same house, thus the term
(sì dài t ng táng) (four generations
under the same roof). It was common for the
COMPARE
& CONTRAST

1 How does the family structure

head of the household to live with his sons and
of traditional and modern
daughters-in-law, grandchildren, and even his great-
China compare and contrast
grandchildren. Nowadays, while some couples still
with that of your society or
live with the husband’s parents, nuclear families
culture?
living independently are more and more common.
Due to family planning policies in China since the
2 Below is a Chinese
late 1970s, many Chinese people do not have
government poster. Look
any brothers or sisters. In 2015, the government
up (yíyàng) in the
abandoned the one-child policy and allowed every
Vocabulary Index. What does
couple to have two children. The new policy came
the headline
into effect on January 1, 2016.
( ánhái n hái yíyàng
hǎo) mean? What orientation
is the government trying
to change? Does the same
orientation exist in your
culture?

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69
Lesson Wrap-Up
Make It Flow!
Rearrange the following sentences into a logical sequence. Then combine them into
a coherent narrative. Remember to omit repetitive elements and substitute subjects with
personal pronouns where appropriate. Don’t forget to incorporate the adverb (dōu).

的 大 。
的 大 。
1 的爸爸 。
的 老 。
Role-Play
In groups, create your own “family,” assigning roles to each person. Then, as a group,
introduce yourselves to the class by stating your new names and family roles.

Family Photo
After you have introduced your new “family” to the class, take a family photo. Then,
label the picture with everyone’s Chinese name and family role and post it on social media.

Before proceeding to Lesson 3, make sure you can complete the

following tasks in Chinese:

††Say and write basic kinship terms

††Identify different family members in a photo
††Ask someone about family size
††Ask someone if he or she has any siblings
††Mention my family’s professions and my own
††Ask someone what he or she does professionally
††Say and write some common professions
Integrated Chinese 1 | Textbook

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70
Lesson 3
第 课
ì sān kè

间
híjiān

TIME AND DATE

Learning Objectives Relate & Get Ready

In this lesson, you will learn to: In your own culture/community:

y Discuss times and dates y Do people write the month before
y Talk about ages and birthdays the day or vice versa?
y Arrange a dinner date y Is it appropriate to ask someone’s
with someone age and birthday?
y What do people typically do
to celebrate their birthday?

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Out for a Birthday Dinner

Dialogue 1 Gao Wenzhong is talking to Bai Ying’ai about a special day coming up.

1a 2 2
，九月十
期四。
b 3
那 我 日。
c

d
十 。
4
我 期四 ，
e f
! ， 。
5
你喜欢 中国 国
我 国人，可 我喜欢 中国 。
好，我 中国 。
期四 点
七点
好， 期四 上 。
72 Integrated Chinese 1 | Textbook

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Pinyin Dialogue Language Notes
1a 2 2
ái īng ài, ji yuè shí èr hào shì xīngqījǐ ? a ( híjiān)
hì xīngqīsì. Chinese time expressions proceed from the
b 3
largest to the smallest unit, e.g., 二〇
à tiān shì wǒ de shēngrì.
c 一九 八月十二日 上七点
Shì ma? ǐ jīnnián duō dà ? (èr líng yī ji nián bāyuè shí èr rì wǎnshang
d
híbā suì . qī diǎn) (2019, August 12, 7:00 p.m.).
4
ǒ xīngqīsì qǐng nǐ chī fàn , zěnmeyàng b (tiān) and (nián)
e f
These nouns do not require a measure word
ài hǎo le ! ièxie, xièxie .
5 because they function as measure words on
ǐ xǐhuan chī hōnggu cài háishi
their own.
ěigu cài
c
ǒ shì īnggu rén, kěshì wǒ xǐhuan chī ( ǐ jīnnián duō dà )
hōnggu cài. Say this to find out someone’s age. If you’re
asking a child, use 你今
ǎo, wǒmen chī hōnggu cài.
( ǐ jīnnián jǐ suì ). To ask an older person,
īngqīsì jǐ di n use the polite forms 多大 了
ī diǎn bàn zěnmeyàng ( ín duō dà niánjì le ) or 多大
了 ( ín duō dà suìshù le ).
ǎo, xīngqīsì wǎnshang jiàn.

