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4
Textbook
Yuehua Liu and Tao-chung Yao Yaohua Shi, Liangyan Ge, Nyan-Ping Bi
Original Edition by Yuehua Liu and Tao-chung Yao Yaohua Shi and Nyan-Ping Bi
4th Edition
“Bringing Asia to the World”
TM
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Copyright © 2019, 2010, 2006, 1997 byCheng & Tsui Company, Inc. Fourth Edition22 21 20 19 18 1 2 3 4 5ISBN 978-1-62291-150-9
[Fourth Edition, Simplifed and Traditional
Characters, Hardcover]ISBN 978-1-62291-151-6
[Fourth Edition, Simplifed and Traditional
Characters, Paperback]Library of Congress Cataloging-in-PublicationData [Third Edition]Integrated Chinese = [Zhong wen ting shuo du xie]. Level 2, part 2 / Yuehua Liu . . . [et al.] – 3rd ed. p. cm.Chinese and English.Includes indexes.Parallel title in Chinese characters.ISBN 978-0-88727-689-7 (hbk.) – ISBN 978-0-88727-688-0 (pbk.) 1. Chinese language –Textbooks for foreign speakers–English. I. Liu, Yuehua. II. Title: Zhong wen ting shuo du xie.PL1129.E5I683 2009495.1–dc22Printed in CanadaThe
Integrated Chinese
series encompasses textbooks, workbooks, character workbooks, teacher’s resources, audio, video, and more. Content is available in a variety of formats, including print and online via the ChengTsui Web App
™
. Visit chengtsui.co for more information on the other components of
Integrated Chinese
.
Publisher
JILL CHENG
Editors
MIKE YONG, RANDY TELFER, and LEI WANG
Creative Director
CHRISTIAN SABOGAL
Illustrators/Designers
KATE PAPADAKI and LIZ YATES
Photographs
© Adobe Stock© Cheng & Tsui© Shutterstock*
Cheng & Tsui Company, Inc.
25 West StreetBoston, MA 02111-1213 USAchengtsui.coPhone (617) 988-2400 / (800) 554-1963Fax (617) 426-3669All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, scanning, or any information storage or retrieval system, without written permission from the publisher.All trademarks and references mentioned or depicted in this book are used for
identifcation purposes only and are the
property of their respective owners. Any resemblance to persons or entities past or present is not meant to be literal; nor is it to be taken as an endorsement on the part of the authors or publisher.
*Photo Credits are listed on p. xxi.
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xiii
Series Structure
The IC series has been carefully conceptualized and developed to facilitate exible delivery options that meet the needs of different instructional environments.
Component per VolumeDescriptionPrint/Other FormatsChengTsui Web App
TM
Textbook
• Ten engaging
lessons per volume, each with readings, grammar explanations, communicative exercises,
and culture notes•
Paperback or Hardcover
•
Simplied or Traditional Characters (Volumes 1
and 2) •
Simplied and Traditional Characters (Volumes 3
and 4)•
Basic
,
Essential
, and
Educator Editions
Workbook
• Wide range of integrated
activities covering
the three modes of communication
(interpersonal, interpretive, and presentational)
•
Paperback
•
Simplied or Traditional Characters (Volumes 1
and 2)•
Simplied and Traditional Characters (Volumes 3
and 4)•
Essential
and
Educator Editions
Character Workbook
•
Radical- and character-
writing and stroke order
practice
•
Paperback
•
Simplied and Traditional Characters
•
Essential
and
Educator Editions
Audio
•
Audio for Textbook vocabulary and lesson texts, and in Volume 1, pronunciation exercises
•
Audio for Workbook listening exercises, and in Volume 1, pronunciation
exercises•
Audio available to print users at chengtsui.co/
resources•
Basic
,
Essential
, and
Educator Editions
Video
•
Volumes 1 and 2: acted dialogues and narratives presented in the 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•
One DVD per volume
•
Basic
,
Essential
, and
Educator Editions
•
Streaming video
Teacher’s Resources
•
Comprehensive implementation support, teaching tips, sample syllabi, tests and quizzes,
answer keys to the
workbook exercises, and supplementary resources
•
Downloadable resources
that include core lesson guides along with ancillary
materials previously on the companion website
•
Educator Edition
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xiv
Volume 4 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.
SectionTextbook ElementsInteractive ContentWorkbooksTeacher’s ResourcesLesson Opener
•
Learning Objectives
state what students
will be able to do by
the end of the lesson•
Relate & Get Ready helps students reect on similarities
and differences
between Chinese
culture and their own•
Opportunity for students to revisit learning objectives
and self-assess•
Overview of language functions, vocabulary, grammar, pronunciation, and
characters taught in the lesson•
Sequencing
recommendations and teaching aids
Text
•
Chinese Text in each
lesson demonstrates
practical vocabulary
and grammar usage •
Before You Study
includes lesson-
related questions for
teachers to use as
warm-up activities
•
When You Study provides reading comprehension questions that
students can answer after listening to and scanning the Text•
After You Study includes summative questions that
encourage students
to produce discrete
sentences •
Language Notes
shed light on semantic nuances and idiomatic usage•
Pinyin
version
at the end of the
lesson provides pronunciation support
•
Audio builds receptive skills
•
Listening comprehension and speaking exercises based
on the dialogues •
Reading comprehension
•
Strategies for teaching the Text, plus question prompts
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xv
SectionTextbook ElementsInteractive ContentWorkbooksTeacher’s ResourcesVocabulary
•
Vocabulary lists dene and categorize new
words from the
Text (proper nouns
are listed last)•
Audio models proper pronunciation
• Flashcards assist
with vocabulary acquisition
•
Handwriting and stroke order practice is provided in the Character Workbook
•
All exercises use lesson vocabulary to support acquisition
•
Explanations, pronunciation tips, usage notes, and phrasal combinations
Grammar
•
Grammar points, which correspond to numbered
references in
the readings, explain and model
language forms• Writing and grammar exercises
based on grammar
introduced in the lesson•
Explanations, pattern practice,
and additional grammar notes
Words & Phrases
•
Words & Phrases elaborates on useful words and phrases,
highlighted in green in the lesson
text, with multiple examples
Language Practice
•
Role-plays, pair activities, contextualized drills, and visual cues prompt students to produce language
• Exercises and
activities spanning
the three modes of communication
(interpersonal, interpretive, and presentational), plus
pinyin
and tone
practice, to build
communication and
performance skills
Cultural Literacy
•
Culture notes provide snapshots of contemporary and traditional Chinese-speaking cultures
•
Compare & Contrast
draws connections
between cultures
•
Authentic materials develop predictive
skills•
Background notes expand on the section and provide
additional cultural information
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xvi
SectionTextbook ElementsInteractive ContentWorkbooksTeacher’s ResourcesLesson Wrap-Up
•
Projects encourage review and recycling
of lesson materials through different
text types
•
Keep It Flowing develops students’ ability to produce
smooth discourse•
Can-Do Checklist
allows students to assess their
fulllment of the learning objectives
•
Additional projects
encourage students
to produce written
discourse• Translation
exercises provide opportunities to examine students’ overall control of
language forms and language functions in context •
Teaching tips for implementing self-diagnostic activities,
answer keys for
Keep It Flowing, and additional sample quizzes and tests
Supplementary Modules
•
How About You?
encourages students
to personalize their vocabulary
•
Get Real with Chinese teaches 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 •
A Way with Words raises students’
awareness of the latent semantic interconnections among different
vocabulary items
•
Video, highlighted in the View & Explore segment, provides
insight into non-
verbal cues and
communication
plus
context through authentic settings •
Additional Characterize It!
exercises increase understanding of characters• Pattern exercises
build radical
and character recognition•
Teaching tips and
strategies for fully
exploiting and implementing these
new elements
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xvii
Scope & Sequence
LessonLearning ObjectivesGrammarWords & PhrasesCultural Literacy11
中国的
节日/
中國的
節日
China’s Holidays
•
Name major Chinese holidays, give their dates, and identify
foods with which they are associated•
Express Chinese
New Year wishes•
Describe Chinese
New Year customs• Wish others success or good health
1.
