MC Sampler Pack PDF

SAMPLER PACK
S C
MODERN CHINESE FIRST EDITION
BEGINNER COLLEGE LEVEL CURRICULUM
MODERN CHINESE SAMPLER PACK
NOT FOR SALE
Project Director: James P. Lin

Editorial Consultant: Li-Hsiang Yu Shen
Project Manager: Angel Yeh
Assistant Editors: Sue-Ann Ma and Christopher Peacock
Curriculum Advisors: Norman Masuda and Rebecca Starr
Executive Publisher: Chi-Kuo Shen
Lauren Chen, Cheuk-Yue Fung,
Tiantian Gao, Ying Jin,
Lillian Klemp, Sue-Ann Ma,
Christopher Peacock, and Bin Yan
Illustrations: Better World Ltd
© 2012 BETTER CHINESE LLC (a Better World LTD company)
TEXTBOOK 1A ISBN: 978-1-60603-481-1

TEXTBOOK 1B ISBN: 978-1-60603-482-8
WORKBOOK 1A ISBN: 978-1-60603-482-8
WORKBOOK 1B ISBN: 978-1-60603-485-9
ONLINE TEACHER’S GUIDE 1A ISBN: 978-1-60603-516-0
ONLINE TEACHER’S GUIDE 1B ISBN: 978-1-60603-519-1
ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form
or by any means – graphic, electronic, or mechanical, including photocopying, recording, taping, web distribution, infor-
mation storage and retrieval systems, or in any other manner – without the written permission of the publisher.
Photos used with permission from Thinkstock Photos.
For more information about our products, contact us at:

Better Chinese, United States
640 Waverley Street
Palo Alto, CA 94301
Tel: 888-384-0902
Fax: +1-(702)442-7968
Email: usa@betterchinese.com
Table of Contents
Modern Chinese Program Description ...................................... 1
Component Features ........................................................ 3
Scope and Sequence ........................................................ 8
Sample Lessons ............................................................ 16
Volume 1 Unit 4 Food ............................................. 16
a. Textbook .............................................. 17
b. Workbook ............................................. 50
c. Teacher's Guide ........................................ 77
Volume 2 Unit 4 Shopping .........................................111
a. Textbook ..............................................112
b. Workbook .............................................153
Sample Online Components ................................................187

FOREWORD
It has been a great start for Modern Chinese! We are both humbled and excited to hear so many positive things
about the program since its inception. As an example of the warm welcome we have received, Professor
Hong Jiang at Northwestern University shared with us, “The students can speak freely about their daily lives,
Modern
Chinese.
In this second year program for Modern Chinese, we continued our tradition of research, working with both
ensure engaging, relevant, and effective curricula content.
The characters flourish in this installment with existing and new themes, allowing students to discuss and
articulate language experiences that are important to them, such as employment and current events, in more
depth. We introduce students to new narration and paragraph formats in addition to existing story dialogues.
For practice exercises, we focus on authentic applications of the language so that students can apply them in
real scenarios, such as planning a trip and renting an apartment, within a cultural context.
Adding to the cultural context, the curriculum systematically introduces idiomatic expressions to help students
understand and authentically communicate with Chinese people. The number of vocabulary words have been
increased per lesson but the percentage of new individual Chinese characters has been kept constant, thereby
alleviating the challenge of new vocabulary acquisition. Students will explore new grammar points that allow
their own opinions.
We want to thank everyone who took this journey with us: our Executive Publisher, Chi-Kuo Shen, who
curated the Cultural Spotlights; Chief Educator Li-Hsiang Shen for her editorial overview; Norman Masuda for
his insights in creating authentic activities; and Professor Rebecca Starr for her invaluable insights as a linguist
and providing a non-native learner’s perspective. We would like to express our gratitude to the professors who
provided feedback through numerous rounds of reviews: Hong Zeng, Michelle DiBello, Youping Zhang, and
Chao Fen Sun of Stanford University; Lilly Cheng of San Diego State University; and Christopher Lupke
of Washington State University. We also wish to thank our advisory board professors for their insightful and
constructive feedback: Hong Jiang of Northwestern University; Yujie Ge of Santa Clara University; Cynthia
Hsien Shen of University of Florida; Li Ma of Florida International University; Xiaojun Wang of Western
Michigan University; and Tong Chen of Massachusetts Institute of Technology. Most importantly, Better
Chinese would like to recognize the core Modern Chinese team: Project Manager, Angel Yeh for her creative
story-telling abilities and critical eye in overseeing every detail of the Modern Chinese project; Lauren Chen,
Cheuk-Yue Fung, Tiantian Gao, Roger Hsieh, Ying Jin, Lillian Klemp, Sue-Ann Ma, Christopher Peacock, and
Bin Yan.
Finalizing Modern Chinese

the program continuously with feedback from you, as students or as teachers. I want to thank you for giving
us the courage to make Modern Chinese and for helping us make learning Chinese more approachable and
relevant.
James P. Lin
Project Director
July 2013
1 Foreword
MODERN CHINESE
PROGRAM DESCRIPTION
Modern Chinese is designed for beginner college students with the aim of making learning Chinese lan-
guage and culture approachable, engaging, and relevant. This colorfully illustrated curriculum contains 32
themes such as , , , , , , , and that help students to successfully communicate the “what’s
and how’s” of life in Chinese.
Modern Chinese adheres to the National Standards for Foreign Language Learning — the Five C’s:
Communication, Cultures, Connections, Comparisons, and Communities. In addition, our lessons build
vocabulary and grammar structures upon each other in a spiral-up approach that helps students build a
strong language foundation. Our inquiry-based and story-centered design also ensures that our student-
centric lessons prepare students for real life communication.
Our editorial team has created a framework that makes learning the Chinese language inviting without
losing the rich, cultural aspects of the language. Students are immediately attracted to the colorful il-
lustrations and lesson content is broken down into easily digestible parts. To avoid treating Chinese like
Romance languages, our Structure Notes section is designed with students in mind, teaching them “how
to do” something in Chinese, rather than focusing on “grammar.” In every lesson, we also include com-
municative activities to facilitate interactions between students, either with a partner or within a group.
Additional cultural references and videos serve to build a wider understanding of the Chinese culture.
In our classrooms, we encourage teachers to foster an environment of exploration, provocation, repetition,

mastery, friendship, interaction, and collaboration. Our program design creates a culture-rich, activity-rich
curriculum built on stories and provides a multi-channeled learning environment. We cultivate a desire
within students for meaningful and interesting communication, emphasizing the importance of “here and
now.” With a wide range of speech events, such as role-playing, drama, activities, and games, we form a
foundation for Mandarin acquisition.
Furthermore, we encourage learning beyond the classroom with a variety of online resources for students
that do not have access to a Mandarin language environment. These additional online activities, tools and
resources enable students to forge a deeper connection to the Chinese language and culture.
With proven pedagogies, advanced technologies and careful observations of student needs and wants, we
hope the Modern Chinese program can help instructors create a fun and effective learning environment
for students, making Chinese learning truly modern.
2 Program Description
SERIES COMPONENTS* PROGRAM COMPONENTS*
Textbooks with Audio and Online Resources Textbook 1A 1B 2A 2B
Workbooks Workbook 1A 1B 2A 2B
Online Workbooks Online Workbook 1A 1B 2A 2B
Online Teacher’s Guides Online Teacher’s Guide 1A 1B 2A 2B
Assessment Assessment 1A 1B 2A 2B
* The numeral 1 denotes the target year in a 2-year college setting. Instructors can choose to use only one volume per year.
COMPONENT FEATURES
TEXTBOOK
Modern Chinese is organized by units, each representing a particular theme. In each unit, there are two lessons
presenting different scenarios. The organization of each lesson is as follows:
Lesson Story
Lesson Text
Vocabulary
Related words and phrases that are not in the Lesson Text. Students are required
to learn these words as core vocabulary. They will be used in the Structure Notes and Practice sections.
Optional related words and phrases that are not in the Lesson Text. Students are
not required to learn these words. They can be used for extended learning.
Pronunciation Notes
Details on the pronunciation of lesson words or phrases that are exceptions to general Chinese
pronunciation rules.
Language Notes
Language and culture notes pertaining to the lesson theme and vocabulary.
Structure Notes
Grammar explanations, examples, and practices.
Practice
Individual, partner, and group speaking exercises through conversations, presentations,
and audio recordings.
Stroke order is displayed for characters that students are required to be able to
write for the lesson. These are the most frequently-used characters. Exercises that involve writing and
typing Chinese characters are also provided.
Reading comprehension sections contain vocabulary from the Lesson Vocabulary and
Required Vocabulary sections.
Cultural Spotlight
Grammar explanations, examples, and practices.
Text in English
What Can You Do

Summary of interpretive, interpersonal, and presentational communication skills achieved by the student.
Unit Review
Found at the end of the second lesson per unit, this is a summary of all vocabulary and structure notes
learned in the unit. To assess comprehension of the material from the two lessons, a short list of role-play
suggestions are provided for extended communicative practice.
WORKBOOK
The Modern Chinese workbook is designed to create opportunities for students to practice individual language
skills in targeted settings as well as in holistic and applied ways. Please visit our website, http://college.betterchi-
tools, further cultural information, and additional character writing materials. The workbook is comprised of the
following sections:
Vocabulary Review
Various exercises aim to help students absorb the new vocabulary introduced in each lesson. Exercises
focus on character recognition and pinyin accuracy.
Character Writing Practice
Characters highlighted in the Practice section of the textbook are revisited with ample space for writing
practice. Complete stroke-order sequence diagrams and radical information are also included. For further
character writing practice, please visit the website to download additional character writing sheets.
Listening Comprehension
This section offers an extra opportunity to gain exposure to Chinese sentences and conversations outside
of the classroom. Students answer a variety of comprehension questions after listening to short dialogues
Speaking Practice
To encourage active production of Chinese sentences, this section prompts students to make audio
recordings that role-play everyday situations they may encounter. Students can also visit our website to
use our online tools to record their compositions and send them to their teacher for review. Alternatively,
teachers may want to use this section in the classroom for additional speaking practice.
Structure Review
Each section provides the Structure Note formula introduced in the lesson and also exercises focusing on
mastery of the grammar.
Reading Comprehension
Lesson Vocabulary and Structure Notes are reviewed in passages, narratives, and other authentic
materials. Questions are provided to assess students’ comprehension of the material.
Writing Practice
This section provides another opportunity for students to practice writing Chinese using authentic
materials. Students must draw from previously learned vocabulary and Structure Notes to compose short
essays based on prompts relevant to the theme of the lesson.
TEACHER’S GUIDE
The Teacher’s Guide is designed to provide instructors with additional information on how to lead students through
Modern Chinese, our unique program for college students and adult learners. For ease of reference, the Teacher’s
Guide is in a wraparound format: each page is comprised of annotations below and to the side of the relevant page in
the textbook. The following are the different kinds of notes you will encounter in the Teacher’s Guide:
Objective
Teaching Pointer
Provides tips on how to teach grammar, vocabulary, language notes, etc., and gives additional relevant
information not included in the textbook.
Checkpoint
Provides suggestions for appropriate exercises to test students on their understanding of the material.
Online Link
Highlights sections of the textbook that can be augmented with material and tools from the Modern
Chinese website.
Discussion
Offers appropriate discussion topics on themes covered in the Language Notes and Cultural Spotlight
sections.
To help instructors implement a standardized teaching program in the classroom, the Teacher’s Guide draws
attention to the use of each of the ACTFL ‘C’s’. National Standards markers accompany Teaching Pointers,
ONLINE COMPONENTS
Each Modern Chinese lesson is fully-supported by online modules found at http://college.betterchinese.com.

Authorization codes to access the online features are found in the back of each purchased textbook and/or
workbook. Complimentary online modules that accompany the textbook include:
Lesson Animation
classroom.
Lesson Text and Vocabulary Audio
Online Resources
differentiated instruction.
Modern Chinese also offers an online workbook, which offers assorted practices from the physical
workbook with automatic-grading features.
VOLUME 2 CHANGES AND PROGRESSIONS
We are excited about Modern Chinese, Volume 2. Building on the strengths of Volume 1, the intermediate-
level text incorporates new features aimed at guiding students through the next stage of Chinese language
acquisition, while telling the story of our characters as they come to discover themselves. The second vol-
ume contains the same overarching design, focusing on engaging, relevant, and approachable content, but
new elements provide students with the confidence to apply the language in a more culturally authentic
manner.
In Modern Chinese, Volume 2, the program is different in that the lesson texts include character dialogues
as well as narratives and practical correspondence. The program also deepens language-learning at this level
through the introduction of authentic material and real-life exercises. Students learn how to apply what they
learn in actual scenarios, such as planning a trip and renting an apartment.
The program is still organized into themes: new themes, such as , , , , , , , and were
selected as relevant topics for students to communicate effectively and in-context. For themes already intro-
duced in Volume 1, the text delves deeper into the subject at-hand. The text also systematically introduces
well-known Chinese expressions, such as idioms, to help students understand everyday communication
during exchanges with native Chinese speakers. The number of vocabulary has been increased per lesson,
but scaffolding rates remain consistent with the prior volume to foster high retention rates and alleviate the
challenge of new vocabulary acquisition. Students will explore new grammar points that will make them
We look forward to hearing your feedback. We hope you and your students will enjoy this second volume of
the Modern Chinese program.
MODERN CHINESE Scope and Sequence
Language Notes & Cultural
Units Communication Goals Structure Notes
Spotlights
1. Understand the 4 Chinese tones
2. Learn the Chinese phonetic system,
Prelude: pinyin
The Chinese 3. Understand the rules of Chinese
Language
stroke order
1. Use an adjective phrase to describe

a subject
UNIT 1 2. Use to convert a pronoun or noun
Me (people only) to its plural form
3. Use to express “also”
4. Use to turn a statement into a
question
5. Use to ask “What about . . .?”
6. Use to state one’s name
Count from 1 to 99 7. Use to ask “what?” questions
8. Use to ask about somone’s age
9. Add after a number to state
one’s age
10. Use to indicate equivalency
11. Use to ask about nationality
and country + to state
nationality
12. Use to negate a verb
13. Use Verb + + Verb to form
14. Use Verb or + Verb to answer
1. Use to express possession