àijiàn
d 十 (shíbā suì)
State your age by saying 我十八
(wǒ shíbā suì) (I’m eighteen years old). The verb
(shì) is usually not needed, and the word
(suì) (years of age) can often be dropped.
However, if the age is ten or under, the word
(suì) cannot be omitted: 我十 or
我八. Note that it is incorrect to say,
我十八
e (tài . . . le)
When 太 了 (tài . . . le) is used in an
Lesson 3 | Time and Date | Dialogue 1

exclamation (as in the case here), the

stress usually falls on 太 (tài), and it can
typically be translated as “so” or “really.”

f (xièxie)
To express gratitude, say (xièxie),
or ， (xièxie, xièxie), which is
more polite and exuberant.

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73
Vocabulary
No. Word Pinyin Part of Definition
Speech

1 九月 ji yuè n September

2 月 yuè n month

3 十二 shí èr nu twelve

(measure word for position in a numerical series, day of the

4 hào m
month)

5 期 xīngqī n week

6 期四 xīngqīsì n Thursday

7 天 tiān n day

8 日 shēngrì n birthday

shēng v to give birth to, to be born

日 rì n day, sun

9 今 jīnnián t this year

nián n year

10 多 duō adv how many/much, to what extent

11 大 dà adj big, old

12 十八 shíbā nu eighteen

13 suì n year (of age)

14 chī v to eat

15 饭 fàn n meal, (cooked) rice

74 Integrated Chinese 1 | Textbook

16 zěnmeyàng qpr Is it OK? How is that? How does that sound?

17 太 了 tài . . . le too, extremely

18 xièxie v to thank

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No. Word Pinyin Part of Definition
Speech

19 喜欢 xǐhuan v to like

20 cài n dish, cuisine

21 还 háishi conj or [See Grammar 6.]

22 可 kěshì conj but

23 我 wǒmen pr we, us

24 点 diǎn m o’clock (lit. dot, point, thus “points on the clock”)

25 bàn nu half, half an hour

26 上 wǎnshang t evening, night

27 jiàn v to see

28 zàijiàn v goodbye, see you again

zài adv again

29 国 īnggu pn Britain

Lesson 3 | Time and Date | Vocabulary

ǐ xǐhuan chī shénme cài

What do you like to eat?
我喜欢 。
ǒ xǐhuan chī .
See index for vocabu
lary corresponding
or research another to national cuisine
term.

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75
Grammar

1 Numbers up to 100

The characters below serve as the basis for the Chinese numeration system.

〇 (líng) (yī) (èr) 三 (sān) (sì) (w )

zero one two three four five

(liù) (qī) (bā) (ji ) 十 (shí)

six seven eight nine ten

All other double-digit numbers can be formed using numbers from (yī) to 十 (shí), following
the patterns below.

Pattern Application Example

十 (shí) + Single Digit 11, 12–18, 19 十五 (shíw ) (15)

Single Digit + 十 (shí) 20, 30–80, 90 四十(sìshí) (40)
Single Digit + 十 (shí) + Single Digit 21, 22–98, 99 八十三 (bāshísān) (83)
When counting by hundreds, the pattern is single digit + (bǎi) (hundred), e.g.: (yìbǎi)
(one hundred), (èrbǎi/liǎngbǎi) (two hundred).

EXERCISES
Say the following numbers in Chinese.
9 18 27 36 90 100

2 Dates

Days of the week

(xīngqījǐ) is the standard way to ask the day of the week. To answer the question, simply
replace the word (jǐ) (how many) with the number indicating the day of the week. The following
Integrated Chinese 1 | Textbook

table shows varying degrees of formality. Note that (zhōu) (week) is formal, (xīngqī) (week)
is standard, and (lǐbài) (week) is informal.