Adjective/verb +
着
/
著
+ verb
2.
The preposition
以
3.
The particle
嘛
4.
The pattern
（先）…再…
A. Verb +
起来
/
起來
B.
传统
/
傳統
(tradition;
traditional)
C.
热闹
/
熱鬧
(lively, buzzing with excitement, bustling with activity)
• New Year
celebrations
•
The Lantern Festival
•
The Dragon Boat Festival
• The Qingming
Festival
•
The Mid-Autumn Festival
12
中国的
变化/
中國的
變化
Changes in China
•
Describe ways in which a place has or hasn’t changed
• Indicate that something is different from what
you expected
•
Express concern about the consequences of a persistent state
•
Compare a place
with what it used to
be like1.
The modal particle
啊
2.
以
X
为
/
為
Y3.
一
+ reduplicated
measure word
A.
要不是
(if it were
not for; but for)B.
从来
/
從來
(from
past till present, always, at all times)C.
看起来
/
看起來
(it seems)D.
尽可能
/
儘可能
(as much as
possible, to do one’s
utmost)•
Nanjing and the Sun Yat-sen Mausoleum
•
Architectural preservation and Liang Sicheng
•
Temples of Confucius
13
去云南
旅游/
去雲南
旅遊
A Trip to Yunnan
•
Describe what costs a package tour may cover
•
Explain the differences between “soft” and “hard” sleeper cars
•
Describe Yunnan’s
natural and cultural attractions• Discuss high and low
points of a trip1.
Numbers in idioms
2.
Nouns with multiple attributivesA.
印象
/
印象
(impression)B.
分享
(to share joy, happiness, benet,
or something
pleasant or positive)C.
只好
(have no choice but)
D.
千万
/
千萬
(by all means, absolutely must)
E.
不过
/
不過
(however, no
more than)•
The Stone Forest
• The Three Pagodas of Dali•
The Old City of Lijiang
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xviii
LessonLearning ObjectivesGrammarWords & PhrasesCultural Literacy14
生活与
健康/
生活與
健康
Lifestyle and Health
•
Talk about various types of exercise
•
Outline some healthy eating habits
•
Compare exercise habits in China and the U.S.
• Point out the
importance of a balanced diet
•
Describe habits that could age people prematurely or harm
their health
1.
Monosyllabic forms of disyllabic words
2.
The conjunction and preposition
与
/
與
3.
只要…就…
4.
即使…也…
A.
有的…，
有的…
B.
重视
/
重視
(to attach
importance to, to
think highly of)
C.
等于
/
等於
(to equal, to be equivalent to, to
amount to)D.
随便
/
隨便
(casual, careless, as one pleases)
•
Cultivating vitality
•
Therapeutic practices
•
Smoking
15
男女平等
Gender Equality
•
Talk about equal
treatment in
relationships
• Discuss gender
equality in the workplace
•
Summarize the changes in Chinese women’s social status since 1950
•
Describe how couples share
household chores
1.
Sentences with
是…的
(II)2.
过来
/
過來
as a
complementA.
逐渐
/
逐漸
(gradually, little by little)B.
提高
(to
improve, to raise; improvement)C.
…以来
/
…以來
(since)D.
拿…来说
/
拿
…
來說
(take . . . for
example)
E.
只有…才
…
(only if)F.
表现
/
表現
(to
show, to display, to manifest; performance,
manifestation)G.
由
(by)
• Women in the workforce• Gender terms•
Women’s script
Bringing It Together (L11–L15)
•
Review of L11–L15
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xix
LessonLearning ObjectivesGrammarWords & PhrasesCultural Literacy16
环境保护与节约能源/
環境保護與節約能源
Environmental Protection and Energy Conservation
•
Describe how to
get close to and relax in nature•
Talk about
indicators of a clean
environment
• Discuss green and
renewable energy
•
Explain what government can do to reduce pollution
• Identify what
individuals can do to protect the environment1.
Verb 1
的
verb 1, verb 2
的
verb 2
2.
Adjective reduplication (II)
3.
Suggesting multiple alternatives with
…吧，…吧
4.
（有益）于
/
（有益）於
5.
Adjective +
于/於
A.
想出（来）
/
想出（來）
(to come up with) vs.
想起（来）
/
想起（來）
(to recall)
B. Four-character phrasesC.
可不是吗
/
可不是嗎
(Isn’t that so? How true!)
D.
造成
(to cause, to give rise to)
E.
从…做起
/
從…做起
(to start with)•
Green initiatives
• Endangered
species
•
Sustainability in
ancient thought
17
理财与投资/
理財與投資
Wealth Management and Investing
• Discuss whether
you’re a saver or a spender
• Identify ways to
invest money
•
List ways to purchase a big-ticket item
•
Describe your spending habits
•
Recount in basic terms the ups
and downs of the stock market
1.
Review of the
把
construction (I)2.
Verb reduplication
(II)
A.
引起
/
引起
(to give rise to,
to lead to)
B.
算（是）
(to count as, to be
considered as)
C.
合
(to combine, to join)
D.
突然
(sudden, unexpected)
• The housing market•
Stock exchanges
•
Saving
• Income
inequality
18
中国历史/
中國歷史
China’s History
• Narrate the general
timeline of Chinese
history•
Describe the
historical
signicance of major Chinese dynasties
•
Talk about important Chinese material and
cultural artifacts• Discuss the
contributions of key Chinese historical gures1.
之一
2.
其中
A.
参观
/
參觀
(to
visit, to look around) vs.
游览
/
遊覽
(to go sightseeing, to tour; excursion)B.
在…方面
(in terms of, in the
area of)
C. X
跟
Y
有关
（系）
/ X
跟
Y
有關（係）
(related to, having
to do with)D.
再也没…了
/
再也沒…了
，
再也不…了
(no more, not
anymore)•
The Imperial Era
•
A brief
chronology
of Chinese
dynasties•
Sun Yat-sen,
father of
modern China
•
Zhang Qian, Ban Chao, and the Silk Road
•
Innovation
and exchange
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xx
LessonLearning ObjectivesGrammarWords & PhrasesCultural Literacy19
面试/
面試
Job Interview
•
Explain why China has been able to
attract talent
and corporations from overseas
•
Describe overseas
returnees and their nickname•
Recount a nerve-racking interview
•
Handle typical job interview questions1.
The structure
越
X
越
Y2.
The conjunction
既然
3.
Verb
着
verb
着…
/Verb
著
verb
著…
A.
叫做
(to be called, to be known as)B.
好在
(fortunately,
luckily)
C.
善于
/
善於
(to
be good at, to be adept in)
D.
往往
(more often
than not) vs.
常常
(often)•
Multinational companies
•
Repatriated
students•
Interviews
20
世界变小了/
世界變小了
The World Is Getting Smaller
•
Explain the purpose
of a gathering•
Request and offer help
•
Discuss adjusting to
life in a new country•
Describe how
the world is getting smaller
1.
Summary of word order in Chinese
2.
Review of the
把
construction (II)
A.
接受
(to accept, to take on, to
undertake)
B.
我说
/
我說
(I was wondering why)
C.
而已
(and no more)D.
在…下
(under)E.
你说呢？
/
你說呢？
(What do
you say?; What do you think?)
• Foreign students and teachers• Welcomes and
goodbyes
•
Long-term expats
•
Yiwu: China’s laboratory of
multiculturalism
Bringing It Together (L16–L20)
•
Review of L16–L20
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xxi
Abbreviations of Grammatical Terms
adj
adjective
adv
adverb
conj
conjunction
interj
interjection
m
measure word
mv
modal verb
n
noun
nu
numeral
p
particle
pn
proper noun
pr
pronoun
prefx
prex
prep
preposition
qp
question particle
qpr
question pronoun
t
time word
v
verb
vc
verb plus complement
vo
verb plus object (for detachable compounds)
Legend of Digital Icons
The icons listed below refer to interactive content. Audio is available at chengtsui.co/resources to readers who have purchased the print edition. All other digital content is available exclusively to ChengTsui Web App subscribers.