2. Use to express “not have”
UNIT 2 3. Use to form a “have or not
Family have” question
4. Use to ask what one has
5. Use to indicate possession
6. Use number + measure word to
quantify a noun
7. Use + measure word to ask how
many and number + measure word
to answer
8. Use or to express “this” or
“that”
9. Use to ask “who?”
10. Use to express “also”
11. Use to state what one knows
how to do
12. Use to ask whether or not
one knows how to do something
13. Use to express “only”
8 Scope & Sequence

Spotlights
1. Use to indicate the possibility of
an action taking place in the future
UNIT 3 2. Use to ask “when”
Time 3. Use to ask “what day of the
week” and + number to state
the day of the week
4. Use to discuss time
5. Use to express “almost”
6. Use ( ) to express “not yet”
or “still have not”
7. Use to make a suggestion
8. Use to ask “what month” and
“what day”
9. Use to mean “both” or “all”
10. Use to indicate a change of state
or situation
11. Use the verb in the context of gift
giving
12. Use to modify nouns
1. Use to indicate a desired action

2. Use to mean “to give”
UNIT 4 3. Use to express liking
Food something or someone
4. Use Verb + + Verb with
5. Use ( ) to mean “Well then” or

“In that case”
6. Use + Verb to form a compound
adjective
7. Use to ask for an opinion of
something
8. Use to describe an
exaggerated attribute
9. Use to indicate desire
10. Use and to ask
questions and give explanations
respectively
11. Use to express the brevity of
an action
1. Use to indicate location
2. Use as a verb complement
UNIT 5 3. Use to ask “where”
Daily Lives 4. Use to talk about future events
5. Use to express doing
things together
6. Use to express permission
7. Use with an action verb to
indicate the location of an activity
8. Use as a resultative complement
to indicate completion of an action
9. Use or and a resultative
complement to indicate whether it
is possible or not possible to reach
a result
9 Scope & Sequence

Spotlights
10. Use to express likelihood
11. Use completion to describe
completed actions
12. Use to indicate “right” or
“precisely”
1. Use to express existence rather

than possession
UNIT 6 2. Use to express “must”
Shopping 3. Use as the preposition “to”
4. Use to ask “how many” or
“how much”
5. Use Adjectives with ( ) ( ) to
express “a little more”
6. Use ... to express a
suggested alternative
7. Use to indicate a repeating
action
8. Use to express
causal relationships
9. Use to say “need not”
10. Use or to intensify
adjectives
11. Use Verb +
completed actions
12. Use to express “already”
13. Use ( ) to say “if . . .
then . . .”
14. Use ( )
or questions
1. Use to create “when”
expressions
UNIT 7 2. Use to indicate an action
Travel & occurring later than anticipated
Navigation 3. Use with a place word to
indicate origin
4. Use to emphasize
the time, locale, or manner of a
completed action
5. Use to mean “take”
6. Use to express location relative
to a reference point
7. Use with place words to indicate
destination
8. Use to ask how something is
done
9. Use to indicate directional
movement
10. Use , , to indicate
a sequence of events
10 Scope & Sequence

Spotlights
to indicate ability to understand
UNIT 8 2. Use or to express doing an
Academics activity more or less often
3. Use to indicate the best course
of action among limited options
4. Use Verb + to describe
completed actions
5. Use to express “after doing
something”
6. Use Verb + to describe a
sequence of events
7. Use to indicate an action
8. Use to ask “how come”

questions
9. Use / to express
incredulity or amazement
regarding a situation
10. Use to express “as soon
as A, B”
11. Use to express subjective
opinions
12. Use with adjectives to
compare qualities
13. Use to express ordinal numbers
14. Use ( ) ( ) to indicate
ongoing actions
1. Use to express choices and
options
UNIT 9 2. Use / + to express a
Fashion subjective impression
3. Use to make comparisons
4. Use to say “even more”
5. Use ( ) ( ) to describe small
differences
6. Use to express “both . . .
and . . .”
7. Use (Adjective) to
express sameness
8. Use Verb Verb to describe casual
or brief activities
9. Use to express superlatives
10. Use reduplication to intensify
adjectives or adverbs
11. Use Verb reduplication to describe
casual or brief activities
12. Use to mean “and see”
13. Use ( ) ( ) to express
“somewhat”
14. Use
11 Scope & Sequence

Spotlights
1. Use to describe
simultaneous actions
UNIT 10 2. Use to mean “any”
Hobbies &
Activities 4. Use to mean “some”
5. Use to express
interest in something
6. Use ( )to express “often”
7. Use to describe ability
8. Use name + to refer to a group
of people
9. Use to describe the manner of
actions
10. Use to express “every”
11. Use time periods to indicate
duration
12. Use multiple numbers to estimate
amounts
13. Use ? to ask a rhetorical
question
14. Use as the preposition “to,
towards”
1. Use to indicate degree or result
2. Use to express number of times
UNIT 11 3. Use to express to “let” or “make”
Relationships someone do something
& People 4. Use to describe keeping
something in mind
5. Use to form the passive voice
6. Use to express “constantly”
7. Use Verb + to express a past
experience
1. Use to make suggestions

2. Use to express bringing objects or
UNIT 12
people
3. Use noun or measure word
Medicine reduplication to express “every”
4. Use name/pronoun + to talk
about someone’s location or home
5. Use to express the manner in
which an action is performed
6. Use to mean “for”
to describe a properly completed
action
8. Use to say “again”
12 Scope & Sequence

Spotlights
1. Use to introduce an
unexpected event
UNIT 13 2. Use to express “no wonder” guanxi
Business 3. Use to ask “what kind?”
4. Use to express “not
only…but also…”
5. Use to express
“although . . . however . . .”
6. Use to express length of
time
7. Use to express a desire
8. Use as an intensifier
9. Use to express relevance
to a subject
10. Use Noun + / to say “this/
that type of . . .”
guanxi
1. Use to describe the

means of doing something
UNIT 14 2. Use to indicate an ongoing
Festivals action
3. Use to say “be about to”
4. Use to express “when the
time comes”
5. Use to express “resemble” or “is
like”
6. Use to mean “increasingly”
7. Use to say “for example”
8. Use to say “even . . .”
13 Scope & Sequence

Spotlights
1. Use to make requests
2. Use before verbs to express
commencing an activity
UNIT 15 3. Use to say “or else” or
Chinese “otherwise”
Ways 4. Use to express “as it happens”;
“happen to . . .”
5. Use or to express “just now”
6. Use nouns with
7. Use ( ) to say “for instance”

and give examples
to describe an action
continuing up to the present
1. Use to say “besides . . .”

2. Use question words with to
UNIT 16 express “any” or “every”
Technology & 3. Use to refer to oneself or
Modern China another
4. Use to express “at the point
when/by the time”
5. Use Verb Phrase Someone /
to express doing something to show
someone else
6. Use to express keeping someone
company
7. Use to stress that
something will be the case
8. Use to mean “extremely” or “to
death”
14 Scope & Sequence

MODERN CHINESE VOLUME 2
Scope and Sequence

Spotlights
1. Use to emphasize a
small number or amount.
UNIT 1 2. Use after a number to
Weather make an estimate.
3. Use to express
possibility or uncertainty.
4. Use to mean each or
different.
5. Use to strengthen an
adjective.
6. Use to mean “I’ve
heard that.”
7. Use A B with an
adjective and a quantity
to specify an amount in
comparison.
8. Use to express much
more.
9. Use to express “as it
turns out.”
1. Use B to
indicate A is the only
UNIT 2 condition necessary for B
Academics to occur.
2. Use to explain
the purpose of doing
something.
3. Use to say “but” to
indicate a contrast to the
previous statement.
4. Use to describe
transformation in state or
from one thing to another.
5. Use to indicate “and
so on” at the end of a list.
6. Use to
formally indicate when
something happened.
7. Use to indicate a
reason or cause.
8. Use to join two nouns in
formal writing.
15 Scope & Sequence

Spotlights
1. Use to bring up
additional points.
UNIT 3 2. Use to say “indeed” or
Housing “really.”
3. Use to
emphasize “not at all.”
4. Use to express doubt over
an unfortunate situation.
5. Use to
indicate that things are within
or outside of scope.
6. Use to express pity at an
unfortunate situation.
7. Use to list
included items or examples
within a category.
8. Use to express
satisfaction or dissatisfaction
with something.
1. Use A B to indicate A is
not as good as B.
UNIT 4 2. Use to mean “also” to
Shopping connect words or clauses in
formal contexts.
3. Use A B as a formal way
to exprss “both A and B.”
4. Use to
emphasize superlatives.
5. Use to express
ability or inability to complete
certain actions.
6. Use to
Express apologies and describe categories using
frustrations. comparisons.
7. Use to say “actually.”
8. Use to express
of terms related to a store’s that something does not
return policy. matter.
1. Use to talk about

additional items.
UNIT 5 2. Use to
Hobbies minimize the significance of
something.
3. Use
to indicate a preferred
alternative.
4. Use to formally
express someone’s opinion
5. Use to indicate a place of
origin.
16 Scope & Sequence

Spotlights
6. Use to express
obtaining physical objects
and for receiving
abstract concepts.
7. Use to express making
someone feel a certain way.
8. Use to introduce
topics.
1. Use to express mistaken
belief.
UNIT 6 2. Use to indicate an action
Cuisine
in formal contexts.
3. Use to express
“no matter what” something
is always the case.
4. Use to mean “really” and
“honestly.”
Talk about necessary 5. Use to say “hence” or
“thus.”
ingredients for making a
6. Use to say “nearly.”
dish. 7. Use to indicate that
something happened as
expiration dates of food. expected.
8. Use to describe rare
to make compliments about situations and opportunities.
food.
of dishes.
1. Use to say “completely.”

2. Use to emphasize a
UNIT 7 negative contrast.
Emergencies 3. Use to say “therefore.”
4. Use to
emphatically state “never
ever again.”
5. Use to say “with regard
to” a topic.
6. Use to introduce
additional points.
7. Use to indicate the purpose
of an action.
8. Use to indicate
“ever since” a certain time in
the past.
Scope & Sequence 17

Spotlights
1. Use to describe
future events in formal
UNIT 8 contexts.
Travel 2. Use to indicate a reversal
or contrast.
3. Use
to make “unless” statements.
4. Use to talk about events
or situations that have just
occurred.
5. Use A B to
emphasize a contrast between
A and B.
6. Use to explain how
things really are.
7. Use to take advantage
of a situation. Journey
8. Use to describe to the West
necessary conditions for a
condition to occur.
1. Use to mean “especially”

or “particularly.”
UNIT 9 2. Use to talk
The Arts about a particular aspect of a
situation.
3. Use to suggest a better
alternative.
4. Use to indicate doing
something for or in place of
someone else.
5. Use to emphasize states or
events.
6. Use to intensify attributes
7. Use to mean “any.”
8. Use to describe
using something as something
else.
1. Use to mean “according

@ to” or "based on."
2. Use to say “by means” or
UNIT 10
Technology "through."
3. Use to join words or
phrases in formal contexts.
4. Use to intensify
attributes.
5. Use to say “even (to the
extent that).”
6. Use as a formal way to say
“then.”
7. Use to mean “often” or
“usually.”
18 Scope & Sequence

Spotlights
8. Use to mean “but” or
“rather.”
9. Use to mean “not
only . . . but also . . ."
10. Use to indicate ability to
do something.
1. Use to mean “anyway” or

“in any case.”
UNIT 11 2. Use to say “after all” or
Business “actually.”
3. Use to say “so as not to” or
“in case.”
4. Use to express
that something will happen as
soon as something else occurs.
5. Use to mean “thus” or
“thereby.”
6. Use to indicate
that something applies
to everything in a certain
category.
7. Use to say “even if.”
8. Use to introduce an
example.
1. Use to describe something

that always happens.
UNIT 12 2. Use to mean “everything”
Health or “all.”
3. Use to say
“either . . . or . . .”
4. Use to mean “let alone” or
“moreover.”
5. Use as a formal preposition
meaning “to,” “for,” “in,” or “at.”
6. Use to mean “as much as
possible.”
7. Use to indicate that some —
event was unexpected.
8. Use to mean “if it were
not for.”
1. Use to mean “however” or
"but."
UNIT 13 2. Use to mean “as result of”
History or “as consequence.”
3. Use to mean “since
. . . then . . .”
4. Use to introduce a topic.
Scope & Sequence 19

Spotlights
5. Use to mean “make” or
“cause.”
6. Use to mean “simply”
or “just.”
7. Use to mean “mutually”
or “each other.”
1. Use to mean “at all” or

“simply.”
UNIT 14 2. Use to mean
The “unavoidable.”
Environment 3. Use to express
viewing something in a
particular way.
4. Use to mean
“moreover” or “besides”.
5. Use to mean “to” or
“torward” in formal contexts.
6. Use to introduce a topic
or issue.
7. Use as a formal way to
express “then.”
8. Use to say “even
if . . . still . . .”
1. Use to express “how” in

formal contexts.
UNIT 15 2. Use to mean
Society “originally.”
3. Use to indicate
“even if . . . still . . .”
4. Use to introduce a
possible or hypothetical
situation.
5. Use to describe certain
manners of performing
actions.
6. Use to mean “as” or
"being."
7. Use to say “to be sure”
or “admittedly.”
20 Scope & Sequence

Spotlights
1. Use to create emphatic
questions.
UNIT 16 2. Use to mean “not to
Dreams mention.”
3. Use to express
that something would be
impossible without something
else.
4. Use to emphasize warnings.
5. Use to mean “thanks to.”
6. Use
7. Use to introduce a
conclusion.
8. Use to mean “in time” or
“promptly.”
Scope & Sequence 21