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76
ENGLISH CHINESE
Standard Informala Formal

Monday 期一 (xīngqīyī) 一 (lǐbàiyī) 周一 (zhōuyī)

Tuesday 期二 (xīngqī èr) 二 (lǐbài èr) 周二 (zhōu èr)
Wednesday 期三 (xīngqīsān) 三 (lǐbàisān) 周三 (zhōusān)
Thursday 期四 (xīngqīsì) 四 (lǐbàisì) 周四 (zhōusì)
Friday 期五 (xīngqīw ) 五 (lǐbàiw ) 周五 (zhōuw )
Saturday 期六 (xīngqīliù) 六 (lǐbàiliù) 周六 (zhōuliù)
期日 (xīngqīrì) or 日 (lǐbàirì) or
Sunday 周日 (zhōurì)
期天 (xīngqītiān)
b
天 (lǐbàitiān)
Weekend 周 c
(zhōumò)
a
The expression (lǐbài) is generally used in spoken Chinese and is more colloquial than 期 (xīngqī).
b
期日 (xīngqīrì) is used more in written Chinese, whereas 期天 (xīngqītiān) is used more in spoken Chinese.
c
周 (zhōumò) is used in standard, informal, and formal Chinese. [See Lesson 4.]

Months

English Chinese Pinyin

January 一月 yīyuè

February 二月 èryuè

March 三月 sānyuè

April 四月 sìyuè

May 五月 w yuè

June 六月 liùyuè

七月
Lesson 3 | Time and Date | Grammar

July qīyuè

August 八月 bāyuè

September 九月 ji yuè

October 十月 shíyuè

November 十一月 shíyīyuè

December 十二月 shí èryuè

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77
Dates
In spoken Chinese, (hào) (number) is used to refer to dates. However, in written Chinese, 日 (rì) (day)
is used instead.

A 二月五 (spoken) 二月五日 (written)

èryuè w hào èryuè w rì
February 5 February 5

Year
The word (nián) (year) always follows the number referring to a specific year. Years are read one
digit at a time.

B 一七八六 二〇三九
yī qī bā liù nián èr líng sān ji nián
1786 2039

Word order for dates

To specify a date in Chinese, observe the following order.

X (X nián) X 月 (X yuè) X 日 (X hào/rì) 期X (xīngqī )

Year Month Day Day of the Week

C 二〇一九 七月二十六 日 期五
èr líng yī ji nián qīyuè èrshíliù hào/rì, xīngqīw
Friday, July 26, 2019

EXERCISES
Say the following dates in Chinese.
1 Saturday, October 1, 1949
2 Friday, September 9, 1988
3 Tuesday, May 12, 2020
Integrated Chinese 1 | Textbook

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78
3 Time

The terms used to tell the time are: (diǎn)/ (diǎnzhōng) (o’clock), (bàn) (half hour),
(kè) (quarter hour), and (fēn) (minute).

Hour

A 点 十一点
liǎng diǎn (zhōng) shíyī diǎn (zhōng)
2:00 11:00

(zhōng) can be omitted from (diǎnzhōng). 二点 is not used.

Minute

B 十二点四十 分 五点二十 分
shí èr diǎn sìshí (fēn) w diǎn èrshí (fēn)
12:40 5:20

点〇五 分 八点十分
liǎng diǎn líng w (fēn) bā diǎn shí fēn
2:05 8:10

When telling the time, 〇 (líng) (zero) is usually added before a single-digit number and (fēn)
(minute), e.g., 〇 (liǎng diǎn líng w fēn) (2:05). (fēn) can be omitted from the end of
the expression if the number for the minutes appears in two syllables. Another way of looking at this
is that (fēn) has to be added if the number for the minutes appears in one syllable.

C 一点四十 一点十分 [ 一点十]

yī diǎn sìshí yī diǎn shí fēn Lesson 3 | Time and Date | Grammar

1:40 1:10

点〇五 点五分 [ 点五]

liǎng diǎn líng w liǎng diǎn w fēn
2:05 2:05

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79
Quarter hour

D 点一 十一点三 [ (two quarters) is not used ]

liǎng diǎn yí kè shíyī diǎn sān kè
2:15 11:45

Half hour

E 点 十二点
liǎng diǎn bàn shí èr diǎn bàn
2:30 12:30

Evening

F 上七点 上八点〇五 分
wǎnshang qī diǎn (zhōng) wǎnshang bā diǎn líng w (fēn)
7:00 p.m. 8:05 p.m.