Text, VocabularyView & ExploreVocabularyCharacterize It!Lesson Wrap-Up
Photo Credits
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AudioVideo
More characters
More exercises
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xxii
Cast of Characters
Zhang Tianming
张天明/
張天明
An American college freshman whose parents immigrated to the United States from Nanjing, China. He’s obsessed with sports and computers. Although he’s outgoing and has many friends, his girlfriend thinks he spends too much time online. He and his girlfriend Lisha are spending a semester in China.
Lisha
丽莎/
麗莎
Lisa Cohen, an American college freshman. She and Zhang Tianming
were high school sweethearts.
Lisha loves music and is interested in all things Chinese. She is also into tness and especially enjoys yoga.
Ke Lin
柯林
Al Collins, a graduate student and Lin Xuemei’s boyfriend. He is very warm and loves to help others. This year he is studying in Beijing.
Lin Xuemei
林雪梅
A graduate student four or ve years older than Zhang Tianming and Lisha. Lin Xuemei and Lisha quickly became good friends. She is now back in China looking for a job.
Li Zhe
李哲
Zack Ruiz, a senior and a good friend of Zhang Tianming’s. On Tianming's suggestion, he is interning with a multinational company in China.
Lin Xuemei’s uncle and aunt
林雪梅的舅舅、舅妈/
林
雪梅的舅舅、舅媽
Both in their mid-forties, he is a lawyer, and she is a college professor. They are very dedicated to their careers.
Zhang Tianming’s older cousin
张天明的表哥/
張天明的表哥
In his early thirties, he lives in Nanjing and is passionate about the history
and traditions of his hometown.
Li Wen
李文
In her mid-twenties, she works as a museum guide. She is Lisha’s language partner and aspires to go to graduate school. She lives in Beijing with her parents, who are in their early sixties and enjoy practicing tai chi in their retirement.
Make
马克/
馬克
Markus Meyer, is a part-time model, actor, language tutor, and translator who lives in China and is originally from Germany. His non-German friends in Beijing call him Mark.
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Lesson 11
第十一课
第十一課
Learning Objectives
In this lesson, you will learn to:
y
Name major Chinese holidays, give their dates, and identify foods with which they are associated
y
Express Chinese New Year wishes
y
Describe Chinese New Year customs
y
Wish others success or good health
Relate and Get Ready
In your own culture/community:
y
What are the major traditional holidays?
y
How do people celebrate these holidays?
y
What do people customarily eat during these holidays?
y
Which holidays are most associated with family?
中国的节日
中國的節日
CHINA’S HOLIDAYS
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开始放寒假了，柯林决定到北京学中文，而林雪梅想在北京实习和找工作。他们一起来到了北京雪梅的舅舅家。雪梅的舅舅是律师，舅妈是大学教授。他们住的
小区
a
*
环境很好，房子是一套
三室两厅两卫
b
的公寓，家具都很新、很漂亮，
每个房间都很干净，
住起来
很舒服。今天是除夕，也就是春节的前一天。舅妈正在
忙着
1
做年夜饭，舅舅在旁边帮忙。柯林看见墙上贴着一张不大的红纸，纸上写着一个汉字，他认识，那是“幸福”的
“福”字，可是贴倒了。奇怪，雪梅，这个“福”字怎么贴错了，
“福”字倒了。没贴错。“
福倒了
”，“
福到了
”
c
，你想意思多好啊！我懂了，懂了，真有意思！雪梅，柯林，来、来、来，快坐下，吃饭了……大家都不喝酒，来，我们
以
2
茶代酒，举起杯来，欢迎你们来北京！
Before You Study
Answer the following questions in Chinese to prepare for the reading.
1
学生一般在学期的什么时候申请出国留学？
2
你过什么节一定回家？
When You Study
Listen to the audio recording and scan the text; then answer the following questions in Chinese.
1
雪梅舅舅、 舅妈住的环境怎么样?
2
中国有哪些重要的传统节日？
3
中国的什么节有点儿像美国的感恩节？ 为什么？
课文
Text
Audio
2
I n t e g r a t e d C h i n e s e 4 | T e x t b o o k I n t e g r a t e d C h i n e s e 4 | T e x t b o o k I n t e g r a t e d C h i n e s e 4 | T e x t b o o k
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* Here and throughout the book, red lesson text and letters correspond to explanations in the Language Notes; blue lesson text and numbers correspond to explanations in the Grammar section; and green lesson text corresponds to explanations in the Words & Phrases section.
Before You Study
Answer the following questions in Chinese to prepare for the reading.
1
學生一般在學期的什麼時候申請出國留學？
2
你過什麼節一定回家？
When You Study
Listen to the audio recording and scan the text; then answer the following questions in Chinese.
1
雪梅舅舅、舅媽住的環境怎麼樣？
2
中國有哪些重要的傳統節日？
3
中國的什麼節有點兒像美國的感恩節 ？為什麼？
課文
Text
開始放寒假了，柯林決定到北京學中文，而林雪梅想在北京實習和找工作。他們一起來到了北京雪梅的舅舅家。雪梅的舅舅是律師，舅媽是大學教授。他們住的
小區
a
*環境很好。房子是一套
三室
兩廳兩衛
b
的公寓，傢俱都很新、很漂亮，
每個房間都很乾淨，
住起來
很舒服。今天是除夕，也就是春節的前一天。舅媽正在
忙著
1
做年夜飯，舅舅在旁邊幫忙。柯林看見牆上貼著一張不大的紅紙，紙上寫著一個漢字，他認識，那是“幸福”的
“福”字，可是貼倒了。奇怪，雪梅，這個“福”字怎麼貼錯了，
“福”字倒了。沒貼錯。“
福倒了
”，“
福到了
”
c
，你想意思多好啊！我懂了，懂了，真有意思！雪梅，柯林，來、來、來，快坐下，吃飯了……大家都不喝酒，來，我們
以
2
茶代酒，舉起杯來，歡迎你們來北京！
Audio
3
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为你们在新的一年里找工作顺利、学习进步干杯！为舅舅、舅妈的事业成功干杯！为舅舅、舅妈的身体健康干杯！看，电视上
春节晚会
d
开始了！我们一边吃饭一边看吧。柯林，现在很多很多中国家庭都像我们一样，一边吃年夜饭，一边看春节晚会。是吗？有好看的电视，又有好吃的菜，太棒了！舅妈做的清蒸鱼又嫩又香，真好吃。柯林，你知道吗？年夜饭一定要有鱼，
而且不能都吃了，要剩下一些。为什么？那不是浪费吗？“年年有鱼，年年有余”呀。“鱼”跟“余”发音一样，“余”有“剩下”的意思。“年年有鱼，年年有余”，是“剩下钱”吗？中文真有意思。哎，中国还有好几个
传统
节日，吃的东西都不一样，对吧？对。农历五月初五端午节……吃粽子！
Top to bottom:Firecrackers, and
jiaozi
4
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為你們在新的一年裡找工作順利、學習進步乾杯！為舅舅、舅媽的事業成功乾杯！為舅舅、舅媽的身體健康乾杯！看，電視上
春節晚會
d
開始了！我們一邊吃飯一邊看吧。柯林，現在很多很多中國家庭都像我們一樣，一邊吃年夜飯，一邊看春節晚會。是嗎？有好看的電視，又有好吃的菜，太棒了！舅媽做的清蒸魚又嫩又香，真好吃。柯林，你知道嗎？年夜飯一定要有魚，
而且不能都吃了，要剩下一些。為什麼？那不是浪費嗎？“年年有魚，年年有餘”呀。“魚”跟“餘”發音一樣，“餘”有“剩下”的意思。“年年有魚，年年有餘”，是“剩下錢”嗎？中文真有意思。哎，中國還有好幾個
傳統
節日，吃的東西都不一樣，對吧？對。農曆五月初五端午節……吃粽子！
Top to bottom:Steamed fish and
zongzi
5
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八月十五中秋节……吃月饼。中秋节有点像美国的感恩节，是一家人
团圆的节日。还有正月十五元宵节……吃那个圆圆、白白的东西……元宵节，吃元宵
嘛
3
！对了，对了，我想起来了，元宵。你们看，电视里在倒计时了，“十、九、八、七、六、五、四、三、二、一。”
十二点了，新的一年开始了！舅舅、舅妈，我们给你们拜年了！大家过年好！舅舅、舅妈过年好！恭喜发财！发财、发财，大家发财。过年了，舅舅、舅妈给你们红包。谢谢！谢谢！……外边怎么这么
热闹
？过春节要放鞭炮。我们也买了很多，
出去放吧。雪梅，你给天明他们发个短信拜年吧。
Top to bottom: A
hongbao
and moon cakes
6
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八月十五中秋節……吃月餅。中秋節有點像美國的感恩節，是一家人
團圓的節日。還有正月十五元宵節……吃那個圓圓、白白的東西……元宵節，吃元宵
嘛
3
！對了，對了，我想起來了，元宵。你們看，電視裡在倒計時了，“十、九、八、七、六、五、四、三、二、一。”
十二點了，新的一年開始了！舅舅、舅媽，我們給你們拜年了！大家過年好！舅舅、舅媽過年好！恭喜發財！發財、發財，大家發財。過年了，舅舅、舅媽給你們紅包。謝謝！謝謝！…… 外邊怎麼這麼
熱鬧
？過春節要放鞭炮。我們也買了很多，
出去放吧。雪梅，你給天明他們發個短信拜年吧。
Top to bottom: A lion dance and
yuanxiao
7
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After You Study
Answer the following questions in Chinese.