Food
Communication Goals
Lesson 1: Ordering Food
UNIT 4
Lesson 2: How Does It Taste?
LESSON TEXT
LESSON TEXT 4.1
Ordering Food
Chen Dadong, Li Zhongping, and Sun Mali go out to eat at a Chinese restaurant. While there, Mali spots a new student,
Zhang Anna, at the next table. They invite Anna over to eat with them.
19
VOCABULARY
LESSON VOCABULARY 4.1
Simplified TradiTional pinyin Word definiTion
CaTegory
1. ie welcome (to a store/restaurant)
v to welcome
2. qph how many (people)
3. v to sit
4. av would like to (do something)
5. v to drink; to eat (soup)
6. v to give
7. n, mw cup; (used for liquid)
8. n tea
9. n menu
10. adj new
11. n Chinese food
n China
n dish, food
12. n dumplings
13. cj then; in that case
14. v to order (food)
15. n, mw plate; (used for plates of food)
16. n roasted chicken
17. mw (used for portions of food)
18. n green vegetables
19. n, mw bowl; (used for bowls of food)
20. n Hot and Sour Soup
21. mw (used for restaurants and companies)
22. n restaurant
Unit 4 Lesson 1 Food 20

LESSON VOCABULARY 4.1 (continued)
CaTegory
23. adj tasty (of solid food)
24. adj hungry
nameS
25. name Zhang Anna
surname Zhang
given name Anna
REQUIRED VOCABULARY 4.1
eaTing
26. vo to eat
n meal; rice
27. vo to cook
28. adj thirsty
29. n water
OPTIONAL VOCABULARY 4.1
foodS
30. n Mapo Tofu
31. n Peking Duck
32. n soft drink
33. n fruit juice
34. n beverage
35. n, mw bottle; (used for bottles)
21
LANGUAGE NOTES
Pronouns: He, She, It
in the 20th century that

to differentiate between “he,” “she” and “it.” In the spoken language,
however, the difference is inaudible. Written (traditional) Chinese also
possesses special pronouns for animals and deities,
Traditional Chinese does possess both masculine and feminine forms of

the word “you,” is
the most frequently used form, and one will always write “ ” rather
than “ .”
Use of Nin
The second-person pronoun
address one’s elders or people of a higher social station.
As a customer, you would also frequently hear it used by
employees in restaurants or stores. You might use
meeting.
more than one elder or superior,
used rather than
Omitting Pronouns
information in the context to make the meaning clear. This is the
case for pronouns such as
sentence is implied. In this lesson, for example, the sentence
is shortened to by omitting the
subject -
pronouns and other words.

STRUCTURE NOTE 4.1
Use to indicate a desired action
The auxiliary verb means “would like to” In this pattern, must be followed by a verb phrase and
cannot be directly followed by an object to express a desire for something as in “I would like tea.”
Subject + + Verb + Object

STRUCTURE NOTES
From the Lesson Text:
Other examples:
I would like to go to China. He would like to drink water.
Practice: Create complete sentences using the above structure and the information provided below.
Example:
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________
STRUCTURE NOTE 4.2

Use to mean “to give”
In Structure Note 3.11, was introduced as a verb associated with the giving of a gift. In this lesson,
is also introduced as “to give,” but is typically used for non-gift items. Similar to , the verb must appear
between the subject and recipient; however, the subject can be omitted if its presence is implied.
Subject + + Recipient + Object
Please give us three cups of tea.
Other examples:
I would like to give Mali a birthday present. Please can you give me a menu.
23
Practice: Create complete sentences with , using the information below.
Example:
STRUCTURE NOTE 4.3

Use to express liking something or someone
means “like” or “enjoy” and is usually followed by the noun or action of preference. To negate
the sentence, add in front of to mean "dislike." Other adverbs such as and can be added in
front of to indicate “only like” or “really like,” respectively.
Subject + + Verb Phrase/Noun
I only like to eat dumplings.

Other examples:
He doesn’t like cats, he only likes dogs. We all really like to speak Chinese.
Practice: Create sentences using and the information provided below, inserting verbs where
appropriate.
Example: (doesn’t like)

1. (really likes) _____________________________
2. (doesn’t like) _____________________________
3. (only like) _____________________________
4. (like) _____________________________
5. (only like) _____________________________
STRUCTURE NOTE 4.4

Use Verb + + Verb with two-character verbs to form affirmative-nega-
tive questions
To use the Verb Verb pattern (see Structure Notes 1.13 and 1.14) with two-character verbs like ,
simply repeat the entire verb.
2-Character Verb + + 2-Character Verb
For certain two-character verbs, such as , the second character is often omitted before the followed
by the full two-character verb, as in . The full two-character verb is often repeated in formal written
Chinese.
1st Character of 2-Character Verb + + 2-Character Verb
Other examples:
Practice: Create complete sentences including or and the information

provided below.
Example:
STRUCTURE NOTE 4.5

Use ( ) to mean “Well then” or “In that case”
The demonstrative pronoun can also be used as a conjunction meaning “Well then” or “In that case.” It
serves as a transition word from one thought to another, addressing an already established fact or statement.
and can be used interchangeably.
+ Statement/Question
I only like to eat dumplings. Then let’s get a plate of dumplings . . .
Other examples:
I don’t want to go to the restaurant. In that case, let’s go to the coffee shop.
25
I don’t know how to speak French.
Practice: Respond to the provided statements with sentences beginning with .
Example:
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
STRUCTURE NOTE 4.6

Use + Verb to form a compound adjective
The adjective and its negative , when combined with certain verbs, create compound adjectives that
express positive or negative attributes, as in . When it is used with verbs such as
and , the
+ Verb
The roast chicken at this restaurant is really good.

Other examples:
The coffee is very tasty!
Practice: Create complete sentences expressing your opinion of the items listed below, combining
，，）and verbs.
Example: (eat)
1. (write) _________________________________________
2. (make) _________________________________________
3. (eat) _________________________________________
4. (drink) _________________________________________
5. (eat) _________________________________________
ONLINE RESOURCES
Visit http://college.betterchinese.com for more examples of compound adjectives.
PRACTICE
PRACTICE 4.1
Example:
A:
B:
A:
B:
A:
PRACTICE 4.2
Working with a partner, ask whether each character likes the following foods. Answer accordingly.
Example:
A:
B:
2.
1.
4.
3.
27
PRACTICE 4.3
Working in groups of three or four, act out a restaurant scenario with a waiter or waitress and customers looking at a
menu. Discuss food and drink preferences and then order the food. You may use the additional dishes below to help
you.
2.
1.
Spring Rolls
Peking Duck
3. 4.
Kung Pao Chicken fried noodles
5. 6.
stir-fried Chinese fried rice

cabbage
PRACTICE 4.4
below.
Dish Number of students

PRACTICE 4.5
Radical Stroke Order
enclosure
wood
eat
person
person
earth
heart
mouth
silk
axe
person
blue
grass
eat
eat
PRACTICE 4.6
Make an audio recording and send it to your teacher. In the recording, state what foods you would like to order at a
Chinese restaurant and state the reason for your preferences.
29
PRACTICE 4.7
Type the following sentences on your computer and provide answers to the questions.
1.
2.
3.
4.
5.
PRACTICE 4.8
Read the dialogue and answer the following questions.
PRACTICE 4.9

PRACTICE 4.10
Read Huang Xiang’an’s diary and answer the following questions.

CULTURAL SPOTLIGHT
Cuisine Across China
Chinese cuisine is as rich and varied as its culture, peoples, and di-
alects. A lot of the differences between China’s cuisines have been
brought about by variations in local resources, geography, and tradi-
tions. There are eight major types of regional cuisine, each possessing
its own distinctive characteristics. Below are four of the most well
known of these styles.
chili, and other peppers, often in great quantities. -

marked Lady’s Tofu”) and
Sichuanese favorites.
Guangdong cuisine is often described as “light” or “fresh,” with attention paid to
Suckling Pig”).
Shanghai’s cuisine is known for its smaller portions than the average Chinese fare
and its propensity toward “drunken” foods, which are prepared by soaking alcohol
Northeastern cuisine is a product of its environment: its hearty steamed buns and hot
is noodles, and in addition it is also famed for its pickles.
Symbolism in Chinese Food

any Chinese festival. Some foods gain their importance through the lin-
guistic link of homophones. Fish, for instance, is considered auspicious
“abundance,”
the pomelo fruit is a symbol of abundance due to the similarity of its
Chinese name
-
of a large family. Round foods such as rice cakes symbolize family unity,
as does the serving of whole chicken. All these dishes may be found at
various Chinese festival celebrations, occasions rich in family reunion,
well-wishes and, of course, food.
31
TEXT IN ENGLISH
Three.
Please sit. What you would like to
Please bring us three cups of tea.
Sure. This is our menu.
I only like to eat dumplings.
Then let’s get a plate of dumplings,

one roast chicken, an order of
vegetables, and a bowl of Hot and
OK. The roast chicken at this

restaurant is really good. I’m hungry;
let’s order!
What Can You Do?
inTerpreTive
inTerperSonal
preSenTaTional

LESSON TEXT
LESSON TEXT 4.2
How Does It Taste?
Chen Dadong, Sun Mali, and Li Zhongping discuss their food and teach Zhang Anna how to use chopsticks.
.
Sh
35
VOCABULARY
CaTegory
1. adj tasty (of liquids)
2. adj spicy
3. n
4. adj not bad, pretty good
adj wrong
5. qw how is it
6. adv too, excessively, extremely
7. adj salty
8. av to want; must; will; should
9 v to order
10. n rice
11. qw why
12. n meat
13. cj because
14. vo to be vegetarian
15. v to use
16. n chopsticks
17. n knife
18. n fork
19. v to try
20. y mw a bit
21. v to teach
22. p oh! (interjection)

23. a p (used to make a question less abrupt)
24. rv to be full
25. n dinner
26. vo to treat one’s guests (i.e. to pay for others)

CaTegory
mealS
27. n breakfast
28. n lunch
flavorS
29. adj sweet
30. adj bitter
31. adj sour
OPTIONAL VOCABULARY 4.2

aT The reSTauranT
32. n, vo check; to pay the bill; “check, please.”
33. vo to pay the bill
foodS
34. n white rice (alternate term for )
35. n fruit
36. n seafood
37. n chicken
38. n pork
39. n beef
ONLINE RESOURCES
Visit http://college.betterchinese.com for a list of other Chinese foods.
37
LANGUAGE NOTES
Onomatopoeia
It can be fun to look at how other cultures represent certain sounds
in their language. Onomatopoeia refers to words that sound like the
thing they describe (for instance, “buzz” or “whoosh”). Chinese pos-
sesses many such words: to represent the sound of laughter, Chinese
has the words
hee” and “ha ha.”
There are interesting similarities and differences in the representa-

tion of animal noises: the word for the sound a cat makes is
virtually identical to the English “meow.” The noise made by a dog,
however, is
-
ter has a “mouth” ( ) radical to indicate that it is a “sound” char-
acter.
Foreign Names in Chinese

As mentioned in Language Notes 1.1, Chinese names are chosen with care for their
meaning, even in transliterations, which often reveal something about the person or
thing they describe. This is particularly true with the Chinese names for certain West-
ern celebrities. For instance, the name for Audrey Hepburn is
-
cally chosen for the actress famed for her beauty and darkly penciled brows. Marilyn
Monroe is referred to as (beauty) (lotus) (dream)
(virtuous)
It is good to remember, though, that Chinese equivalents of foreign names are not al-
ways consistent, especially between different Chinese speaking regions. Vincent van
Gogh’s name, for example, could be rendered as either
Place Names in Chinese

Foreign place names in Chinese are also represented by characters that ap-
proximate the sound of the original; the Chinese name for Berlin, for instance,
is
from Cantonese, however, they may sound quite unlike their English versions
in Mandarin. New York, for example, is
the Cantonese pronunciation of these characters more closely resembles the
English.
Just as with people’s names, the characters for place names are often chosen
to convey a positive meaning. The transliteration of London is
the two characters meaning “human relationships” (or “ethics”) and “sincere”
respectively, while Delhi is rendered as
character for “virtue.”

STRUCTURE NOTE 4.7
Use to ask for an opinion of something
To ask someone what his or her opinion about something is, simply state the subject followed by
Subject +
STRUCTURE NOTES
Other examples:
How was your younger sister’s birthday
Practice: Use the English phrases with to create questions in Chinese.
Example: Mrs. Liu’s cake

1. Yesterday’s soccer game __________________________________________
2. This cafe’s coffee __________________________________________
3. This Hot and Sour Soup __________________________________________
4. His spoken French __________________________________________
5. This restaurant __________________________________________
STRUCTURE NOTE 4.8

Use to describe an exaggerated attribute
is an adverb that means “too” or “extremely.” Similar to , appears before the adjective and
expresses a great degree of the adjective of reference. can be distinguished from other adverbs as it connotes
excess beyond expectation and it typically appears with for further emphasis.
+ Adjective +
(It is) Too salty.
Other examples:
The soup is too spicy. Mom is making dumplings tonight, great!
NOTE: can be used in a positive or negative context. While the literal translation may appear neg-
ative, as with , or “excessively good,” colloquially, this is actually a positive remark meaning “Great!”
or “Awesome!”
39
Practice: Create sentences using the pattern and the provided phrases.
Example:
STRUCTURE NOTE 4.9

Use to indicate desire
In Structure Note 4.1, was introduced to express a desire or inclination to perform an action. In contrast,
, meaning “want,” can be applied to objects as well as actions.
Subject + + Noun/Verb Phrase
I want a bowl of rice.

Other examples:
She wants to go to China. He doesn’t want coffee.
Practice: Create complete sentences including and the provided information.
Example:
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
STRUCTURE NOTE 4.10

Use and to ask questions and give explanations respectively
is a question phrase meaning “why” and typically appears between the subject and verb
phrase.
Subject + + Verb Phrase

In addition, can also be placed before the subject and verb phrase.
+ Subject + Verb Phrase
The difference between the two structures above is that the emphasis is placed on the verb phrase or subject imme-
diately following . To answer a “why” question, , meaning “because,” is followed by the
supporting reason, as in English.
+ Supporting Reason
Because I’m a vegetarian.