上九点一 上十点
wǎnshang ji diǎn yí kè wǎnshang shí diǎn bàn
9:15 p.m. 10:30 p.m.

Observe the temporal progression from general to specific and from largest to smallest unit.

EXERCISES
Say the following times in Chinese.
1 3:45
2 4:00
3 9:09 p.m.
Integrated Chinese 1 | Textbook

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80
4 Pronouns as modifiers and the particle 的 (de) (II)

When personal pronouns such as (wǒ) (I), (wǒmen) (we), (nǐ) (you), (tā) (he), and
(tā) (she) are followed by a term indicating a close personal relationship, the particle (de) can be
omitted, e.g., (wǒ māma) (my mother), (nǐ dìdi) (your younger brother),
(wǒmen jiā) (our family). Otherwise (de) is generally required, e.g., (tā de yīshēng) (his
doctor), 照 (wǒ de zhào iàn) (my photo).

5 The sentence structure of 我 你 饭 (wǒ qǐng nǐ chī fàn)

In the sentence (wǒ qǐng nǐ chī fàn) (I will treat you to dinner), (nǐ) (you) is the
object of the verb (qǐng) (to treat) as well as the subject of the second verb, (chī) (to eat).

A 明天李 你 中国 。
íngtiān ǐ xiānsheng qǐng nǐ chī hōnggu cài.
Mr. Li is inviting you to have Chinese food tomorrow.

B 今天 上我 你 你 国 ，

īntiān wǎnshang wǒ qǐng nǐ hé nǐ mèimei chī ěigu cài,

zěnmeyàng
I’ll treat you and your younger sister to American food tonight.

How about it?

EXERCISES
Rearrange the words to form a question, and then answer it.

1 七点 饭 期四
Lesson 3 | Time and Date | Grammar

2 饭 期五 你 我

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81
6 Alternative questions

The structure ( ) ([shì] . . . háishi . . . ) (!.!.!.!or!.!.!.!) is used to form an alternative

question. If there is another verb used in the predicate, the first (shì) (to be) can often be omitted.

A 你 老 还
ǐ gēge shì lǎoshī háishi xuésheng
Is your older brother a teacher or a student?

B Q: 他 喜欢 中国 还 喜欢 国
ā (shì) xǐhuan chī hōnggu cài háishi xǐhuan chī ěigu cài
Does he like to eat Chinese or American food?

A: 中国 国 他都喜欢 。
hōnggu cài, ěigu cài tā dōu xǐhuan (chī).
He likes both Chinese food and American food.

C 你 中国人还 国人
ǐ shì hōnggu rén háishi ěigu rén
Are you Chinese or American?

D Q: 他 还 王
ā (shì) xìng āo háishi xìng áng
Is his family name Gao or Wang?

A: 他不 ， 不 王。他 李。
ā bú xìng āo, yě bú xìng áng. ā xìng ǐ.
His family name is not Gao or Wang. His family name is Li.
Integrated Chinese 1 | Textbook

EXERCISES
In pairs, ask and answer these alternative questions.

1 你 中国人还 国人
2 李友 姐姐还
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82
Language Practice

A March madness INTERPERSONAL

三月
日 一 二 三 四 五 六

In pairs, form a question-and-answer about dates based on the calendar above, e.g.:

三月二十一
sānyuè èrshíyī hào

Q: 三月二十一 期
ānyuè èrshíyī hào (shì) xīngqījǐ

A: 三月二十一 期三。
ānyuè èrshíyī hào (shì) xīngqīsān.

Lesson 3 | Time and Date | Language Practice

1 三月十八 sānyuè shíbā hào

2 三月二十 sānyuè èrshí hào

3 三月二十三 sānyuè èrshísān hào

4 三月二十四 sānyuè èrshísì hào

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83
B See you then INTERPERSONAL

Based on the visual clues given, ask your partner what time you will meet, e.g.:

7:30 Q: 我 点 A: 我 七点 。
ǒmen jǐ diǎn jiàn ǒmen qī diǎn bàn jiàn.