1
中国人怎么准备过年？ 除夕晚上做什么？
2
中国人年夜饭吃些什么？
3
中国人给人拜年时 说些什么？
View & Explore
For deeper language immersion and more cultural information, watch “Lantern Festival,” a short, supplemental video clip by Cheng & Tsui on this lesson's theme.
Video
好。不过，我想
先
给爸爸妈妈打手机
拜年，
再
4
给天明、丽莎发微信拜年。好吧。舅舅，舅妈，我们一起去放鞭
炮吧！柯林，你和舅舅去吧。我准备准备，
等你们回来吃饺子。什么？还吃？
8
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After You Study
Answer the following questions in Chinese.
1
中國人怎麼準備過 年？ 除夕晚上做什麼？
2
中國人年夜飯吃些 什麼？
3
中國人給人拜年時 說些什麼？
Language Notes
a
小区/小區
小区
/
小區
(lit. small district) are planned residential developments in urban areas, often gated and composed of multistoried buildings. Many offer various facilities for residents’ convenience, such as grocery stores and even beauty salons. Residents are charged a maintenance fee. In upscale
小区
/
小區
, there is often a clubhouse
with a restaurant and a tness center. In Taiwan, the
term
社区
/
社區
is preferred.
b
三室两厅两卫/三室兩廳兩衛
三室两厅两卫
/
三室兩廳兩衛
means “three bedrooms, a living room, a dining room, and two bathrooms.”
三房两厅两卫
/
三房兩廳兩衛
is another way of saying the same thing.
c
福倒了，福到了
福倒了
(
福
is upside down) is pronounced the same as
福到了
(
福
has arrived). Many Chinese speakers are careful about using homophones or near-homophones. For instance, the number four (
四
)
(sì)
is often taboo because it sounds similar to
死
(sǐ)
, or “death.” Consequently, in some
places where Chinese is spoken, you may not nd a fourth oor in a multi-story building. Similarly, many people like
to have the number eight (
八
) in their phone and license-plate numbers because
八
(
bā
) rhymes with
发
/
發
(fā)
(to prosper, to strike fortune). In the same vein, some couples avoid eating a pear (
梨
) together, because “to share a pear” (
分梨
) sounds the same as
分离
/
分離
, meaning “to separate” or “to part ways.”
d
春节晚会/春節晚會
春节晚会
/
春節晚會
, colloquially shortened to
春晚
, is a hugely popular, eagerly anticipated ve-hour-
long variety program broadcast on Chinese New Year’s Eve. It airs on China’s national TV station, China Central Television (CCTV).
好。不過，我想
先
給爸爸媽媽打手機
拜年，
再
4
給天明、麗莎發微信拜年。好吧。舅舅，舅媽，我們一起去放鞭
炮吧！柯林，你和舅舅去吧。我準備準備，
等你們回來吃餃子。什麼？還吃？
9
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Vocabulary
No. Simplified Traditional Pinyin Part of Speech* Definition
1
节日
節日
jiérì
n
holiday, festival
2
舅舅
舅舅
jiùjiu
n
uncle (mother’s brother)
3
舅妈
舅媽
jiùmā
n
aunt (mother’s brother’s wife)
4
小区
小區
xiǎoqū
n
residential development, residential complex
5
环境
環境
huánjìng
n
environment, surroundings
6
除夕
除夕
chúx
ī
n
Chinese New Year’s Eve
7
年夜饭
年夜飯
niányèfàn
n
Chinese New Year’s Eve dinner
8
墙
牆
qiáng
n
wall
9
贴
貼
tiē
v
to paste, to glue
10
福
福
fú
n
blessing, good fortune
11
倒
倒
dào
v
to turn upside down, to go backwards
12
奇怪
奇怪
qíguài
adj
strange, weird
13
意思
意思
yìsi
n
meaning
14
以
以
yǐ
prep
with [See Grammar 2.]
15
代
代
dài
v
to replace, to substitute
16
酒
酒
jiǔ
n
alcohol, liquor
17
举
舉
jǔ
v
to lift, to raise
18
顺利
順利
shùnlì
adj
smooth, successful, without a hitch
19
进步
進步
jìnbù
v/adj
to make progress; progressive
20
干杯
乾杯
gān bēi
vo
to drink a toast (lit. to dry the cup)
21
成功
成功
chénggōng
v/adj
to succeed; successful
22
晚会
晚會
wǎnhuì
n
evening gathering, soiree
23
剩（下）
剩（下）
shèng (xia)
v(c)
to leave a surplus, to be left (over)
Audio
* Parts of speech are indicated for most vocabulary items. Four-character phrases, idiomatic expressions, and other phrases that cannot be categorized by part of speech are left unmarked.
10
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No. Simplified Traditional Pinyin Part of Speech Definition
24
浪费
浪費
làngfèi
v/adj
to waste, to squander; wasteful
25
余
餘
yú
n/v
surplus; to have a surplus
26
传统
傳統
chuántǒng
n/adj
tradition; traditional
27
农历
農曆
nónglì
n
traditional Chinese lunar calendar (lit. agricultural calendar)
28
初
初
chū
rst, early part of
29
粽子
粽子
zòngzi
n
sticky-rice dumpling wrapped in bamboo or reed leaves
30
月饼
月餅
yuèbǐng
n
moon cake
31
团圆
團圓
tuányuán
v
to reunite (as a family)
32
正月
正月
zhēngyuè
n
rst month of the
lunar year
33
元宵
元宵
yuánxiāo
n
night of the fteenth of the rst lunar
month, sweet dumplings made of
sticky-rice our
"Guessing riddles" (
猜谜
/
猜謎
)
(cāi mí)
is a popular pastime during the Lantern Festival. These two “lantern riddles” (
灯谜
/
燈謎
)
(dēngmí)
have to do with Chinese characters. Can
you fgure out the answer
to each riddle? 11
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No.SimplifiedTraditionalPinyinPart of SpeechDefinition
34
嘛
嘛
ma
p
(particle used to emphasize the
obvious) [See Grammar 3.]