Other examples:
Because she is not hungry.
Because my mother doesn’t like cats.
Practice: Create questions and answers using the and patterns.
Example:
1. ______________________________________
______________________________________
2. ______________________________________
______________________________________
3. ______________________________________
______________________________________
4. ______________________________________
______________________________________
5. ______________________________________
______________________________________
41
STRUCTURE NOTE 4.11
Use to express the brevity of an action
The use of following a verb has the same effect as the English equivalent “for a moment” or “for
a bit.” It indicates the informality or brevity of an action. Some verbs, such as are conventionally used
with . When the verb is followed by an object, comes between the verb and the object.
Note that cannot follow auxiliary verbs, such as or .
Subject + Verb + (+ Object)
Give it a try!
Other examples:
Take a look at the menu. Please sit for a bit.
NOTE: describes the short length of time taken for an action, while (y ) describes the small
quantity of an object. For example, means “drink tea for a moment,” while , means
“drink a bit of tea.”
Practice: Transform each sentence using , following the example.
Example:
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________

PRACTICE
PRACTICE 4.11
Determine the most appropriate adjectives to describe the tastes of the foods below and record them in Chinese in
the spaces provided.
PRACTICE 4.12
Working with a partner, act out dialogues about the foods shown below. Ask each other about the food and how it
tastes. Elaborate on the conversation if you can.
Example:
A
B
A
1. 2. 3.
43
PRACTICE 4.13
Working with a partner, act out a dialogue in which Partner A does not know
how to use chopsticks and Partner B teaches him/her to use them.
Example:
A:
B:
A:
B:
PRACTICE 4.14
Working in groups of three to four, imagine that you are in a restaurant. The waiter has brought you your food, but
none of you enjoys the taste. Discuss why you do not like the dishes and what you will eat instead.
Example:
A:
B:
PRACTICE 4.15
Work with a partner to complete and act out the following dialogues in Chinese. Present your dialogues to the class.
A:
B: (Yes, I am.) ____________________________________
A:
B: (Thank you!) ____________________________________
A: (You’re welcome!) ____________________________________
B:
A:
B: (Happy Birthday to you!) ____________________________________

PRACTICE 4.16
speech
sun
one
gold
spear
mouth
walk
heart
big
stopper
enclosure
dot
meat
silk
use
PRACTICE 4.17
Make an audio recording and send it to your teacher. In the recording, talk about a trip to a restaurant. State who you
will go with and what you would like to order.
45
PRACTICE 4.18
Type the following sentences on your computer and provide answers to the questions.
1.
2.
3.
4.
5.
PRACTICE 4.19
PRACTICE 4.20
Read the passage and answer the following questions.
PRACTICE 4.21
Read Chen Dadong’s diary and answer the following questions.

CULTURAL SPOTLIGHT
Chinese Dining Etiquette
The use of -
ence between Chinese and Western dining customs, but there are a number
of other habits that distinguish Chinese table manners from Western table
manners. Below is a short guide on what to do and what not to do when eat-
ing in a formal setting in China.
What to Do
it is common to lift a bowl of soup from the table and directly drink the
remainder.
What Not to Do
ceremonies for the deceased.
The Art of Tea

millennium B.C., and legend has it that the Emperor Shennong dis-
covered it a thousand years before that, when a tea leaf dropped
unnoticed into his boiling water. Today, the Chinese drink tea both
and the social pleasures it provides. Teahouses are enormously

popular throughout the country, providing people with a place to
socialize and to enjoy China’s many varieties of tea.
While serving and drinking tea, there are also certain customs to
follow. In Chinese society, the younger generation serves tea to the
older generation as a form of respect. It is also customary to pour
popular practice is to remove the lid of a teapot to alert the waiter
Taiwan, this drink contains chewy tapioca balls, a modern twist on

an old tradition. Today, whether it is the traditional loose-leaf teas
or milk tea with sweet delicacies inside, tea drinking still appeals
to people of all ages and cultures.
47
TEXT IN ENGLISH
The Hot and Sour Soup is really good! I like
the taste of hot and sour dishes.
The roast chicken is pretty good. Zhongping,
Too salty. I want to order a bowl of rice.
Because I am a vegetarian.
No. I only know how to use knives and forks. . .
Give it a try! I’ll teach you.
Oh, using chopsticks is simple!
What Can You Do?
inTerpreTive
inTerperSonal
preSenTaTional

UNIT REVIEW
ACT IT OUT
Working in groups, compose an original three-minute skit that utilizes the vocabulary and structures introduced in Unit 4.
Each of you should assume a role and have a roughly equal number of lines in the skit. Be prepared to perform your skit
in class. You can either come up with your own story or choose from one of the following situations:
a) You work at a Chinese restaurant and take the orders from a group of customers.
b) You and your friends want to go out to dinner, but no one likes the same dishes.
CHECK WHAT YOU CAN DO

reCognize WriTe
Adjectives Auxiliary Verbs Name Verbs
Nouns
Conjunction
Idiomatic Expression
Onomatopoeia
Measure Words
Particles
Adverb Question Words
uSe
to indicate a desired action to ask for an opinion of something
to mean “to give” to describe an exaggerated attribute
to express liking something or someone to indicate desire
+ Verb with two-character verbs to form af- and to ask questions and give ex-
planations respectively
to mean “Well then” or “In that case” to express the brevity of an action
+ Verb to form a compound adjective
49
Modern Chinese
UNIT 4 — LESSON 1
VOCABULARY REVIEW 4.1
I. Mark the correct tones above the pinyin for the vocabulary below. Read the char-
acters aloud as you mark the tones.
1. huanying 7. shaoji
2. fuwuyuan 8. qingcai
3. qing zuo 9. Suanlatang
4. caidan 10. fanguan
5. xihuan 11. dian cai
6. jiaozi
II. Match the Chinese vocabulary below with the corresponding pictures.
1. a.
2. b.
3. c.
4. d.
50
CHARACTER WRITING PRACTICE 4.1
Radical
enclosure
Radical
8
wood
8 10
Radical
9
eat

Radical
person
Radical
person
Radical
earth
52
8 Radical
9
10
12 13
11 heart
8 9 Radical
10
12 11
mouth
Radical
8
silk
9

11
11 12
Radical
13
8
9 axe
Radical
person
Radical
7 blue
8
54
Radical
9
8
10 11
grass
Radical
eat
8 Radical
7
9
10 eat
11

LISTENING COMPREHENSION 4.1
I. Choose the picture that best illustrates what you hear.
1.
A. B. C. D.
2.
A. B. C. D.
II. Listen to the recordings and answer the questions.
A. American
B. Chinese
C. Italian
D. Japanese
A. Dumplings
B. Spicy beef
C. Dumplings and Vegetables
D. Dumplings and Hot and Sour Soup
A. The man and the woman eat dinner together.

B. The woman wants to have Chinese food.
C. The man suggests they have dumplings for dinner.
D. The woman wants to have Hot and Sour Soup instead of dumplings.
III. Listen to the recordings and answer the questions.
A. The waitress seats the customers at a table.

B. The waitress asks what drink they want to order.
C. The restaurant does not offer tea.
D. The customer orders three cups of tea.
56
SPEAKING PRACTICE 4.1
I. Listen to the audio recording. Say an appropriate response to each sentence you hear.
Use the space below to make note of your ideas, if necessary.
1. Your Response: ______________________________________________________________________
2. Your Response: ______________________________________________________________________
3. Your Response: ______________________________________________________________________
4. Your Response: ______________________________________________________________________
5. Your Response: ______________________________________________________________________
II. Imagine you are with a large group of friends in a restaurant. Using the menu below,
make an audio recording in which you order dishes for everybody. You should order at
least two items from each section. Remember to use the correct measue words.
Drink Soup
Coffee
Vegetable Soup
Chicken Soup
Appetizer
Roast Chicken
Dumplings
Chicken Fried Rice
Egg Fried Rice
Shanghai
Vegetable Rice

STRUCTURE REVIEW 4.1
I. Complete the following Structure Note practices.
Structure Note 4.1: Use to indicate a desired action.
Subject + + Verb + Object
A. Add to the following sentences to indicate preferences.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. _______________________________________________________________
5. (Create your own sentence) _________________________________________________________
Structure Note 4.2: Use to mean “to give.”
Subject + + Recipient + Object
B. Make sentences using and the given words.
1.
________________________________________________________________________________
2.
________________________________________________________________________________
3.
________________________________________________________________________________
4.
________________________________________________________________________________
5.
________________________________________________________________________________
58
Structure Note 4.3: Use to express liking something or someone.
Subject + + Verb Phrase / Noun
C. Transform the sentences below by adding to the appropriate place.
1. _____________________________________________________________________
2. __________________________________________________________________
3. _______________________________________________________________
4. (Create your own sentence) ________________________________________________________________
5. (Create your own sentence) ________________________________________________________________
Structure Note 4.4: Use Verb + + Verb with two-character verbs to form affirmative-negative questions.
2-Character Verb + + 2-Character Verb
1st Character of 2-Character Verb + + 2-Character Verb
D. Change the following questions into questions using the “Verb Verb” pattern.
1.
_____________________________________________________________________________________
2.
_____________________________________________________________________________________
3.
_____________________________________________________________________________________
4.
_____________________________________________________________________________________
5. (Create your own sentence.)
_____________________________________________________________________________________

Structure Note 4.5: Use ( ) to mean “Well then” or “In that case.”
+ Statement / Question
E. Respond to the following prompts using ( ).
1. A:
B: ________________________________________________________________________________
2. A:
B: ________________________________________________________________________________
3. A:
B: ________________________________________________________________________________
4. A:
B: ________________________________________________________________________________
5. A:
B: ________________________________________________________________________________
Structure Note 4.6: Use + Verb to form a compound adjective.
+ Verb
F. Add to the correct place in the sentences below.
1. __________________________________________________
2. ___________________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. __________________________________________________
60
READING COMPREHENSION 4.1
(i) _____ (ii) _____
(iii) _____ (iv) _____ (v) _____
Answer the following questions in Chinese.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

___________________________________________________________________________________
___________________________________________________________________________________
(i) ___________
(ii) ___________ (iii) ___________
(iv) ___________ (v) ___________
Answer the following True or False questions on the basis of the passage above.
1. T F Chen Dadong is American.
2. T F Sun Mali and Chen Dadong are classmates.
3. T F Chen Dadong and Sun Mali go to eat Chinese food.
4. T F Mali orders dumplings and Hot and Sour Soup.
5. T F Chen Dadong is not hungry, so he only orders a cup of coffee.
62
WRITING PRACTICE 4.1
I. Create a menu by writing the names of dishes in Chinese in the space below.
Drink Soup
Appetizer
II. Based on the menu above, write a paragraph or conversation using the given words
in the space below.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Modern Chinese
UNIT 4 — LESSON 2
I. Mark the correct tones above the pinyin for the vocabulary below. Read the char-
acters aloud as you mark the tones.
1. tai xian 6. kuaizi
2. yi wan 7. shi yi xia
3. bucuo 8. hen jiandan
4. suanla 9. chi bao
5. mifan 10. wo jiao ni
1. a.
2. b.
3. c.
4. d.
5. e.
64
Radical
8
9
speech
8
Radical
7
10
9 11
sun
Radical
one

8
Radical
9
1011
gold
12
13
Radical
8
spear
Radical
8
mouth
66
10
11 Radical
8
9
12 walk
Radical
9
8
heart
Radical
big

Radical
9
8
stopper
Radical
enclosure
Radical
dot
68
Radical
meat
Radical
7
10
9 8 silk
Radical
use

I. Choose the picture that best illustrates what you hear.
1. A. B. C. D.
2. A. B. C. D.
II. Choose the best response to the sentence(s) you hear.
1. A. C.
B. D.
2. A. C.
B. D.
III. Answer the questions based on the dialogue.
A. The woman doesn’t know how to use chopsticks.

B. She doesn’t know how to use a knife and fork.
C. The man tries to help the woman use chopsticks.
IV. Answer the questions based on the dialogue.
A. At school C. On the street

B. At a restaurant D. At a party
A. Chicken C. Dumplings
B. Hot and Sour Soup D. Rice
A. The woman complains about the restaurant.

B. The man asks for the woman’s opinion on the dumplings.
C. The woman insists the man try the Hot and Sour Soup.
D. The man asks for a beverage.
70
I. Listen to the audio recording. Say an appropriate response to each sentence you hear.
Use the space below to make note of your ideas, if necessary.
1. Your Response: _____________________________________________________________________
2. Your Response: _____________________________________________________________________
3. Your Response: _____________________________________________________________________
4. Your Response: _____________________________________________________________________
5. Your Response: _____________________________________________________________________
II. Make an audio recording in which you call a friend and offer to take him/her out to
dinner. Tell him/her the reason why you want to pay for the dinner. Ask your friend’s
preferences and talk about what dishes you like. Use the space below to make note of
your ideas, if necessary.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Structure Note 4.7: Use to ask for an opinion of something.
Subject +
A. Write the following sentences in Chinese using .
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Structure Note 4.8: Use ... to describe an exaggerated attribute.
+ Adjective +
B. Change the following sentences by substituting for .
1.
_______________________________________________________________________________
2.
________________________________________________________________________________
3.
________________________________________________________________________________
72
4.
________________________________________________________________________________
5.
________________________________________________________________________________
Structure Note 4.9: Use to indicate desire.
Subject + + Noun / Verb Phrase
C. Create sentences by using the “Subject + + Noun/Verb Phrase” pattern and the given words.
1. _______________________________________________________________
2. __________________________________________________________________
3. _____________________________________________________________________
4. __________________________________________________________________
5. _____________________________________________________________________
Structure Note 4.10: Use and to ask questions and give explanations respectively.
Subject + + Verb Phrase
+ Subject + Verb Phrase
+ Supporting Reason
D. Complete the following dialogues using the and patterns.
1. A: ______________________________________________________________________________
B:
2. A:
B: ______________________________________________________________________________

3. A: ______________________________________________________________________________
B:
4. A: ______________________________________________________________________________
B: _______________________________________________________________________________
5. A: ______________________________________________________________________________
B: ______________________________________________________________________________
Strucutre Note 4.11: Use to express the brevity of an action.
Subject + Verb + (+ Object)
E. Add to an appropriate place in the sentences below.
1.
________________________________________________________________________________
2.
________________________________________________________________________________
3.
________________________________________________________________________________
4.
________________________________________________________________________________
5.
________________________________________________________________________________
74
I. Read the passage and answer the questions below.
-
nese.
Hot and Sour Soup Rice Coffee Tea Dumplings Vegetables
1. Zhongping ____________________
2. Xiaomei ____________________
3. Anna ____________________
4. Mali ____________________
II. Read the dialogue and answer the following true or false questions.
1. T F Dadong likes the spicy food.
2. T F Zhongping is a vegetarian.
3. T F Mali thinks the chicken is good.
4. T F Zhongping is full.
5. T F Zhongping wants a cup of tea because the soup is too salty.