11 12

1 2 3 4
10 1
9
2
8
3
7
6 5 4

C When’s your birthday? INTERPERSONAL

Find out when people’s birthdays are, e.g.:

Q: 中的 日 月
āo énzhōng de shēngrì (shì) jǐ yuè jǐ hào

A: 中的 日 九月十二 。
āo énzhōng de shēngrì (shì) ji yuè shí èr hào.

1 你
nǐ

2 你爸爸
nǐ bàba

3 你
nǐ māma

4 你 姐姐 弟弟
84 Integrated Chinese 1 | Textbook

nǐ gēge/jiějie/dìdi/mèimei

5 你 的 老
nǐmen (de) lǎoshī

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D Which is it? INTERPERSONAL

In pairs, form a question-and-answer by inserting 还 (háishi) in the , e.g.:

大 子 女
āo dàgē yǒu érzi n ér

Q: 大 子还 女 āo dàgē yǒu érzi háishi yǒu n ér

A: 大 子。 āo dàgē yǒu érzi.

1 王朋 老 áng éng shì xuésheng lǎoshī

2 中今 十八 十九 āo énzhōng jīnnián shíbā suì shíji suì

3 的爸爸 ái īng ài de bàba shì yīshēng l shī

4 李友 国人 国人 ǐ ǒu shì ěigu rén īnggu rén

5 你喜欢 期五 期六 ǐ xǐhuan xīngqīw xīngqīliù

6 你喜欢 国 中国 ǐ xǐhuan chī ěigu cài hōnggu cài

E Form a birthday dragon INTERPERSONAL

Mobilize the class to ask each other’s birthday and form a line. Students whose birthdays are earlier
in the year will line up before people whose birthdays are later. After the line is formed, the teacher
will ask the first student: 你的 日 月 ( ǐ de shēngrì [shì] jǐ yuè jǐ hào ). After
answering the question, the first student will ask the second student the same question, the second

Lesson 3 | Time and Date | Language Practice

student will answer and ask the third, and so on. Then sing the “Happy Birthday” song in Chinese to
the student with the most recent birthday:

你 日 zhù nǐ shēngrì kuàilè

你 日 zhù nǐ shēngrì kuàilè

你 日 zhù nǐ shēngrì kuàilè

你 日 zhù nǐ shēngrì kuàilè

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85
F INTERPERSONAL D.O.B. PRESENTATIONAL

Share your and your family’s birthdays with a partner or the class. Your teacher will then ask
questions about the information reported.

Chris 我的 日 月 ，
我爸爸的 日 月 ，

ǒ de shēngrì (shì) yuè hào,

wǒ bàba de shēngrì (shì) yuè hào,

...

Teacher Chris 的 日 月
Chris 爸爸的 日 月
Chris de shēngrì (shì) jǐ yuè jǐ hào Chris bàba de shēngrì (shì) jǐ yuè jǐ hào

G Let’s eat! INTERPERSONAL

In pairs, ask and answer the following questions about food preferences.

Q: 你喜欢
国 还 国
ǐ xǐhuan chī shénme cài
īnggu cài háishi ěigu cài

A: 我喜欢 。
ǒ xǐhuan chī cài.

Q: 你喜欢
86 Integrated Chinese 1 | Textbook

ǐ xǐhuan chī cài ma

A: 我 喜欢 我不喜欢 。
ǒ yě xǐhuan chī/ ǒ bù xǐhuan chī cài.

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On festive
occasions,
Chinese give
out red envelopes
( ) (h ngbāo)
containing
money for good
fortune. What
celebration is this
envelope for?

GET
Real
WITH
CHINESE

Characterize it!
1 2 3 4 5

日
Top - Bottom

Which of these characters are formed with the pattern on the right?

9:41 PM 85%
Chinese Chat
You’re discussing your WeChat
upcoming birthday on
WeChat with a friend.
Lesson 3 | Time and Date | Language Practice
8:23 PM
How would you reply
是我 生 ！
to her question?

你 ？

...

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87
Dinner Invitation

Dialogue 2 Bai Ying’ai asks Wang Peng about his plans for tomorrow.