35
计时
計時
jì shí
vo
to count time
36
拜年
拜年
bài nián
vo
to wish somebody a happy Chinese New Year, to pay a Chinese New Year call
37
恭喜
恭喜
gōngxǐ
v
to congratulate
38
发财
發財
fā cái
vo
to get rich, to make a fortune
39
红包
紅包
hóngbāo
n
red envelope containing gift money
40
热闹
熱鬧
rènao
adj
lively, buzzing with excitement, bustling with activity (of a place or scene)
41
鞭炮
鞭炮
biānpào
n
frecracker
42
春节
春節
Chūnjié
pn
Spring Festival,
Chinese New Year
43
端午节
端午節
Duānwǔjié
pn
Dragon Boat Festival
44
中秋节
中秋節
Zhōngqiūjié
pn
Mid-Autumn Festival, Moon Festival
45
感恩节
感恩節
Gǎn’ēnjié
pn
Thanksgiving
46
元宵节
元宵節
Yuánxiāojié
pn
Lantern Festival
在中国，春节和中秋节是一家人团圆的节日。在你们国家呢？
在中國，春節和中秋節是一家人團圓的節日。在你們國家呢？
12
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Grammar
1
Adjective/verb +
着
/
著
+ verb
In this structure, the second verb phrase indicates the reason for the rst action or state:
A
快放寒假了，小王正
忙着
准备考试。
快放寒假了，小王正
忙著
準備考試。
It’s almost winter break. Little Wang’s busy preparing for exams.
(Little Wang is busy because he’s preparing for his nal exams.)
B
他
急着
去见朋友，没吃晚饭就走了。
他
急著
去見朋友，沒吃晚飯就走了。
He was in a rush to see a friend, so he left without having dinner.(He was in a hurry because he needed to see a friend.)
C
妹妹
哭着
要哥哥陪她玩电脑游戏。
妹妹
哭著
要哥哥陪她玩電腦遊戲。
The younger sister burst into tears asking her older brother to play a computer game with her.(The younger sister cried because she wanted her older brother to play a computer game with her.)
2
The preposition
以
以
, which originates from classical Chinese, is used in modern Chinese as a preposition. Though it has many meanings,
以
can sometimes be translated as “to use” or “with.” In the Text,
以茶代酒
/
以茶代酒
means “to use tea to replace alcohol.” Let’s look at some
other examples of this usage:
A
他选课，只
以
兴趣做标准，不考虑将来是不是
容易找工作。
他選課，只
以
興趣做標準，不考慮將來是不是
容易找工作。
He chooses his classes with his interests as his only criteria. He doesn’t consider
whether [the classes he chooses] will make it easier to nd a job.
13
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B
老师
以
自己的生活经验教育学生。
老師
以
自己的生活經驗教育學生。
The teacher uses his/her life experience to educate his/her students.
3
The particle
嘛
嘛
is a modal particle often used in casual conversation to suggest that the reasoning behind a statement is obvious and requires no further elaboration.
A
你不喜欢他，不想让他天天来找你，就告诉他
嘛
。
你不喜歡他，不想讓他天天來找你，就告訴他
嘛
。
If you don’t like him and don’t want him to come looking for you every day, then why don’t you just tell him?
B
你说这个英文问题不难，那你翻译出来给我看看
嘛
。
你說這個英文問題不難，那你翻譯出來給我看看
嘛
。
You say that this English question is not difcult. Then translate it and prove it to me.
C
Person A
我最不愿意跟数字打交道，可是妈妈非让我学
金融不可。
我最不願意跟數字打交道，可是媽媽非讓我學
金融不可。
There’s nothing I dislike more than dealing with numbers, but my mom
insists that I study nance.
Person B
你跟妈妈说清楚
嘛
，还是选自己有兴趣的专业
好些。
你跟媽媽說清楚
嘛
，還是選自己有興趣的專業
好些。
Then just tell your mom clearly. It's better to choose a major that you're interested in.
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4
The pattern
（先）···再···
The
（先）···再···
pattern can be translated as “(frst) . . . then . . .” Like
才
,
再
can link two clauses. However, unlike
才
,
再
indicates that the action described in the frst clause is a
desired condition for the action in the second clause. In other words, the speaker would like to
postpone the second action until the frst action has occurred.
A
Q:
我们今年去云南旅游，怎么样？
我們今年去雲南旅遊，怎麼樣？
Let’s take a trip to Yunnan this year. How about it?
A:
我今年不想去，想等明年拿到硕士学位以后
再
去。
我今年不想去，想等明年拿到碩士學位以後
再
去。
I don’t want to go this year. I’d like to wait until I receive my master’s degree next year.
B
明年暑假我想
先
待在这儿打工挣点钱，然后
再
回
纽约看父母。
明年暑假我想
先
待在這兒打工掙點錢，然後
再
回
紐約看父母。
Next year over summer break, I’ll stay here to make a little money working part-time. Then I’ll go back to New York to see my parents.
C
这个问题我们应该
先
好好儿讨论讨论
再
做决定。
這個問題我們應該
先
好好兒討論討論
再
做決定。
We should discuss this question thoroughly before we make a decision.
15
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Words & Phrases
A
Verb +
起来/
起來
The structure “Verb +
起来
/
起來
” indicates that the speaker is looking at, discussing, or
commenting on something in terms of the action indicated by the verb. For example:
1
这个手机
用起来
很方便。
這個手機
用起來
很方便。
This cell phone is very convenient to use. (In terms of using it, this cell phone is very convenient.)
2
饺子
吃起来
好吃，
做起来
不太容易。
餃子
吃起來
好吃，
做起來
不太容易。
Dumplings are delicious to eat, but not easy to make. (In terms of eating, dumplings are delicious, but making them is not so easy.)
3
这把椅子
搬起来
很重。
這把椅子
搬起來
很重。
This chair is very heavy to lift.(In terms of lifting it, this chair is very heavy.)
奇怪
王先生的家外边儿看起来很
奇特
，很像一条 船。现在连小孩都用手机，手机不再是
新奇
的东西了。
奇怪
王先生的家外邊兒看起來很
奇特
，很像一條船。現在連小孩都用手機，手機不再是
新奇
的東西了。
Using the word/phrase in orange as a clue, try to
gure out the meaning of
the words/phrases in blue; consult a dictionary if necessary. Consider how the literal and extended senses are related in each case.
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B
传统/
傳統
(tradition; traditional)
传统
/
傳統
can be used as an adjective, as in (1) and (2):
1
我们在中国历史课里学了不少中国的
传统
文化。
我們在中國歷史課裡學了不少中國的
傳統
文化。
We learned a lot about traditional Chinese culture in our Chinese history class.
[attributive]
2
他这个人很
传统
，不会做这样的事情。
他這個人很
傳統
，不會做這樣的事情。
He is a very traditional man. He wouldn’t do such a thing.
[predicate]
In addition,
传统
/
傳統
appears as an adjective in phrases such as
传统方法
/
傳統方法
(traditional method),
传统思想
/
傳統思想
(traditional thinking),
传统道德
/
傳統道德
(chuántǒng dàodé)
(traditional morality), and
传统制度
/
傳統制度
(chuántǒng zhìdù)
(traditional system).
传统
/
傳統
can also be used as a noun, as in (3) and (4):
3
这个学校有什么
传统
？
這個學校有什麼
傳統
？
What traditions does this school have?
[noun]
4
不浪费是这个家庭的好
传统
。
不浪費是這個家庭的好
傳統
。
Not being wasteful is a good tradition in this family.
[noun]
17
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C
热闹/
熱鬧
(lively, buzzing with excitement, bustling with activity)
热闹
/
熱鬧
is an adjective. It can be used as a predicate or as an attributive.
1
开学了，宿舍里来了很多新同学，大家都在忙着搬家，很
热闹
。
開學了，宿舍裡來了很多新同學，大家都在忙著搬家，很
熱鬧
。
School has started. Many new students have arrived at the dorm and everyone is
busy moving in. There’s a buzz of excitement.
[predicate]
2
今天小李过生日，晚上大家开个舞会，
热闹
一下。
今天小李過生日，晚上大家開個舞會，
熱鬧
一下。
Today is Little Li's birthday. We are going to have a party this evening and have a great time.