I. Write or type sentences in Chinese according to the given phrases and pictures.
1.
__________________________________________________________________________________
2.
__________________________________________________________________________________
3.
__________________________________________________________________________________
4.
__________________________________________________________________________________
5.
__________________________________________________________________________________
II. Write or type sentences in Chinese to describe the taste of the dishes below and
whether or not you like them.
1.
2.
3.
76
OBJECTIVE
In this unit, students will
learn to talk about what
kinds of food and drink
they like, how to order in a
of foods and offer to treat

someone to something.
CHECKPOINT
Assess how well students
Check their pinyin pronun-

ciation and tones.
TEACHER’S GUIDE
TEACHER’S GUIDE Unit 4 Lesson 1 Food

INTRODUCTION
To introduce the lesson,
ask students if they like or
dislike Chinese food. Also
ask students what Chinese
dishes they are already fa-
miliar with and write down
the names of the dishes on
the board.
NatioNal StaNdardS
TEACHING POINTER
through the lesson illustra-

tions to get an idea of the
gone through the Lesson
practice reading the charac-

ters directly from the illustra-
tions.
ONLINE LINK
Find the animated lesson
-
lege.betterchinese.com
TEACHING POINTER (STRUCTURE NOTES)
to indicate a desired action
to express liking something or someone
78
CHECKPOINT
Ask students what the
Lesson Story is about. Say
a few sentences from the
Lesson Text and ask stu-
dents to respond. Alterna-
listening comprehension
quiz to assess how well they
prepared for the lesson. For
the quiz, read a few Lesson
Text phrases at a normal
speed and ask students to
write down the pinyin or the
CHECKPOINT
You may also wish to ask
students reading compre-
(1)
(2)
(3)
TEACHING POINTER (VOCABULARY)
Recognize Write
TEACHER’S GUIDE Unit 4 Lesson 1 Food 79

TEACHInG PoInTER
The Lesson Text can be
-
cording to the sequence
illustrations. Focus on part

one in a class session and
part two in the next class
session.
Break students into pairs or

groups to practice reading
the Lesson Text out loud. If
the text, students can

switch roles.
Listen to students’ pronun-

ciation and repeat any lines
repeat them after you. Then

say them at a normal speed
and ask the students to
repeat after you again.
onLInE LInk
Encourage students to build
up their listening skills by
of the Lesson Text.
CHECkPoInT
Assign roles to students and ask them to read the Lesson Text. Correct their pronunciation as
to practice reading characters.
80
CHECkPoInT
Ask questions in class to
prompt students to respond
instance, prompt students
drinks by asking
TEACHInG PoInTER
Encourage students to use
-
tences when they speak to
other people. For instance,
to
respond to the question
, students
should say .
onLInE LInk
Download the audio mp3
college.betterchinese.com
and practice the pronun-

ciation of each word. Also,
the Modern Chinese com-

panion website and use
the online Flashcards to
CHECkPoInT

TEACHInG PoInTER
Remind students that they
must learn all the words in
well, as these will come up

in later exercises and texts.
TEACHInG PoInTER
Ask students if there are
any other dishes that they
would like to know the
names for.
TEACHInG PoInTER
Familiarize students with
the names of different foods
and drinks in Chinese.
these words in full sentenc-
es when they speak to other
people. For example, when
they use , it should be
in a sentence such as
.
NatioNal StaNdardS
82
TEACHInG PoInTER
Point out to students that
it is not essential to know
pronouns such as and
that knowing the difference

between and , and
when one should use which,
is important. Highlight also
that one cannot say * .
TEACHInG PoInTER
the most appropriate pro-
noun when communicating
with Chinese speakers.
Ask students to think about
when they ought to use
and when they should use
. For instance, which
one should they use for a
teacher? A friend’s parents?
A fellow student?
NatioNal StaNdardS
TEACHInG PoInTER
are many instances in which
from Chinese sentences.
or written responses, stu-

dents should try to answer
possible in order to get more

practice.
DISCUSSIon
Encourage students to bring in their knowledge from other disciplines when thinking about the
formality? Why do some languages lack them?

similar or different to polite second person pronouns in other languag-

TEACHInG PoInTER
(STRUCTURE noTE 4.1)
Emphasize that in this pattern
must be
In English, one can say “I
to say * . one must

instead say .
NatioNal StaNdardS
CHECkPoInT
Contrast this note with
Structure note 3.11. Remind
is
only used in the context of
can be used more generally
students to practice using
other for items. For example,
. The other
student should then pass
TEACHInG PoInTER (STRUCTURE noTE 4.2)

Remind students that they should not use -
ents, Christmas presents, etc., they should use .
84
TEACHInG PoInTER
. With this pattern, how-

can be followed
by a noun, as in .
Prompt students to use
respond with full sentences.

For example, show a picture
of some dumplings. Students
should then say
.
TEACHInG PoInTER
Encourage students to ex-
pand their sentences when
using . Point out that
students are able to modify
this sentence in a number of
ways, for example
and
. Encourage
students to also expand their
sentences beyond food and
learned already. For example
CHECkPoInT (STRUCTURE noTE 4.4)

Encourage students to look back at Structure notes 1.13 and 1.14 if they need to be reminded of how
. one student should ask

and the other should answer accordingly.

TEACHInG PoInTER
Remind students that the
way to answer a question of
this type depends on what
, but this rule applies to
such as . Also, point out

to students that when speak-
ing colloquially, it is more
common to use the form
.
TEACHInG PoInTER
Following the exercise
to use (
a situation such as
. Students should
response using ( ), such

as .
86
CHECkPoInT
Prompt students to use this
with some examples of food

and drink that they can com-
ment upon. For example,
show a student a picture of
Hot and Sour Soup. The stu-
dent can then respond with
or
.
TEACHInG PoInTER
only a limited number of ad-
this way, so they cannot use

the
the most important thing for

students to remember is that
and are the most
common ways to express

CHECkPoInT
(PRACTICE 4.1)
-
logue aloud with a partner.
First, ask them to read the
text slowly and pay attention
to their pronunciation. If they
can pronounce the words
with accuracy, ask them
to read the text again at a
faster, more natural speed.
Encourage students to read
with the appropriate emo-
tions and intonations.
NatioNal StaNdardS
CHECkPoInT
(PRACTICE 4.2)
to work on this exercise. Go

around and listen to their
their pronunciation or gram-

mar as necessary. Encour-
age students to talk to each
-
can be corrected on their

pronunciation errors.
NatioNal StaNdardS
88
CHECkPoInT
(PRACTICE 4.3)
appropriately sized groups

according to the size of the
class. Go around and listen
-
recting their pronunciation or
grammar as necessary. You
-
form their restaurant scenes
NatioNal StaNdardS
CHECkPoInT
(PRACTICE 4.4)
You may ask the students
the students take it in turns

to ask each other while their
classmates listen. Alterna-
size, students may carry out
talking to those around them

or circulating the classroom.
When the exercise is com-
plete, choose a student to
present the results of the
NatioNal StaNdardS

CHECkPoInT
(PRACTICE 4.5)
-
ing these characters either in
class or at home. Blank grids
can be downloaded from the
Modern Chinese website.
Students can also do this
exercise in the accompany-
handed in the completed

worksheets, troubleshoot
students’ writing.
CHECkPoInT
(PRACTICE 4.5)
-
dent’s work is being shown,
recreate an incorrectly written
character on the board. As a
group, ask the class to dis-
this will help students analyze

proper writing techniques and
rules.
CHECkPoInT
(PRACTICE 4.5)
consisting of sentences using

these characters. Students
should write down the sen-
tences that you read. They
can also write in pinyin if they
-
acters.
NatioNal StaNdardS
onLInE LInk
(PRACTICE 4.5)
Students may also use the
Writing Pad on the Modern
Chinese website to practice
character writing online.
onLInE LInk (PRACTICE 4.6)
CHECkPoInT (PRACTICE 4.6)
usage. Ask students to make another recording if necessary.
90
CHECkPoInT
(PRACTICE 4.7)
exercise in class or at home.
the sentences correctly and

check their responses for
-
them type new sentences if

necessary.
CHECkPoInT
(PRACTICE 4.8, 4.9 &
4.10)
dialogues and the passage

aloud on their own or with
a partner. First, ask them to
read the text slowly and pay
attention to their pronuncia-
tion. If they can pronounce
the words with accuracy,
ask them to read the text
again at a faster, more
natural speed. Encourage
students to read with the
appropriate emotions and
intonations. Students may
record the answers to the
questions in written form,
responses.
NatioNal StaNdardS

TEACHInG PoInTER
Encourage students to con-
sider what regional differ-
ences are noticeable in their
own culture’s cuisine.
NatioNal StaNdardS
TEACHInG PoInTER
If possible, organize a class
trip to an authentic Chinese
restaurant, or encourage
own. Ask students to order
different regional cuisines as

possible.
NatioNal StaNdardS
TEACHInG PoInTER
If possible, make and eat
dumplings in class or in the
school kitchen.
NatioNal StaNdardS
TEACHInG PoInTER
Ask students if they are fa-
miliar with using chopsticks
and what kind of foods
they associate with Chinese

dishes.
NatioNal StaNdardS
DISCUSSIon
Encourage students to bring in knowledge from other disciplines when considering the following
92
TEACHInG PoInTER
the Text in English is not a
word-for-word translation.
Students should be aware of
the differences in sentence
structures between Chinese
NatioNal StaNdardS
CHECkPoInT
Ask students to locate the
parts of the lesson that cor-
respond to the points in the
What Can You Do? section.

INTRODUCTION
To introduce the lesson,
ask students to brainstorm
taste in their own lan-

guage. How many can
they come up with?
NatioNal StaNdardS
TEACHING POINTER
through the lesson illustra-

tions to get an idea of the
gone through the Lesson
practice reading the charac-

ters directly from the illustra-
tions.
ONLINE LINK
Find the animated lesson
-
lege.betterchinese.com
TEACHING POINTER (STRUCTURE NOTES)
to ask for an opinion of something

... to describe an exaggerated attribute
to indicate desire
and
94
CHECKPOINT
Ask students what the
Lesson Story is about. Say
a few sentences from the
Lesson Text and ask stu-
dents to respond. Alterna-
listening comprehension
quiz to assess how well they
prepared for the lesson. For
the quiz, read a few Lesson
Text phrases at a normal
speed and ask students to
write down the pinyin or the
CHECKPOINT
You may also wish to ask
students reading compre-
(1)
(2)
(3)
TEACHING POINTER (VOCABULARY)
Recognize Write

TEACHInG PoInTER
The Lesson Text can be
-
cording to the sequence
illustrations. Focus on part

one in a class session and
part two in the next class
session.
Break students into pairs or

groups to practice reading
the Lesson Text out loud. If
the text, students can

switch roles.
Listen to students’ pronun-

ciation and repeat any lines
repeat them after you. Then

say them at a normal speed
and ask the students to
repeat after you again.
onLInE LInk
Encourage students to build
up their listening skills by
of the Lesson Text.
CHECkPoInT
Assign roles to students and ask them to read the Lesson Text. Correct their pronunciation as
to practice reading characters.
96
CHECkPoInT
instance, to prompt stu-

dents to use , ask
students
can then respond
.
TEACHInG PoInTER
Ask students if they prefer
sweet, salty, bitter, sour, or
them to use in their

responses.
onLInE LInk
Download the audio mp3
college.betterchinese.com
and practice the pronun-

ciation of each word. Also,
the Modern Chinese com-

panion website and use
the online Flashcards to
CHECkPoInT

CHECkPoInT
Remind students that they
should also study all the
-
cabulary because they will
be used in later sections.
with these new words as
well. For instance, to prompt
students to use the words
of and ask
students
could then respond .
TEACHInG PoInTER
Ask students to create a
restaurant menu using
learned in this unit.They can

partner up with a classmate
then present their menus to

the class.
onLInE LInk
98
TEACHInG PoInTER
for repeated characters with

the mouth radical ( ) when
reading a Chinese text. Al-
though it may not always be
the case that these are ono-
matopoeias, students can
use this knowledge to make
educated guesses about
characters they don’t rec-
their reading comprehension.
TEACHInG PoInTER
at the Language notes in

Unit 1, Lesson 1 for more
information on names. You
may want to tell students
-
lents of their names are if
their Chinese names are not
already transliterations.
TEACHInG PoInTER
Inform students of the
Chinese name for your local
town, city, area, state, etc. If
the local Chinatown or Chi-

nese community. Encourage
students to look out for any
transliterated place names
on street signs, on posters,
or on storefronts.
NatioNal StaNdardS
TEACHInG PoInTER
). Encourage students to use their knowledge

of Chinese to consider why these sounds might be the way they are.