， 在 点
五点三 。
我六点一 。
a 6
你今天 ，明天
我今天 忙，可 明天不忙。

明天我 你 饭，
你 我 饭
因 明天 中的 日。
7
好。
还 我的同 李友。
那太好了，我 李友，
她 我的朋友。明天 点
明天 上七点 。
88 Integrated Chinese 1 | Textbook

好，明天七点 。

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Pinyin Dialogue

ái īng ài, xiànzài jǐ diǎn

diǎn sān kè.

ǒ liù diǎn yí kè yǒu shìr.

a 6
ǐ jīntiān hěn máng , míngtiān máng bu máng ?

ǒ jīntiān hěn máng, kěshì míngtiān bù máng.

ǒu shìr ma

íngtian wǒ qǐng nǐ chī wǎnfàn, zěnmeyàng

ǐ wèishénme qǐng wǒ chī fàn

īnwèi míngtiān shì āo énzhōng de shēngrì.

7
hì ma ǎo, hái qǐng shéi

ái qǐng wǒ de t ngxué ǐ ǒu.

à tài hǎo le ǒ rènshi ǐ ǒu, tā yě shì

wǒ de éngyou. íngtiān jǐ diǎn

íngtiān wǎnshang qī diǎn bàn.

ǎo, míngtiān qī diǎn bàn jiàn.

Language Note

a (hěn)
When an adjective functions as a
predicate, it is usually preceded by
adverbial modifiers such as (hěn)
(very). [See Grammar 2, Lesson 5.]
Lesson 3 | Time and Date | Dialogue 2

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89
Vocabulary
No. Word Pinyin Part of Definition
Speech

1 在 xiànzài t now

2 kè m quarter (of an hour)

3 shì(r) n matter, affair, event

4 今天 jīntiān t today

5 hěn adv very

6 忙 máng adj busy

7 明天 míngtiān t tomorrow

8 饭 wǎnfàn n dinner, supper

9 wèishénme qpr why

wèi prep for

10 因 yīnwèi conj because

11 还 hái adv also, too, as well [See Grammar 8.]

12 同 t ngxué n classmate

13 rènshi v to be acquainted with, to recognize

14 朋友 éngyou n friend

日 月
90 Integrated Chinese 1 | Textbook

ǐ de shēngrì shì jǐ yuè jǐ hào

When is your birthday? 我的 日 月 。
ǒ de shēngrì shì yuè hào.

See Grammar 1 and

2 for vocabulary co
rrespon din g to daor
tesby
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Grammar
7 A!rmative + negative (A-not-A) questions (I)

Besides adding the question particle (ma) to a declarative sentence, another common way of
forming a question is to repeat the verb or adjective in its affirmative and negative form.

A Q: 你今天忙不忙 A: 我今天 忙。
ǐ jīntiān máng bu máng? ǒ jīntiān hěn máng.
Are you busy today? I am very busy today.

B Q: 你 喜欢不喜欢 中国
ǐ māma xǐhuan bu xǐhuan chī hōnggu cài
Does your mother like to eat Chinese food or not?

A: 我 不喜欢 中国 。
ǒ māma bù xǐhuan chī hōnggu cài.
My mother doesn’t like to eat Chinese food.

C Q: 问，王 今天
ǐng wèn, áng l shī jīntiān yǒu méi yǒu shìr
Excuse me, is Lawyer Wang free today or not?

A: 王 今天 。
áng l shī jīntiān méi yǒu shìr.
Lawyer Wang is free today.

EXERCISES
Change the questions below into A-not-A questions. Use exercise 1 as an example.

1 王朋 人 王朋 不 人
Lesson 3 | Time and Date | Grammar

2 中的 子
3 的爸爸

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91
8 The adverb 还 (hái) (also, too, as well)

As an adverb, (hái) (also, too, as well) indicates that the action or situation denoted by the verb
involves someone or something else.

A 中 王朋，还 李友。
ái īng ài qǐng āo énzhōng hé áng éng, hái qǐng ǐ ǒu.
Bai Ying’ai is inviting Gao Wenzhong and Wang Peng, and Li You, too.