[predicate]
3
我一到
热闹
的地方就头疼。
我一到
熱鬧
的地方就頭疼。
Whenever I’m in a loud, bustling place, I get a headache.
[attributive]
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Language Practice
A
A shift in perspective
In pairs, take turns completing the following statements:
1
粽子吃起来容易，做起来
。
粽子吃起來容易，做起來
。
2
这套公寓很大，住起来很舒服，但是打扫起来很
。
這套公寓很大，住起來很舒服，但是打掃起來很
。
3
毛笔字看起来很美，但是写起来很
。
毛筆字看起來很美，但是寫起來很
。
B
Just making sure
Imagine that it’s your rst day as an apprentice at a Chinese restaurant. You're taking directions from your supervisor, e.g.:
make the dumplings cook the rice
Q:
我应该先做饺子还是先做米饭？
我應該先做餃子還是先做米飯？
A:
你应该先做饺子，再做米饭。
你應該先做餃子，再做米飯。
1
add sugar add vinegar
2
make hot-and-sour soup make home-style tofu
3
learn to make
zongzi
learn to make moon cakes
4
prepare fruit wash dishes
PRESENTATIONALINTERPERSONAL
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C
Name the date
Practice how to say the following dates on the Chinese lunar calendar. Don’t forget to include
正
(zhēng)
and
初
when appropriate.
1
rst day of the rst month
2
fteenth day of the rst month
3
tenth day of the second month
4
fth day of the fth month
5
seventh day of the seventh month
6
fteenth day of the eighth month
D
Nothing says the holidays like eating
Match each of the holidays on the left with the name of the food that holiday is most associated with; then connect the name of that food with the appropriate image on the right.
感恩节/
感恩節
月饼/
月餅
春节/
春節
饺子/
餃子
元宵节/
元宵節
火鸡/
火雞
端午节/
端午節
粽子中秋节/
中秋節
元宵
Report your answers to your partner.
PRESENTATIONALINTERPRETIVEPRESENTATIONAL
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E
Happy Chinese New Year!
What do Chinese people do to celebrate Chinese New Year? Take turns describing Chinese
New Year customs based on the visual prompts, e.g.:
中国人过春节的时候把“福”字倒着贴。
中國人過春節的時侯把“福”字倒著貼。
1 2 3 4 5
INTERPERSONALPRESENTATIONAL
顺利
你下午去买日用品的时候，能不能
顺便
帮我买点洗衣粉？小张来学校一个月了，老师和同学们都对他非常好，他觉得什么事情都很
顺心
。
順利
你下午去買日用品的時候，能不能
順便
幫我買點洗衣粉？小張來學校一個月了，老師和同學們都對他非常好，他覺得什麼事情都很
順心
。
Using the word/phrase in orange as a clue, try to
gure out the meaning of
the words/phrases in blue; consult a dictionary if necessary. Consider how the literal and extended senses are related in each case.
21
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F
Well-wishes
Wish someone well on these occasions, e.g.:
During Chinese New Year
恭喜发财！/恭喜發財！
or
过年好！/過年好！
or
祝你春节快乐！/祝你春節快樂！
1
Your friend is celebrating his/her birthday
2
Your grandfather is celebrating his eightieth birthday
3
Your friend is wondering if he’ll nd a good job without too much difculty
4
Your classmate is going to study in China and wonders if his/her studies will go smoothly
5
Your colleague is going to open a business and wonders if the business will be a success
PRESENTATIONAL
What do the characters mean?What is the common radical?What does the radical mean?How does the radical relate to the overall meaning of the characters?
國
團
园
圆
国
团
園
圓
13241324
More characters
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G
Don’t miss out!
To ensure you don’t miss out on anything during Chinese New Year when you visit China, make a list of the activities that people in China engage in. Be sure to list each activity under the correct day.
除夕 正月初一
1 1 2 2 3 3 4 4
Based on your list, work in pairs to describe Chinese New Year festivities.
PRESENTATIONAL
Lin Xuemei just posted this on Facebook. What comment would you leave for her?
Chinese Chat
林雪梅：給大家拜年了！我和柯林正在舅舅家吃年夜飯、看春晚，12點一到，就去外邊兒放鞭炮！高成：好幸福呀！我已經好幾年沒回中國過年了！白小南：雪梅，祝你新年快樂，年年有餘。
1 4
林雪梅
6 minutes ago
3 likes 2 comments
给大家拜年了！我和柯林正在舅舅家吃年夜饭、看春晚，12点一到，就去外边儿放鞭炮！
高成
好幸福呀！我已经好几年没回中国过年了！
4 minutes ago
雪梅，祝你新年快乐，年年有余。
4 minutes ago
3 people like this
白小南
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CULTURAL LITERACY
beggar illuminated the home with bright torches and decorated the front door with red paper. When the beast showed up around midnight, it was scared off by
the sound of recrackers and bright red decorations.
Since then, families have decorated the front door of their homes with auspicious couplets on red paper and
lighting recrackers. Relatives gather to share a New
Year’s feast, which typically includes
饺子
/
餃子
in northern China, and
年糕
(niángāo)
(glutinous rice
cakes) in the south. Children often receive cash gifts
wrapped in red envelopes. On New Year's Day, people go out to visit relatives and friends and wish one another a happy new year.Traditionally, the Spring Festival lasted from the
rst to the fteenth day of the rst month of the
lunar calendar. Today, people in cities typically have Before China became a republic in 1911, New Year
celebrations in China began on the rst day of the rst month of the lunar calendar, usually falling in
late January or early February. After 1911, China began observing the New Year,
元旦
(
Yuándàn
), on
January 1, and Chinese Lunar New Year became known
as the Spring Festival,
春节
/
春節
. It remains the most important holiday in China, and people still refer to the activities surrounding the Spring Festival as
过年
/
過年
or “celebrating the New Year.”One of the most widely told legends about the
origin of the Spring Festival describes a erce beast
called
年
that preyed on people and domesticated animals every New Year’s Eve. One year, an old beggar appeared at a house offering to chase the beast away in exchange for a night's lodging. Dressed in red, the
New Year Celebra
tions
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The Lantern Festival,
元宵节
/
元宵節
, falls on the fifteenth day of the first month of the lunar calendar. Its origin can be traced to the Han dynasty (202 BCE–220 CE).
元宵
,
which literally means “first night,” marks the
first full moon of the lunar new year. Colorful lanterns are lit at night; hence, the holiday’s name in English. Today, almost every Chinese city puts on extravagant displays of lanterns
in parks and historic areas, attracting tens
of thousands of spectators. Many streets are decorated with colorful paper lanterns, some with riddles written on them. At night, people go out to admire the lanterns and guess the riddles. Exuberant dragon and lion dances also add to the festive mood of the holiday season.
◆
three work days off. Combined with the preceding and following weekends, the holiday break can last
up to seven or eight days. While people customarily exchanged New Year’s greetings by paying a brief visit in person, it is increasingly common to send New Year’s wishes by text message.Many of China’s minority peoples have their own distinct New Year’s traditions. Mongols, for instance, celebrate
Tsagaan Sar (lit. White Moon) to mark the beginning of the lunar calendar. Turkic minorities such as the Uighurs, Kazakhs, and Kyrgyz, as well as the Farsi-speaking Tajiks,
observe Nowruz or Persian New Year. Nowruz coincides with the vernal equinox, which falls around March 21. The Dai people in Yunnan, on the other hand, usher in the New
Year in mid-April with the Water Splashing Festival.
◆
The
Lantern Festival
A display of lanterns with
auspicious couplets
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Traditionally, the Qingming Festival,
清明节
/
清明節
, fell on the first two weeks after
the vernal equinox. Today, the holiday is observed on April 5, when people all over China
make offerings to their deceased relatives. Roads to cemeteries are often clogged for miles
with traffic. In rural areas, there are elaborate ceremonies of ancestral veneration. Because
the holiday is associated with warmer weather, some people go on day trips or fly kites.