CHECkPoInT
example, show two students

a picture of Hot and Sour
Soup. one student should
then ask the other
and the
other student can respond
accordingly.
TEACHInG PoInTER
Highlight to students that in
English, the question word
start of the question, as in
always
comes at the end of a ques-
tion.
NatioNal StaNdardS

-
duced in Unit 3, Lesson 2 to indicate a change of state. Prompt them to use …
They should then say
.
100
TEACHInG PoInTER
Remind students that …
that is absent in the English
statement. In English, how-
(e.g., * “your Chinese is too
NatioNal StaNdardS
TEACHInG PoInTER
Compare and contrast this
Structure note with Structure
-
ously, cannot be directly
*
say . Students should
as in English, simply saying
somewhat abrupt and could

be construed as impolite.
NatioNal StaNdardS
and . Should you wish, you may also inform students of

the more polite phrase

CHECkPoInT
and
For example, ask them

They
should then say
. You may then
them ask each other

and questions.
TEACHInG PoInTER
Highlight to students that
the pattern in
can come before or after
can only come at the start of

a question in English.
functions in the same way as
-
cedes the supporting reason.
NatioNal StaNdardS
102
CHECkPoInT
-
ations. For example, show
students an image of a chair
or a book. Students should
then respond with
or .
TEACHInG PoInTER
way to soften a statement,

request, or suggestion.
Contrast the use of
with that of
appeared in Unit 2, Lesson
2. While the former focuses
on length of time, the latter
relates to quantity.

TEACHInG PoInTER
(PRACTICE 4.11)
-
plete this exercise in class or
at home.
CHECkPoInT
(PRACTICE 4.12)

their pronunciation or gram-

mar as necessary. Encour-
age students to talk to each
-
can be corrected on their

pronunciation errors.
NatioNal StaNdardS
104
CHECkPoInT
(PRACTICE 4.13)

their pronunciation or
grammar as necessary.
Encourage students to talk
to each other in a normal
that they can be corrected

on their pronunciation errors.
NatioNal StaNdardS
CHECkPoInT
(PRACTICE 4.14)

according to the size of
the class. Go around and
correcting their pronunciation

or grammar as necessary.
NatioNal StaNdardS
dialogues, call upon the pairs to present their dialogues to the class.

CHECkPoInT
(PRACTICE 4.16)
-
ing these characters either in
class or at home. Blank grids
can be downloaded from the
Modern Chinese website.
Students can also do this ex-
ercise in the accompanying
handed in the completed

worksheets, troubleshoot
students’ writing.
CHECkPoInT
(PRACTICE 4.16)
-
dent’s work is being shown,
recreate an incorrectly writ-
ten character on the board.
As a group, ask the class to
dissect any problems they
analyze proper writing tech-

niques and rules.
CHECkPoInT
(PRACTICE 4.16)
quiz consisting of sentences

using these characters.
Students should write down
the sentences that you read.
They can also write in pinyin
the characters.
NatioNal StaNdardS
onLInE LInk
(PRACTICE 4.16)
Students may also use the
Writing Pad on the Modern
Chinese website to practice onLInE LInk (PRACTICE 4.17)
character writing online.

-
age. Ask students to make another recording if necessary.
106
CHECkPoInT
(PRACTICE 4.18)
exercise in class or at home.
the sentences correctly and

check their responses for
-
them type new sentences if

necessary.
CHECkPoInT
(PRACTICE 4.19, 4.20 &
4.21)
dialogues and the passage

aloud on their own or with
a partner. First, ask them to
read the text slowly and pay
attention to their pronuncia-
tion. If they can pronounce
the words with accuracy,
ask them to read the text
again at a faster, more
natural speed. Encourage
students to read with the
appropriate emotions and
intonations. Students may
record the answers to the
questions in written form,
responses.
NatioNal StaNdardS

TEACHInG PoInTER
a Chinese restaurant in the

local community. Remind
students to study the ‘What
to Do’ and ‘What not to
Do’ sections of the Cultural
dining etiquette accord-

ingly. In addition, encourage
students to try out Chinese
customs when ordering tea
off the pot to indicate that it
NatioNal StaNdardS
DISCUSSIon
Encourage students to bring in their knowledge from other disciplines when considering the following
-
tures similar to or different from Chinese dining etiquette?
108
TEACHInG PoInTER
Point out to students that the
Text in English is not a literal
translation. Students should
be aware of the differences
in sentence structures be-
tween Chinese and English.
NatioNal StaNdardS
CHECkPoInT
Ask students to locate the
parts of the lesson that cor-
respond to the points in the
What Can You Do? section.

CHECkPoInT
Students may either pre-
pare the Act It out skit at
home or, time permitting, in

according to the size of the
different skits to different

groups. After the students
and grammar usage.
TEACHInG PoInTER
Encourage the students
to go through the list of
structures carefully when
110
Shopping
Communication Goals
Lesson 1: Shopping Online
UNIT 4
Lesson 2: Returning Merchandise

LESSON TEXT
LESSON TEXT 4.1
Shopping Online
Xiang'an is looking to buy a new digital camera for his food blog. He discusses with Dadong and Zhongping the pros
and cons of buying a camera online.
118
Language Tips
In the Lesson Text, Xiang’an uses a to share and introduce delicious food with others.
, alternatively called
word “blog.” In Taiwan, the terms
to a blog.
Example:
In the Lesson Text, when Xiang’an is shopping for a camera at an electronics store, he
uses to indicate that he has taken a liking to a black and white camera that he sees.
The word , the phrase
means “to take a liking to somebody or something.”
Example:
The boss likes that he works hard and likes his kindheartedness; he plans to offer him
this job opportunity.
Unit 4 Lesson 1 online Shopping 119

VOCABULARY
CaTegory
consistently, up to now, all
1. adv
along
2. n delicious food
to take a photograph;
3. vo, n
photography
4. n blog
5. v to share
6. n cuisine culture, food culture
n cuisine, food
7. n digital camera
n, adj numeral; digital
n camera
8. n price
to be inferior to, not as good
9. v
as
10. adj to be worth the price
11. cj and, besides, moreover
12. v to discount
13. v to remind, to warn
14. n, vo shopping; to go shopping
15. n complaint
16. n style, type
17. n website
18. adj free of charge, free, gratis
19. vo to deliver goods
n goods
20. n famous brand
21. n product
120
LESSON VOCABULARY 4.1 (continued)

CaTegory
guarantee period,
22. n
warranty period
v to repair
23. n coupon
adj preferential, favorable
n ticket, coupon
24. prep both . . . and . . .
25. n appearance
26. n giant panda
27. adj foreign
28. n original price
29. n tax
30. n quality
means “you get

what you pay for.”
Example:
You get what you pay for. Although the electric appliances sold at
the department store are expensive, their quality is guaranteed.

LANGUAGE NOTES
Shopping Promotions
Discounts
Discounts are expressed with a number + or
be purchased for 90 percent of its regular price, or at a 10 percent discount. In contrast to how discounts are typically
represented in Western cultures, the lower the number, the greater the discount.
Examples: 7 = 30% off 2.5 / = 75% off
Other terms commonly associated with shopping promotions involve bargaining. There are various ways to ask, “Is there
is the discount, you can ask
Promotions
The following are common terms related to promotions:
Promotions Terms Pinyin Meaning
half price
special price ( : special)
free of charge
offer good as long as item is in stock
buy one, get one free
300 100 buy 300, receive 100 store credits
: throwing away or giving something up)
blowout sale ( : to jump off a building, indicating a

price that jumps from high to low)
to cut the price ( : to cut)
Special Sales Terms Pinyin Meaning
grand opening
anniversary sale
closing sale
122
STRUCTURE NOTE 4.1
Use A B to indicate A is not as good as B
The expression A + + B + Adjective indicates that A is more (adjective) than B. The phrase ( )
expresses the opposite, meaning that A is not as good as B. Unlike ,A B can either be used with an
STRUCTURE NOTES
adjective, indicating that A is not as good as B in some respect, or it can be used with no adjective, simply mean-
ing that A is not as good as B in general.
A+ + B (+ Adjective)
Store prices usually aren’t as good as online prices.
Other examples:
My Chinese is not as good as hers. Living in the dorm isn’t as comfortable

as living at home.
Practice: Rewrite the following sentences using .
Example:
1.
________________________________________________________________
2.
________________________________________________________________
3.
________________________________________________________________
4.
________________________________________________________________
5.
________________________________________________________________

STRUCTURE NOTE 4.2
Use to mean “also” to connect words or clauses in formal contexts
While is the most common conjunction used in casual contexts, it is not considered very formal.
( ) is a more formal word that joins words or phrases together. Unlike , which is used to join nouns
and other short elements, is usually used to join longer phrases as well as introduce clauses, similar to
the English expressions “as well as” or “and furthermore.”
Clause, + + Clause
Store prices usually aren’t as good as online prices. Furthermore, online sites
often have sales promotions.
Other examples:
He wants me to go to America with him, but I

He is a very considerate person am afraid of riding on planes. Furthermore, I
and extremely easy to get along don’t know how to speak English.
with.
Practice: Combine the two sentences together using .
Example:
1.
_____________________________________________________________
2. 37
_____________________________________________________________
3.
_____________________________________________________________
124
STRUCTURE NOTE 4.3
Use A B as a formal way to express “both A and B”
( ) is a conjunction generally used in more formal contexts, such as writing. A B expresses the same
meaning as A B, meaning having both A attribute and B attribute.
Subject + + Adjective / Verb Phrase + + Adjective / Verb Phrase
Xiang’an found a site selling new camera models, with discounts and free shipping.
Other examples:
The teacher’s son is both clever Everyone says that he both respects his elders
and cute. and looks after the younger generation — he’s
a very well-mannered person.
Practice: Create complete sentences using and the information provided.
Example:
1.
_______________________________________________________________
2.
_______________________________________________________________
3.
_______________________________________________________________
4.
_______________________________________________________________
5.
_______________________________________________________________

STRUCTURE NOTE 4.4
Use to emphasize superlatives
The pattern + Adjective +
in some attribute. The attribute can be either good, such as , , etc., or negative, such as or .
+ Adjective +
Xiang’an believes this is his ideal camera.
Other examples:
Little kids wearing this kind of clothing are the cutest.
I think participating in events on environmental protection is most interesting.
Practice: Express the following statements in Chinese by applying the structure

and using the information provided below.
Example: This is the best way to write emails.
1. Taking this road to school is the fastest.
_______________________________________________________________
2. Being able to be with family during the Spring Festival is the best.
_______________________________________________________________
3. The girl wearing the pink skirt is the cutest.
_______________________________________________________________
4. Taking a nap on a rainy day is the most comfortable thing.
_______________________________________________________________
5. It is most common for him to catch a cold in the summer.
_______________________________________________________________
126
PRACTICE
Paired Activity: Discuss the following questions based on the Lesson Text. Be prepared to share your thoughts with the class.
1.
2.
3.
4.2
Paired Activity: Xiang’an would also like to buy a new computer for school and for blogging. Working with a classmate,
use the word bank to compare the options below and help Xiang’an make a decision.
Example: R7 BC9
12 16 10
3866 4199 2299
100 50
2 1
Notes:
n. screen size n. inch

4.3
Paired Activity: Based on your discussion in Practice Exercise 4.2 in the previous page, the next step is helping
Xiang’an decide where to purchase the computer. Below are the differences between purchasing at a store and on a
website. Discuss where Xiang’an should purchase the computer and why.
300 300
1 2
50
1
1 200
Individual Activity: Think about your own experience and preferences when buying a computer. Describe why these
factors are important to you.
Group Activity: Find an item that your group would like to sell. Write a description of the product and the terms of sale.
128
4.6
lid
food
knock
rock
wood
eight
hand
hand
yawn
stand
knife
shell
slice
lid
without

Online chat: Working with a classmate, discuss whether you prefer shopping online or in a store. Provide reasons to
support your preferences.
3. Describe a similar problem you or someone you know has had in the past.
12
Notes:
7 4000 - 8500
n. store
2000 - 8000 celebration
3000 - 8000
1500 150 8000 v. to thank
1 v. to support
adj. complete
Read the advertisement and answer the following questions.
130
CULTURAL SPOTLIGHT
Neighborhood Boutiques in China
As China modernizes, a new homegrown design aesthetic can be found as a generation begins to explore the possibilities
within Chinese design. Not only can this new, distinctive Chinese look be found in hip T-shirts and other fashionable
trends, it can also be found in neighborhoods in the major cities of China.
Tianzifang (
Nestled within an old Shikumen neighborhood
in the French Concession quarter of Shanghai
is Tianzifang, an area that contains art studios,
international restaurants, and craft stores. The area
was slated for destruction, until an outcry led to its
preservation and its new life as a major destination
for both visitors and residents alike. A major part of
Tianzifang’s appeal lies in the residents themselves,
who continue to lead a traditional Shanghainese
lifestyle amongst the new restaurants and stores
that have sprung up.
798
The popular artist district of 798 in Beijing was
once home to several military factory complexes.
After the factories became obsolete and vacant,
they were discovered by Beijing’s Central
Academy of Fine Arts as a potential workshop
space. Artists started trickling in, attracted to
both cheap rent and the large, empty spaces. 798
now boasts a thriving art scene with museums,
galleries, bookstores, boutiques, and nightclubs
that attract young Beijingers, artists, and visitors.
However, with old political slogans preserved in
the spaces, its former past as a factory complex
can still be seen.
Nanluoguxiang ( : Nán
Located in the historic hutongs of old