B 王朋喜欢 中国 ，还喜欢 国 。
áng éng xǐhuan chī hōnggu cài, hái xǐhuan chī ěigu cài.
Wang Peng likes to eat Chinese food, and American food, too.

EXERCISES
Add more information to the sentences by inserting where appropriate. Use exercise 1
as an example.

1 中 姐姐。
中 姐姐，还 。
2 明天 中 饭。 王朋
3 王朋 。 李友

Messages Ying Wang Contact Chinese Chat

You and a friend are
吗？我 你 using iMessage to set
up a dinner date. How
... would you respond to
finalize your plans?
， 是我 生

...

你， 我 学
Integrated Chinese 1 | Textbook

...

， ？

...

iMessage Send

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92
Language Practice

H Just double-checking INTERPERSONAL

In pairs, take turns rearranging the declarative sentence into an A-not-A question for your partner
to answer, e.g.:

王朋 人 áng éng shì ěijīng rén

Q: 王朋 不 人 áng éng shì bu shì ěijīng rén

A: 王朋 人。 áng éng shì ěijīng rén.

1 今天 期五 jīntiān shì xīngqīw

2 大 女 āo dàgē yǒu n ér

3 你喜欢 中 nǐ xǐhuan āo énzhōng

4 王朋 áng éng rènshi ái īng ài

5 我 的老 忙 wǒmen de lǎoshī máng

Lesson 3 | Time and Date | Language Practice

6 国大 ěigu dà

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93
I This and that INTERPERSONAL

In pairs, ask and answer the following questions. Use 还 (hái), e.g.:

Q: 喜欢
ái īng ài xǐhuan chī shénme cài

A: 喜欢 国 ，还喜欢 中国 。
ái īng ài xǐhuan chī ěigu cài, hái xǐhuan chī hōnggu cài.

1 Q: 饭
ái īng ài qǐng shéi chī fàn

A:

2 Q: 李友
ǐ ǒu rènshi shéi

A:

J INTERPERSONAL When are you free? PRESENTATIONAL

Find out when your partner is free this week, e.g.:

Q: 你 期一忙不忙 ǐ xīngqīyī máng bu máng

A: 我 期一 忙 不忙。 ǒ xīngqīyī hěn máng/bù máng.

How about Tuesday?

Q: 期二 你忙不忙 īngqī èr ne ǐ máng bu máng

A: ...
94 Integrated Chinese 1 | Textbook

Go through the days of the week. Then report to the class when your partner is free.

Emma 期一 忙，
期二 不忙。
Emma xīngqīyī, , . . . hěn máng, xīngqī èr, , . . . bù máng.

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K Making dinner plans INTERPERSONAL

Ask your friend out to dinner.

我 期 你 饭，
ǒ xīngqī qǐng nǐ chī wǎnfàn, zěnmeyàng

Your friend is busy that day, and suggests an alternative time:

期 ，我 忙。
īngqī , wǒ hěn máng.

期 ，
īngqī , zěnmeyàng

Your response:

Your friend wants to find out who else will be there, and asks:

你还
ǐ hái qǐng shéi

Your answer:

我还 。
ǒ hái qǐng .

Chinese Chat o @liyou_88 • Aug 10 Follow

Li You just posted this 是我 生 ， 我 ！
on Twitter during an
evening out with
Lesson 3 | Time and Date | Language Practice
friends. How do you
think she is feeling?

25 28
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95
Pronunciation
Practice your pronunciation with the audio exercises below.

1 The initial r: 4 The neutral tone:

1 shēngrì 5 réngrán 1 zhè ge 5 wǎnshang
2 rìjì 6 ránhòu 2 nà ge 6 xièxie
3 rèqíng 7 ruìlì 3 wǒmen 7 xǐhuan
4 rénmín 8 ràngbù 4 nǐmen 8 rènshi

2 Finals: 5 Tone sandhi:

[See D.2, Basics]
1 ie jiè xiě qié tiě
2 ue jué xué quē qiē 1 zhǎnlǎn 5 shǒufǎ
3 uo duō tuō zuò cuò 2 l guǎn 6 y nx
4 ou dōu t u zǒu còu 3 y sǎn 7 xuǎnj
5 u zh ch z c 4 q shě 8 guǎngchǎng

3 Two-syllable words:
1 dāndāng 5 jiǎozhà
2 shōuhuò 6 ch nqi
3 q chú 7 juébié
4 yúnwù 8 kuìjiù

GET
Real
WITH
CHINESE

In addition to widely
circulated papers
like China’s official
People’s Daily,
vibrant local media
serve Chinese
communities
worldwide. When
was this issue of
96 Integrated Chinese 1 | Textbook

The China Press

Weekly published?