◆
The
Qingming Festival
A dragon-boat competition in Foshan, Guangdong Province
The
Dragon Boat Festival
The fth day of the fth month of the lunar calendar
(usually in June) is the Dragon Boat Festival,
端午节
/
端午節
. According to popular legend, the holiday started as a commemoration of the famous poet
屈原
(
Qū Yuán
, ca. 340–278 BCE), who drowned himself in the Miluo River (
汨罗江
/
汨羅江
) (
Mìluójiāng
). Devastated to
learn the fate of this revered gure, people rushed out in
boats to recover Qu Yuan’s body. Some even threw
粽子
, glutinous rice dumplings wrapped in bamboo leaves,
into the water to prevent sh from feeding on his body. To
commemorate Qu Yuan every year, boat races are held all
over China during the festival. Each dragon-shaped boat features a drummer to keep the rowers in sync. People also
eat
粽子
during the holiday.
◆
A southern-style
zongzi
filled with glutinous rice, salted duck-egg yolk, mung beans, and dried dates
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Though holidays may appear timeless, their meaning and how they are celebrated are often the result of a negotiation
between past and present. Seeking to navigate technological,
social, and cultural change, people and communities often transform traditions in ways that their original celebrants could
not have predicted. In 2017, people in China sent forty-six
billion electronic
hongbao
(
红包
/
紅包
). Senders could opt to determine the total amount of money to give out among all receivers and let the delivery system divide the money randomly among designated receivers. While electronic
hongbao
are conceptually similar to paper
hongbao
, it is undeniable that they provide a different experience, and perhaps even have a different meaning. Do you engage in any holiday traditions that have borne the impact of technological, social, and cultural change? What aspects of how you celebrate those traditions
do you think someone from the past would find hard to grasp?
◆
The
Mid-Autumn Festival
The fifteenth day of the eighth month of the lunar calendar, which falls in September or early
October, marks the Mid-Autumn Festival. It is a
day for family reunion, which is symbolized by the full moon. While admiring the fullness of the bright
moon, people enjoy moon cakes, which come in many regional styles. They are usually baked with
sweet fillings including nuts or preserved fruit, or
even with salted duck-egg yolks. In Suzhou and Shanghai, fresh and hot moon cakes with minced pork are also very popular.
◆
Some moon cakes have intricate designs; this moon cake features the Jade Rabbit, a companion of the moon goddess Chang'e
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Lesson Wrap-Up
Project
The Chinese Student Association on your campus has invited you to give a slide presentation on public holidays in your country. Begin with an overview: How many are
there? Does the number vary among different states/provinces? How many holidays does your home state/province observe? Describe in detail two traditional holidays in
your country—Thanksgiving and Halloween, for instance, if you are in the U.S. Be sure to address the following questions:
• When do your chosen holidays take place? • How do people celebrate them? • What do people usually say to one another? • What do people usually eat on the holidays?• Why are these two holidays important to you and your family?
Keep It Flowing
Study the following example; pay particular attention to how the highlighted parts help the sentences ow smoothly from one to the next. Notice how:
• key words (
中国春节
/
中國春節
,
除夕的年夜饭
/
除夕的年夜飯
) are positioned at the beginning of the sentence to outline the theme or topic• time phrases (
前一天
,
中国人过春节的时候
/
中國人過春節的時候
,
看完以后
/
看完以後
,
放完鞭炮以后
/
放完鞭炮以後
) help connect sentences • certain statements (
意思是
,
舅妈说
/
舅媽說
) introduce explanations and speeches • certain conjunctions (
而且
) signify addition
林雪梅和柯林在舅舅家过春节中国春节
是农历正月初一，
前一天
是除夕。林雪梅和柯林今年春节是在雪梅的舅舅家过的。
中国人过春节的时候
，每家都喜欢贴“福”字，
28
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而且
要倒着贴，意思是“福到了”。
除夕的年夜饭
一定要有鱼，
而且
要剩下一些，
意思是
“年年有余”，
这一年的钱会剩下。雪梅他们一边吃饭一边看春节晚会。
看完以后
，他们出去放鞭炮。
舅妈说
，
放完鞭炮以后
，还要吃饺子。
林雪梅和柯林在舅舅家過春節中國春節
是農曆正月初一，
前一天
是除夕。林雪梅和柯林今年春節是在雪梅的舅舅家過的。
中國人過春節的時候
，每家都喜歡貼“福”字，
而且
要倒著貼，意思是“福到了”。
除夕的年夜飯
一定要有魚，
而且
要剩下一些，
意思是
“年年有餘”，
這一年的錢會剩下。雪梅他們一邊吃飯一邊看春節晚會。
看完以後
，他們出去放鞭炮。
舅媽說
，
放完鞭炮以後
，還要吃餃子。
Describe how you celebrated Thanksgiving, Christmas, or the New Year last year. Study
the cohesive devices highlighted in the example above. Use as many as possible to string
together a response, based on the prompts:
¡
这个节日是在什么时候？
這個節日是在什麼時候？
¡
你去年是回家还是在学校过的节？
你去年是回家還是在學校過的節？
¡
如果回家了，说一下旅行怎么样。如果没回家，
说一下为什么。
如果回家了，說一下旅行怎麼樣。如果沒回家，
說一下為什麼。
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¡
过节的时候，在房间里面和外面要放什么特别的
东西吗？家里人都会回来吗？
過節的時候，在房間裡面和外面要放什麼特別的
東西嗎？家裡人都會回來嗎？
¡
这个节日要吃什么特别的东西吗？
這個節日要吃什麼特別的東西嗎？
¡
有什么不能做的事或不能说的话没有？
有什麼不能做的事或不能說的話沒有？
Before proceeding to Lesson 12, make sure you can complete the following tasks in Chinese:
Name traditional Chinese holidays, give their dates, and identify foods with which they are associated
Express Chinese New Year wishes
Describe Chinese New Year customs
Wish others success or good health
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I n t e g r a t e d C h i n e s e 4 | T e x t b o o k I n t e g r a t e d C h i n e s e 4 | T e x t b o o k I n t e g r a t e d C h i n e s e 4 | T e x t b o o k
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Pinyin Text
Kāishǐ fàng hánjià le, Kē Lín juédìng dào Běijīng xué Zhōngwén, ér Lín Xuěméi xiǎng zài Běijīng shíxí hé zhǎo gōngzuò. Tāmen yìqǐ lái dào le Běijīng Xuěméi de jiùjiu jiā. Xuěméi de jiùjiu shì lǜshī, jiùmā shì dàxué jiàoshòu. Tāmen zhù de xiǎoqū
a
huánjìng hěn hǎo. Fángzi shì yí tào sān shì liǎng tīng liǎng wèi
b
de gōngyù, jiājù dōu hěn xīn, hěn piàoliang, měi ge fángjiān dōu hěn gānjìng, zhù qǐ lai hěn shūfu. Jīntiān shì chúxī, yě jiù shì Chūnjié de qián yì tiān. Jiùmā zhèngzài máng zhe
1
zuò niányèfàn, jiùjiu zài pángbiān bāng máng. Kē Lín kàn jiàn qiáng shang tiē zhe yì zhāng bú dà de hóng zhǐ, zhǐ shang xiě zhe yí ge Hànzì, tā rènshi, nà shì “xìngfú” de “fú” zì, kěshì tiē dào le.Qíguài, Xuěméi, zhè ge “fú” zì zěnme tiē cuò le, “fú” zì dào le.Méi tiē cuò. “ Fú dào le”, “ fú dào le”
c
, nǐ xiǎng yìsi duō hǎo a! Wǒ dǒng le, dǒng le, zhēn yǒu yìsi! Xuěméi, Kē Lín, lái, lái, lái, kuài zuò xia, chī fàn le . . . Dàjiā dōu bù hē jiǔ, lái, wǒmen yǐ
2
chá dài jiǔ, jǔ qǐ bēi lai, huānyíng nǐmen lái Běijīng! Wèi nǐmen zài xīn de yì nián li zhǎo gōngzuò shùnlì, xuéxí jìnbù gān bēi! Wèi jiùjiu, jiùmā de shìyè chénggōng gān bēi! Wèi jiùjiu, jiùmā de shēntǐ jiànkāng gān bēi! Kàn, diànshì shang Chūnjié Wǎnhuì
d
kāishǐ le! Wǒmen yìbiān chī fàn yìbiān kàn ba. Kē Lín, xiànzài hěn duō hěn duō Zhōngguó jiātíng dōu xiàng wǒmen yíyàng, yìbiān chī niányèfàn, yìbiān kàn Chūnjié Wǎnhuì.Shì ma? Yǒu hǎokàn de diànshì, yòu yǒu hǎochī de cài, tài bàng le! Jiùmā zuò de qīngzhēngyú yòu nèn yòu xiāng, zhēn hǎochī. Kē Lín, nǐ zhīdào ma? Niányèfàn yídìng yào yǒu yú, érqiě bù néng dōu chī le, yào shèng xia yì xiē.Wèishénme? Nà bú shì làngfèi ma?“Nián nián yǒu yú, nián nián yǒu yú” ya. “Yú” gēn “yú” fāyīn yíyàng, “yú” yǒu “shèng xia” de yìsi.