Beijing in the Drum and Bell Tower district,
the narrow alleyway of Nanluoguxiang is
one of the epicenters of a hip and modern
Chinese youth culture that is simultaneously
international yet distinctly Chinese. Vintage
shops, cafes, bars, and boutiques line the
streets, selling everything from traditional
folk art with a modern twist to quirky shops
specializing in designer matchboxes. Many
of China’s up-and-coming designers make
their home here, catering to a generation of
young Chinese that is developing its own
aesthetic tastes.
TEXT IN PINYIN & ENGLISH
Pinyin English
Xiang’an has always enjoyed the culinary arts,
photography, and blogging. Recently, he has been
thinking about using his blog to introduce Chinese
cuisine to his friends. This way, he can provide others
with the opportunity to understand Chinese cuisine and
culture.
Xiang’an plans to buy a more professional digital

camera to take pictures. Dadong recommends that
Xiang’an buy the camera online because the store prices
usually aren’t as good as online prices. Furthermore,
online sites often have sales promotions. Zhongping
reminds Xiang’an to pay attention to Internet safety
and tells him that he has seen a lot of complaints in the
news about making purchases online. Xiang’an found a
site selling new camera models, with discounts and free
shipping, but they do not offer a warranty. He decides
that before making an online purchase, he will do some
comparison shopping at a local store.
Zhongping accompanied Xiang’an to an electronics

store, where there were a lot of brand-name cameras at
discounted prices. The products come with a one-year
warranty and there is also a coupon for items purchased
through the store’s online site. In the end, Xiang’an
decided on a black and white camera that was both
cheap and user-friendly. Zhongping said the camera’s
color scheme and shape reminded him of a panda.
Xiang’an believes this is his ideal camera, because
this way he can call his blog site “The Western Panda
Touring China”!
132
What Can You Do?
inTerpreTive
in-store.
inTerperSonal
preSenTaTional

LESSON TEXT
LESSON TEXT 4.2
Returning Merchandise
Zhou Xin and Mali attempt to return a heater to a small shop where it was recently purchased. but are unsuccessful after
learning about the store’s return policy. The two go to a larger store in search of another heater.
136
Language Tips
In the Lesson Text, the return policy uses to state that a receipt must be presented to
make an exchange. precedes the main verb to express that an action is required. When
is normally used as an adjective, indicating that something is necessary or essential.
Examples:
Each student must bring his/her own textbook.
Towels and toothpaste are essential articles for daily use.
Both and mean “price.” However, is more formal and primarily used in
writing, as in the Lesson Text “ ” from Modern Chinese
Textbook Vol. 2A, Unit 4, Lesson 1, while is more often used in speech, as in this
Lesson Text when Mali asks Zhou Xin, “ ”
Examples:
When shopping, don’t only look at the price; you should also pay attention to the return
policy.
I don’t think all the prices at small stores are necessarily cheaper than the ones at large
stores.
Unit 4 Lesson 2 Returning Merchandise 137

VOCABULARY
CaTegory
(used for appliances, instruments,
1. mw
etc.)
2. n heater
3. v can’t be used
4. vo to return merchandise/goods
v to return
5. n receipt
6. v to be sorry, to be apologetic
7. n merchandise, goods, commodity
8. adj clear
9. n market
10. v to think/believe that
11. n towel
12. n toothpaste
13. n daily necessities

guarantee, warranty; to
14. n, v
guarantee; to warrant
15. n department store
16. adv as a matter of fact, actually
17. prep no matter . . .all, regardless of . . . all
18. n policy, conditions
19. n notice
20. v to sell
21. v to exchange
22. v to show
23. n packaging
24. n, v damage; to damage
adj broken
138
CaTegory
25. vo to pay money
26. n brand
27. n part
28. adj all
29. n customer
ONLINE RESOURCES
Visit http://college.betterchinese.com for more vocabulary on different types of daily necessities.
means “to compare the price of an

item at three different stores.” It is also often used
in a longer expression:
to take a loss), which means it does not hurt to
shop around in order to make a decision you will not regret. It describes
a situation where people compare a certain item in various stores before
purchasing the one that best meets their needs and expectations.
Example:
If you want to save money, you should shop around before making a
purchase in order to get the best one!

LANGUAGE NOTES
Reading a Return Policy
Returns can be tricky, as Mali and Zhou Xin discovered in this chapter. Many smaller stores and markets in China do not
allow customers to return or exchange a purchase.
Here is what a typical return policy might look like:
The following terms are commonly used in return and exchange policies:
Chinese Pinyin Meaning Chinese Pinyin Meaning

Time-related Terms Other terms associated with returns and exchanges:
unconditional; without must not; may not; not
exceptions be allowed
within must
to exceed accessory; attachment;

component
after purchase
receipt
Verbs
guarantee; to guarantee
to remove the seal; to
open commodity, goods
guarantee, warranty
damage; to damage
a guarantee to keep
something in working packaging
condition
return notice
to return merchandise/
goods
to show
to exchange
140
STRUCTURE NOTE 4.5
Use / to express ability or inability to complete certain actions
In compounds containing resultative complements, such as , and may be inserted between the
verb and the complement to indicate that the result can or cannot be achieved. For example, means
STRUCTURE NOTES
phrases and can appear following many verbs, including , , , and . In these contexts, Verb +
means to be able to successfully complete that action, and Verb + means unable to do so.
For resultative compounds, to ask a question about whether the subject is able to successfully complete
this action,
be used: Verb- -Result + Verb- -Result, as in, “ ?”
Verb + + (+ Object)
I only used this heater twice and it’s broken now.
Other examples:
There is so much food, can you really eat

He is too busy, so he can’t go to your
birthday party.
Practice: Answer the following questions using or and the words provided.
Example:
1.
________________________________________________________________
2.
________________________________________________________________
3.
________________________________________________________________
4.
________________________________________________________________
5.
________________________________________________________________

STRUCTURE NOTE 4.6
Use to describe categories using comparisons
+A+ / +B expresses the meaning, “Bs that are similar to A,” or “those kind of Bs that are like
A.” As in the Lesson Text, A can be a list of items, or just a single item.
+ Noun Phrase + / + Noun Phrase
I think that it’s a better deal to buy daily necessities like towels and toothpaste at
smaller stores.
Other examples:
I like people who are lively and When you are sick, can you do sports
cheerful like she is.
Practice: Change the following sentences into Chinese by applying the structure
and using the information provided below.
Example: I think home appliances like air-conditioning and washing machines should be
provided with the apartments people rent.
1. I like to go to the student store to buy some things like pens, notebooks, and so on.
______________________________________________________________
2. I like traditional festivals like the Spring Festival.
______________________________________________________________
3. He likes to visit places like hutongs.
______________________________________________________________
4. She thinks that having more good food such as green vegetables is very healthy.
______________________________________________________________
5. I like to take pictures in places like gardens.
______________________________________________________________
142
STRUCTURE NOTE 4.7
Use to say “actually”
( ) is similar to “actually,” and introduces information that is contrary to what was said before.
the speaker cannot think of what to say, much like speakers use “actually” in English.
+ Sentences
policy.
Other Examples:
He may look very young, but he actually

has many years of work experience.
A lot of people think Chinese is
hard to learn, but actually you learn
Chinese well by practicing.
Practice: Change the following sentences by using .
Example:
1.
________________________________________________________________
2.
________________________________________________________________
3.
________________________________________________________________

STRUCTURE NOTE 4.8
Use / to express that something does not matter
In the sentence pattern “It doesn’t matter whether he wants to go or not, I will still go,” there are two key parts: the
condition that doesn’t matter, and the result that will still take place. To express this in Chinese, use ( ) to
introduce the condition clause, and place or following the subject in the result clause to indicate “still.” The
like . In English, the word “if” can be used instead of “whether,” as in “it doesn’t matter if you believe me or
not.” In Chinese, however, ,
.”
+ Condition Clause + , + Subject + + Verb Phrase
Actually, no matter what I buy, I should be sure to take a look at the return
policy.
Other Examples:
No matter what the occasion, he is No matter where she is traveling, she

always extremely polite. always sends postcards to her friends.
Practice: Rewrite the following sentences using .
Example:
1.
______________________________________________________________
2.
______________________________________________________________
3.
______________________________________________________________
4.
______________________________________________________________
5.
______________________________________________________________
144
PRACTICE
Paired Activity: Discuss the following questions based on the Lesson Text. Be prepared to share your thoughts with the class.
1.
2.
3.
4.11
Individual Activity: Learning from Mali and Zhou Xin’s experiences in this lesson, make sure you understand a
store’s return policy before making a purchase. Look at the signs below illustrating the return policy and describe each
condition next to its respective sign.
Example:
X X

4.12
Paired Activity: Think about Mali and Zhou Xin’s experience shopping and making returns in this lesson. Compare
the shopping experience between the two stores.
Example:
Paired Activity: Most of us have experienced problems in returning items to a store. Think of three questions to ask
your classmate and take turns answering them.
Questions Answers
Example:
1.
2.
3.
Group Activity: Have each group member choose a store with an online shopping website. Choose a product, then
research and compare the prices and return policies among the different websites.
146
4.15
self
walk
hand
hand
wood
teeth
speech
eight
hair
mouth
hand
one
hand
earth
person

Online chat: Working with a classmate, discuss your preferences regarding shopping at a small shop and a large
store. Provide reasons to support your preferences.
3. Mali has been asked to take a customer survey. Write a few comments about her experience.
10 31
Notes:
v. to recall
33
v. to dispense
010-64248---
v. to handle
n. procedure
10 20
Read the notice and answer the following questions.
3. Your company has discovered a defective merchandise. Write a notice to Mali on how to return her heater.
148
CULTURAL SPOTLIGHT
Time-Honored Chinese Brands
In Chinese, brands that have withstood the test of time are those that were established before 1956 and offer products
that are unique. These bands are awarded the distinguished title of
Ministry of Commerce. Three such time-tested brands, ranging from over 300 to about 70 years old, include Tongren-
tang (
restaurant, and White Rabbit Creamy Candy (
Tongrentang
First established in 1669 by a senior physician to the Qing court, Tongrentang is
known for its high-quality traditional Chinese herbal medicines. The company
became the only supplier to the Qing imperial court in 1723, and remained so
until the end of the Qing Dynasty in 1911. Tongrentang’s original mission was
to share with the public prescriptions and medicines that were previously only
available to the imperial court.
Now in business for over 300 years and with 800 branches around the world,
Tongrentang has become an institution for Chinese communities. The original
shop in Beijing, still located in the same spot near the Forbidden City, is even
featured in many tourist itineraries. There, visitors can be seen by a doctor and
purchase prescriptions to improve their health.
Quanjude
In China, Quanjude is a name synonymous with Peking Duck. The restaurant
the imperial court and the aristocracy, and Quanjude’s recipe was developed
from a chef who had worked at the Forbidden City. In particular, the restaurant’s
trademark technique of roasting duck with wood from fruit trees to impart a
The dish was originally meant for the emperors but quickly became popular
amongst the public. Even as other restaurants developed their own recipes,
Quanjude’s has remained the gold standard. The company has now established
branches around China and overseas, and the restaurants have become a standard
destination for tourists and residents alike. The original branch in Beijing has a counter to show how many roast ducks have
have eaten. So far, over 2 million roast ducks and counting have been served.
White Rabbit Creamy Candy

Beloved by generations of Chinese children, White Rabbit Creamy Candy was
a texture that is similar to a nougat) is unusual in that it includes a thin translucent

edible wrapping made of sticky rice. The wrapping is eaten with the candy instead
of removed. Because of its milky taste, the candy was seen as nutritious, and the
company claimed that “seven White Rabbit candies are equal to one glass of milk.”
In the past, many Chinese could not afford milk, so White Rabbit candies
were often given and received as gifts, especially during Chinese New Year
and weddings, displaying the host’s wealth and generosity. In fact, when US
President Richard Nixon went to China in a historic 1972 visit, then-Premier Zhou Enlai presented him with a gift of
the iconic milky original.

TEXT IN PINYIN & ENGLISH
Pinyin English
Excuse me. I only used this heater twice and
I bought it two weeks ago. Here is the receipt.
I'm very sorry, but we only accept returns for

items purchased within one week.
were selling it.
If you look on the receipt, it clearly states this.

I'm sorry.
don't be upset. I’ll take you to a large store to

buy a new one.
But the items sold at large stores are more
I think that it's a better deal to buy daily

necessities like towels and toothpaste at
smaller stores. However, it's safer to buy
electronics at a larger store. There is a pretty
good department store near my home that
also has a one month return policy.
150
Okay, let's go check it out. Actually, no matter
at the return policy.
Take a look at the return policy. If there is

anything you don’t understand, feel free to ask
me.
Return Policy:
1) Store goods can be exchanged within 30
days from the date of purchase.
2) Receipts must be presented when making a
return.
3) Merchandise and packaging must not be
damaged.
What Can You Do?
inTerpreTive
inTerperSonal
chain store.
preSenTaTional

UNIT REVIEW
ACT IT OUT
Working in groups, compose an original two-minute skit that utilizes the vocabulary and structures introduced in Unit 4.
Each of you should assume a role and have a roughly equal number of lines in the skit. Be prepared to perform your skit
in class. You can either come up with your own story or choose from one of the following situations:
different websites and decide which site you are going to buy the gift.
B) At the department store, you and your classmate want to return a shirt he/she recently purchased. Discuss the
return policies with the store clerk and if your classmate is able to make the return.
C) While you were at the department store yesterday, your cousin had a bad shopping experience. She calls
customer service the next day to complain about the bad service she received.
CHECK WHAT YOU CAN DO

reCognize WriTe
Adjectives Nouns
Adverbs Prepositions Verb-Object

Compound
Verbs
Conjunction
Measure
Word
uSe
B to indicate A is not as good as B. / to express ability or inability to
to mean “also” to connect words or complete certain actions.
clauses in formal contexts. / to describe categories
A B as a formal way to express using comparisons.
“both A and B.” to say “actually.”
to emphasize / to express that something
superlatives. does not matter.
152
Modern Chinese
I. Fill in each circle with a character to form a two-word vocabulary phrase.
Example: 1.
2. 3.
II. In the passage, seven characters are written incorrectly. Determine which ones are wrong and
write the correct character above the incorrect ones.
III. Fill in the blanks using the vocabulary from the passage above in question #2.
(1.)_________
(2.)_________ (3.) _________
(4.)_________
(5.)_________ (6.)_________
Unit 4 Lesson 1 Shopping 153

Radical
Radical
lid
Radical
Radical
food
Radical
Radical
knock
154
Radical
Radical
rock
Radical
wood
Radical
eight

Radical
Radical
hand
Radical
Radical
hand
Radical
Radical
yawn
156
Radical
stand
Radical
knife
Radical
shell

Radical
Radical
slice
Radical
lid
Radical
Radical
without
158
I. Listen to the recording and select the best response below:

1. The woman would most likely respond with:
A.
B.
C.
D.
II. Listen to the recording and answer the following True or False questions:
1. ( ) It sounds like the woman is very excited about the new sweater.
3. ( ) The woman is planning to go to China this fall.