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What do the characters mean?
Characterize it!
1 2 3
What is the common radical?

What does the radical mean?

How does the radical relate to the

overall meaning of the characters?

You receive a group message from Bai Ying’ai

about dinner plans on WeChat（ ）(Wēixìn),
one of the most popular messaging apps in China.
What would you need to ask in order to add the
event to your calendar?

9:41 PM 85%

WeChat Group Chats (6)

8:23 PM

文中
中

9:41 PM 85%

Lesson 3 | Time and Date | Language Practice

Cancel New Event Add

文中

Dumpling Cafe

All-day

Starts Date / Time

Ends Time

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97
CULTURAL LITERACY

Ca l e n dar s you
h in e s e calendar, for
C s
u open a rent date
When yo ely see two diffe according
t lik ar, one
will mos of the ye the
any giv e n d a y
n a r c a le ndar and lar
o
ditional lu e international s
to the tra in g to th le n d a r
other ac
cord lunar ca
d a r. T y p ically, the th behind its
calen one mon olar calendar.
s about the s
date lag in g date in New Year falls in
s p o n d
corre Lunar
ears, the ry.
In most y o r e a rl y Februa
ary
late Janu

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98
The traditional Chinese manner of counting age,
which is still in use among many (mainly older) people
COMPARE
& CONTRAST

on non-official occasions, is based on the number 1 Research holidays and festivals

of calendar years one has lived in, rather than the observed in Chinese-speaking
length of time in actual years that one has lived. For countries. Are similar holidays and
example, a child born in January 2016 is said to have festivals observed in your own
turned two in January 2017, since the child has by country or culture?
then lived during two calendar years, 2016 and 2017.
But for official purposes, for instance in the census,
the child would still be considered one year old. The 2 Certain numbers in Chinese are
former is called the child’s nominal age, (x suì), considered auspicious because
and the latter his/her actual age, (shísuì). they sound similar to words with
lucky meanings. Look up the

Age
word (ji ) in a dictionary. What
number is it a homophone of,
and why do you think this number
is popular at weddings? Can you
think of another culture in which
numbers carry auspicious meaning?

Birt h d a y
tr a d i t i ons
e
l Chines
th e tr aditiona B e cause
a re cake .
Noodles b ir th d a y
nt of the conside
red a
equivale y a re
ngth, th e called
of their le y . T h e y are thus
vit (chángshòu
of longe
symbol ,
y nood le s re also
longevit k e s , h o wever, a
thday ca
miàn). Bir o pular in
China.
g ly p
increasin

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99
Lesson Wrap-Up
Make It Flow!
Rearrange the following sentences into a logical sequence. Then combine them
into a coherent narrative. Try to replace a proper noun with a personal
pronoun and (xīngqīsì) with (nà tiān) wherever appropriate.

期四 中的 日。
1 中今 十八 。
期四 中 饭。
中 中国 。
Birthday Party
Share your date of birth with your classmates. If anyone is celebrating his or her
birthday this or next month, organize a party to celebrate! Find out when everyone is free
and what type of food they like. When everyone has agreed on the time, confirm it:
(hǎo)， (jiàn)

Birthday Card
Write your friend’s Chinese or English name and age, combined with 日
( hù nǐ shēngrì kuài lè ) (Happy Birthday), on a birthday card. Don’t forget to date and sign
it before delivery.

Before proceeding to Lesson 4, make sure you can complete the

following tasks in Chinese:

††Say and write times and dates

††Ask someone’s age and birthday
††Give my age and birthday
††Name my favorite cuisine
††Ask about someone’s availability and set up a
dinner appointment
Integrated Chinese 1 | Textbook

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100