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“Nián nián yǒu yú, nián nián yǒu yú”, shì “shèng xia qián” ma? Zhōngwén zhēn yǒu yìsi. Āi, Zhōngguó hái yǒu hǎo jǐ ge chuántǒng jiérì, chī de dōngxi dōu bù yíyàng, duì ba? Duì. Nónglì wǔ yuè chū wǔ Duānwǔjié . . .Chī zòngzi! Bā yuè shí wǔ Zhōngqiūjié . . .Chī yuèbǐng . . .
Z
hōngqiūjié yǒu diǎn xiàng Měiguó de Gǎn’ēnjié, shì yì jiā rén tuányuán de jiérì. Hái yǒu zhēngyuè shí wǔ Yuánxiāojié . . .Chī nà ge yuán yuán, bái bái de dōngxi . . .Yuánxiāojié, chī yuánxiāo ma
3
! Duì le, duì le, wǒ xiǎng qi lai le, yuánxiāo. Nǐmen kàn, diànshì li zài dào jì shí le, “shí, jiǔ, bā, qī, liù, wǔ, sì, sān, èr, yī.” Shí èr diǎn le, xīn de yì nián kāishǐ le! Jiùjiu, jiùmā, wǒmen gěi nǐmen bài nián le! Dàjiā guò nián hǎo! Jiùjiu, jiùmā guò nián hǎo! Gōngxǐ fā cái! Fā cái, fā cái, dàjiā fā cái. Guò nián le, jiùjiu, jiùmā gěi nǐmen hóngbāo. Xièxie! Xièxie! . . . Wàibian zěnme zhème rènao?Guò Chūnjié yào fàng biānpào. Wǒmen yě mǎi le hěn duō, chū qu fàng ba. Xuěméi, nǐ gěi Tiānmíng tāmen fā ge duǎnxìn bài nián ba. Hǎo. Búguò, wǒ xiǎng xiān gěi bàba māma dǎ shǒujī bài nián,
zài
4
gěi Tiānmíng, Lìshā fā Wēixìn bài nián. Hǎo ba. Jiùjiu, jiùmā, wǒmen yìqǐ qu fàng biānpào ba! Kē Lín, nǐ hé jiùjiu qù ba. Wǒ zhǔnbei zhǔnbei, děng nǐmen huí lai chī jiǎozi.
S
hénme? Hái chī?
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Zhang Tianming:
I’ve studied Li Bai’s poems.
Li Wen:
Li Bai is one of the most famous poets from the Tang dynasty. Also, at that time, because of the
Tang dynasty’s fourishing economy and culture, many international students came [to China] to
study.
Ke Lin:
Just like us.
Li Wen:
Did you know? Historically, China’s science and technology was quite advanced.
Lisha:
Are you talking about the Four Great Inventions?
Zhang Tianming:
I know. They are paper, gunpowder, the compass, and movable-type printing.
Li Wen:
Yes, paper and gunpowder were invented early. Movable-type printing was invented during the Song dynasty. The compass also reached a sophisticated level of development during the Song. . . .
Li Wen:
We’ve now come to China’s last dynasty, the Qing dynasty.
Ke Lin:
Why was it the last dynasty?
Lisha:
Because Sun Yat-sen led the Revolution of 1911. With the establishment of the Republic of China in 1912, there were no more emperors.
Zhang Tianming:
We covered several thousand years of history in a couple of hours. That’s no small feat.
Lisha:
I seem to be hearing a sound.
Li Wen:
What sound?
Lisha:
The sound of history marching.
Zhang Tianming:
I’m also hearing a sound.
Lisha:
You mean the sound of your stomach . . .
Zhang Tianming:
Correct.
Li Wen:
What are you talking about?
Text
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A p p en d i x: L e s s onT ext s i nE n gl i s h
Lesson 19
Since the beginning of the twenty-rst century, China’s economy has seen signicant development. Many multinational companies have
entered China. These big corporations have attracted talent from all over the world, including some Chinese students who have studied and graduated abroad. They have since returned from overseas, and they are called “overseas returnees.” Some people jokingly call them “sea turtles.” Lin Xuemei has now become one of the new sea turtles.Soon after Xuemei returned to China, she went on the Internet to look for information about jobs. She interned at several companies, but she wasn’t quite happy with them. Yesterday a big company that she likes a lot asked her to go there for an interview for a marketing and sales manager position this morning. After the interview was over, she received a call from Lisha just as she got home.
Lisha:
Miss Sea Turtle, how was today’s interview?
Lin Xuemei:
At the beginning I was a little nervous and was sweating quite a bit. My suit jacket almost got wet.
Lisha:
But that was not your rst time being interviewed. Why
were you so nervous?
Lin Xuemei:
The person who interviewed me is the general manager
of the company. He was very serious. His rst question
was, “Did you come back to China because you couldn’t
nd a job in America?”
Lisha:
This general manager really does sound scary. No wonder you were nervous.
Lin Xuemei:
The more nervous I got, the more incoherent my
explanation became. An idea ashed across my mind.
Without saying anything, I took out two pieces of paper and laid them in front of him. He took a look and his face immediately went from overcast to partly cloudy.
Lisha:
What paper? I should get some just in case.
Lin Xuemei:
They were offer letters from two companies in California from May. After reading them, the general manager asked, “Since you found a job in America, why did you still want to come back to China to work?”
Lisha:
That question isn’t difcult to answer. Your boyfriend is
studying in China!
Lin Xuemei:
If I had said that, he very likely would have thought that it was merely a short-term plan for me to look for a job in China. Luckily, I was no longer nervous at that point. I began with China’s economic development and went on to talk about the company’s products and product sales. Then I explained why I hoped to work at the company. As the general manager listened to me, his face brightened.
Lisha:
The interview was over?
Lin Xuemei:
Not yet! At that point, all of a sudden the general manager asked me with a smile, “What do you think your biggest weakness is?”
Lisha:
I think that your biggest weakness is that you like to snack.
Lin Xuemei:
Then wouldn’t he have thought that I was like a little girl?
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Lisha:
So how did you answer?
Lin Xuemei:
I said that an outstanding marketing and management
talent should be able to arrange her time scientifcally.
People who work well also rest well. I still have a way to go in this respect. When I interned, whenever I had pressure I would stay up late, so not knowing how to rest well was probably my biggest weakness.
Lisha:
Xuemei, were you talking about your weakness or strength?
Lin Xuemei:
Then I said that so long as we can turn our weaknesses into our strengths then our weaknesses wouldn’t be something to be afraid of. After I said that, the general manager stood up. While shaking my hand, he said with a smile that he believed in my abilities and asked me to wait for their good news.
Lisha:
Fantastic. Congratulations, Manager Lin!
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