4. ( ) The man thought the sweater was bought in a store.
5. ( ) The sweater was discounted at 50% off.
III. Listen to the recording and answer the questions in Chinese:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

I. Below are two promotions for an electronics store — one for its online website and one for in-store
shopping. Compare the two promotions and explain which one you would choose and why.
II. Describe an experience in which you bought something at a store that enables customers to shop
in-store and online. Be sure to include whether you shopped online or in-store and why, what you
bought and the price of your item, whether there were any promotions, whether the store offered any
warranties, and whether there were any shipping fees. Also discuss any tips about shopping at this
store.
Online or in-store:
Promotions:
Warrantees:
Shipping Fees:
160
Structure Note 4.1: Use A B to indicate A is not as good as B.
A+ + B (+ Adjective)
A. Complete the short survey below and and provide a reason using to explain why you made your
selection.
1.
__________________________________________________________________________________
2.
__________________________________________________________________________________
3.
__________________________________________________________________________________
4.
__________________________________________________________________________________
5.
__________________________________________________________________________________
Structure Note 4.2: Use to mean “also” to connect words or clauses in formal contexts.
Noun / Adjective / Verb Phrase + + Noun / Adjective / Verb Phrase
Clause, + + Clause
B. The following are some examples of Chinese traditional customs. Take a sentence from each box and
combine them into one by using .

1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. _______________________________________________________________________________
Take the challenge!
and are usually interchangeable, but there is a slight difference in how you apply them.
is usually used in spoken language, and it emphasizes the latter clause. is usually used in written
language and made to connect two coordinate clauses or similar things.
Examples:
Following the examples above, try to create two sentences — one with and the other with .
162
Structure Note 4.3: Use A B as a formal way to express “both A and B.”
Subject + + Adjective / Verb Phrase + + Adjective / Verb Phrase
C. Imagine that you are studying abroad in Beijing for three months. Your friend asks you some questions
about your life in Beijing. Answer the questions by using and the word boxes below.
1.
__________________________________________________________________________________
2.
__________________________________________________________________________________
3.
__________________________________________________________________________________
4.
__________________________________________________________________________________
Structure Note 4.4: Use to emphasize superlatives.
+ Adjective +

1.
2.
3.
4.
164
II. Read the ads below and answer the following questions using the structure notes you learned in this
lesson.
特价特价
1.
_____________________________________________________________________________________
2.
_____________________________________________________________________________________
3.
_____________________________________________________________________________________
4.
_____________________________________________________________________________________

I. Read the passage and answer the following True or False questions.
1. ( )
2. ( )
3. ( )
4. ( )
5. ( )
Take the challenge!
“Adjective + + Adjective, / / ” is a structure pattern equivalent to “ + Clause,

/ / .” For example, means “this
cell phone is cheap, but the quality is bad.” This phrase can also be expressed in the other pattern:
. In the passage, can you guess what Mali means when she says
166
II. Read the following passage and answer the questions:
12,000
1,300 26
1. Notes:
A. n. income
B.
C. n. online shopping expert
D. adj. most
n. expenditure
2.
n. dealer
A.
B.
C.
D.
3. Most likely, we would see this passage in . . .
A. a article about rating websites.

B. a personal blog.
C. a diary.
D. a newspaper interview article.

III. Read the following e-mail and voucher and answer the questions.
To:
From:
Subject:
100 30
Notes:
n. hotpot
v. to consume
v. to use
优惠券
¥
1
2
3
4
5
: XXXXXXXXXXXXXXXXX : XXXXXXXXXXXX
________________________________________________________________________________
4. Circle the expiration date on the coupon.
168
I. You purchased a TV online after seeing the promotion below, and you had a very good experience
making your purchase. Write a review on your blog about your transaction and why you decided to
buy the TV.
II. You are creating an online store to sell your company’s products. Decide what items your company
sells and create a special promotion for an upcoming holiday. Be sure to include the promotional
period, what special discounts, warranties, and shipping discounts will be offered, etc.

Modern Chinese
UNIT 4 — LESSON 2
phrase.
Example: eat culture drink cuisine culture
1.
2.
3.
4.
5.
II. Combine the radical with the appropriate characters to make two new characters. Write a vocabulary
phrase using each new character below and include the pinyin.
Example:
1.
2. 3.
III. Replace the underlined phrases with appropriate vocabulary words from this lesson.
(1.)
(2.)
(3.) (4.) (5.)
(6.)
(7.)
170
UNIT 4 — LESSON 2
Radical
self
Radical
walk
Radical
hand

hand
wood
teeth
172
Radical
speech
Radical
eight
Radical
hair

Radical
mouth
Radical
hand
one
174
Radical
hand
Radical
earth
Radical
person

I. Listen to the recording and select the best response below:

1. The woman would most likely respond with:
A.
B.
C.
D.
II. Listen to the recording and answer the following True or False questions:
1. ( ) The man is looking for a birthday gift for his mom.
2. ( ) The woman praises the man for being considerate to his mom.
3. ( ) The heater, which the woman recommends, does not come with packaging.
4. ( ) Free shipping is very important to the man’s mom.
5. ( ) Most likely the man is not going to buy the heater.
III. Listen to the recording and answer the questions in Chinese:
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Describe how the speaker was able to obtain a new cell phone.
_____________________________________________________________________________________
176
I. You are a clerk at a store and a customer comes in on February 22 trying to return some items
purchased there earlier this year (see the images of the products below). Using the store’s return
policy, explain to the customer why or why not each item can or cannot be returned. Be sure to express
apologies for items that the customer cannot return.
II. You are moving to an unfurnished apartment and need to purchase new household items. With a
budget of $2500, determine what you need, what you can buy, and whether you will buy the items in a
small store, department store, online, or a combination of the three.

I. Complete the following Structure Note practice activities:
Structure Note 4.5: Use to express ability or inability to complete certain actions.
Verb + + (+ Object)
A. Answer the following questions with your own opinion using .
1.
__________________________________________________________________________________
2.
__________________________________________________________________________________
3.
__________________________________________________________________________________
Take the challenge!
together with or , means “to be able to tolerate,” while means “not able
to tolerate.”
For the phrase , while it is in a question format, it is not really asking for an answer. Rather, it
is a common expression that people use to emphasize “no one can tolerate this.”
Structure Note 4.6: Use to describe categories using comparisons.
+ Noun Phrase + / + Noun Phrase
178
B. You are looking for an apartment and made a list of requirements you would like for your new place. Ask the
agency questions based on the list below using .
Example:
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. _______________________________________________________________________________
Structure Note 4.7: Use to say “actually.”
+ Sentences
C. Your friend has some misconceptions about China. Answer each of his questions below using .
1.
__________________________________________________________________________________
2.
__________________________________________________________________________________
3.
__________________________________________________________________________________
4.
__________________________________________________________________________________

Structure Note 4.8: Use / to express that something does not matter.
+ Question + , + Subject + + Verb Phrase
D. The following are some mottos. Rewrite the four mottos using / , and then write one
motto of your using this structure.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. _________________________________________________________________
II. Do you agree with the statements below? If yes, check (tóngyì) to express your agreement.
If not, check (bù tóngyì) to express your disagreement and provide a reason using the
structure notes you learned in this lesson.
1.
_______________________________________
2.
_______________________________________
3.
_______________________________________
4.
_______________________________________
5.
_______________________________________
180
I. Read the passage and answer the following True or False questions.
1. ( )
2. ( )
3. ( )
4. ( )
5. ( )

II. Read the following passage and answer the questions:
Notes:
n. reputation n. manufacturing date
v. to place the order n. quality guarantee period
v. to keep
182
1.
A.
B.
C.
D.
A. You need to present the receipt when you make a return.

B. Brand is a key factor when purchasing moon cakes.
C. It is very important to check the package when you receive the moon cakes.
D. You should ask about the return policy before you place an order.
3.
A.
B.
C.
D.
Take the challenge!
can be used in two ways. It can be a concrete noun, indicating an actual place or a part of a space.
For example, . The phrase can also be an abstract noun, indicating
an intangible “part”or “aspect” of something. For example, . In this
appears. Can you guess what each

III. Read the following two emails and answer the questions.
To:
From:
Subject:
To:
From:
Subject: RE:
2. True or False: ( ) Zhou Xin believes that they lost the receipt on the way home the day they bought the
heater.
new receipt.
4. You are a clerk at the electronics store where Mali purchased the heater, which she bought for $143. Using
the blank receipt below, write a new receipt for Mali.
Notes:
n. hundred
n. an elaborate
form of “ten” used in
writing checks, etc.
n. an elaborate
form of “thousand” used in
writing checks, etc.
184
I. You are starting a new online electronics store. Create a return policy, including conditions about proof
of purchase, how long you have to return items, what items cannot be returned, damaged items, and
who pays the shipping costs for returned items.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
II. Belo w is an email a customer wrote to your store asking to return an item. Respond to the email based
on your return policy you created for the question above.
To:
From:
Subject:

To:
From:
Subject: RE:
186
ONLINE COMPONENTS
Each Modern Chinese lesson is fully-supported by online modules found at http://college.betterchinese.com.

Authorization codes to access the online features are found in the back of each purchased textbook and/or
workbook. Complimentary online modules that accompany the textbook include:
Lesson Animation
classroom.
ONLINE COMPONENTS
Lesson Text and Vocabulary Audio
Online Resources
differentiated instruction.
Modern Chinese also offers an online workbook, which offers assorted practices from the physical
workbook with automatic-grading features.
TExTbOOk RESOURCES HOMEPAGE LESSON ANIMATION
187
LESSON VOCAbULARy wITH PLAy AND DOwNLOAD FUNCTIONS
ONLINE COMPONENTS
ADDITIONAL VOCAbULARy AND CULTURAL INFORMATION
(LISTED AS ONLINE RESOURCES IN THE TExTbOOk)
TO GET A TRIAL ACCOUNT TO VIEw THE ONLINE RESOURCES, PLEASE CONTACT

USA@bETTERCHINESE.COM.
188
ONLINE COMPONENTS
189
Modern Chinese is designed for college students and adult learners. This unique program adopts a story-based
approach that follows the lives of six college students and the daily events they encounter. The scenarios are designed
to provide students with the vocabulary and context to engage in real life conversations.
The multi-cultural background of the characters reflects today’s globalized world. The Modern Chinese program
includes a textbook, workbook (online or print), and teacher’s guide. In addition, the program presents grammar instruc-
tions in an accessible and real-time format, focusing on the usage versus grammatical syntax.
ONLINE COMPONENTS
HIGHLIGHTS UNIT THEMES
Theme-based and story-centered

lessons get students excited with stories relevant Weather Academics Housing Shopping
to them
Revolutionary grammar instructions
focus on the “How-to” instead of the language
Hobbies Cuisine Emergencies Travel
syntax, eliminating unnecessary confusion
Systematic and high scaffolding
approach builds retention at 75% scaffold rate
Rich and relevant cultural extensions Arts Technology Business Health
provide context to achieve authentic communica-

tion exchange with native speakers
Online workbooks and resources make History Environment Society Dreams
learning interactive and provide students with
immediate feedback about their work
190
http://college.betterchinese.com

MC Sampler Pack PDF

Uploaded by

Copyright:

Available Formats

MC Sampler Pack PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MC Sampler Pack PDF

Uploaded by

Copyright:

Available Formats

What are the main features of the Modern Chinese program?

What are the main features of the Modern Chinese program?

What approach does Modern Chinese take to teaching grammar?

What approach does Modern Chinese take to teaching grammar?

SAMPLER PACK

Project Director: James P. Lin

© 2012 BETTER CHINESE LLC (a Better World LTD company)

TEXTBOOK 1A ISBN: 978-1-60603-481-1

Photos used with permission from Thinkstock Photos.

For more information about our products, contact us at:

Modern Chinese Program Description ...................................... 1

Component Features ........................................................ 3

Scope and Sequence ........................................................ 8

Sample Lessons ............................................................ 16

Volume 1 Unit 4 Food ............................................. 16

Volume 2 Unit 4 Shopping .........................................111

Sample Online Components ................................................187

ensure engaging, relevant, and effective curricula content.

their own opinions.

Finalizing Modern Chinese

In our classrooms, we encourage teachers to foster an environment of exploration, provocation, repetition,

What Can You Do

Each Modern Chinese lesson is fully-supported by online modules found at http://college.betterchinese.com.

Lesson Text and Vocabulary Audio

1. Use an adjective phrase to describe

14. Use Verb or + Verb to answer

1. Use to express possession

8 Scope & Sequence

1. Use to indicate a desired action

5. Use ( ) to mean “Well then” or

9 Scope & Sequence

1. Use to express existence rather

10 Scope & Sequence

8. Use to ask “how come”

11 Scope & Sequence

1. Use to make suggestions

12 Scope & Sequence

1. Use to describe the

13 Scope & Sequence

7. Use ( ) to say “for instance”

1. Use to say “besides . . .”

14 Scope & Sequence

Language Notes & Cultural

15 Scope & Sequence

1. Use to talk about

16 Scope & Sequence

1. Use to say “completely.”

Scope & Sequence 17

1. Use to mean “especially”

1. Use to mean “according

18 Scope & Sequence

1. Use to mean “anyway” or

1. Use to describe something

Scope & Sequence 19

1. Use to mean “at all” or

1. Use to express “how” in

20 Scope & Sequence

Scope & Sequence 21

Lesson 1: Ordering Food