Intermediate Spoken Chinese Practice Essentials: A practical approach to fluency in Spoken Mandarin: A wealth of carefully-designed activities to power and polish your spoken / 《进阶中文：听与说》练习册 / 《進階中文：聽與說》練習冊

226 Pages·2013·3.338 MB·English

by  Cornelius C. Kubler, Yang Wang

INTERMEDIATE SPOKEN
CHINESE
PRACTICE ESSENTIALS
A PRACTICAL APPROACH TO FLUENCY IN SPOKEN MANDARIN
CORNELIUS C. KUBLER & YANG WANG
TUTTLE Publishing
Tokyo Rutland, Vermont Singapore
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The Tuttle Story: “Books to Span the East and West”
Most people are surprised when they learn that the world’s largest publisher of books on Asia had its humble
beginnings in the tiny American state of Vermont. The company’s founder, Charles Tuttle, came from a New
England family steeped in publishing, and his fi rst love was books—especially old and rare editions.
Tuttle’s father was a noted antiquarian dealer in Rutland, Vermont. Young Charles honed his knowledge of
the trade working in the family bookstore, and later in the rare books section of Columbia University Library.
His passion for beautiful books—old and new—never wavered throughout his long career as a bookseller and
publisher.
After graduating from Harvard, Tuttle enlisted in the military and in 1945 was sent to Tokyo to work on Gen-
eral Douglas MacArthur’s staff. He was tasked with helping to revive the Japanese publishing industry, which
had been utterly devastated by the war. When his tour of duty was completed, he left the military, married a
talented and beautiful singer, Reiko Chiba, and in 1948 began several successful business ventures.
To his astonishment, Tuttle discovered that postwar Tokyo was actually a book-lover’s paradise. He befriend-
ed dealers in the Kanda district and began supplying rare Japanese editions to American libraries. He also
imported American books to sell to the thousands of GIs stationed in Japan. By 1949, Tuttle’s business was
thriving, and he opened Tokyo’s very fi rst English-language bookstore in the Takashimaya Department Store in
Ginza, to great success. Two years later, he began publishing books to fulfi ll the growing interest of foreigners
in all things Asian.
Though a westerner, Tuttle was hugely instrumental in bringing a knowledge of Japan and Asia to a world
hungry for information about the East. By the time of his death in 1993, he had published over 6,000 books on
Asian culture, history and art—a legacy honored by Emperor Hirohito in 1983 with the “Order of the Sacred
Treasure,” the highest honor Japan bestows upon non-Japanese.
The Tuttle company today maintains an active backlist of some 1,500 titles, many of which have been continu-
ously in print since the 1950s and 1960s—a great testament to Charles Tuttle’s skill as a publisher. More than
60 years after its founding, Tuttle Publishing is more active today than at any time in its history, still inspired
by Charles Tuttle’s core mission—to publish fi ne books to span the East and West and provide a greater under-
standing of each.
Published by Tuttle Publishing, an imprint of Periplus Distributed by
Editions (HK) Ltd.
North America, Latin America & Europe
www.tuttlepublishing.com Tuttle Publishing
364 Innovation Drive North Clarendon,
Copyright © 2013 Cornelius C. Kubler and Yang Wang VT 05759-9436 U.S.A.
Tel: [phone]
All rights reserved. No part of this publication may be Fax: [phone]
reproduced or utilized in any form or by any means, [email protected]
electronic or mechanical, including photocopying, www.tuttlepublishing.com
recording, or by any information storage and retrieval
system, without prior written permission from the Japan
publisher. Tuttle Publishing
Yaekari Building, 3rd Floor
ISBN 978-0-8048-4019-4; ISBN 978-1-4629-1545-3 (ebook) 5-4-12 Osaki Shinagawa-ku Tokyo 141 0032
Tel: [phone]
Interior design: Anne Bell Carter Fax: [phone]
Cover photo, top righthand image: © iStockphoto.com/ [email protected]
Peng Wu. www.tuttle.co.jp
First edition Asia Pacifi c
16 15 14 13 5 4 3 2 1 1305MP Berkeley Books Pte. Ltd.
61 Tai Seng Avenue #02-12 Singapore 534167
Printed in Singapore Tel: [phone]
Fax: [phone]
TUTTLE PUBLISHING® is a registered trademark of Tuttle [email protected]
Publishing, a division of Periplus Editions (HK) Ltd. www.periplus.com
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A Note to the Learner
When it comes to learning Chinese, practice is essential, of course. This workbook offers you many op-
tions for practicing and polishing your language skills, and was designed to be used in conjunction with
the book Intermediate Spoken Chinese. However, it may be used to hone speaking skills no matter which
book or course you’re using to learn Chinese.
There are no Chinese characters to be found here because you don’t need characters to learn to speak
Chinese. In fact, learning the characters for everything you learn to say is an ineffi cient way to learn Chi-
nese, one that signifi cantly slows down your progress.
To help you learn to speak and understand Chinese as effi ciently as possible, this workbook gives you
the Chinese language portions not via characters, but instead through audio featuring native speakers (on
the accompanying disc). And in the pages of this book, the Chinese is represented in Hanyu Pinyin, the
offi cial Chinese romanization system.
• If you wish to learn Chinese reading and writing, which is certainly to be recommended for most learn-
ers, you should—together with or after the spoken course—use the companion course Intermediate
Written Chinese. It corresponds with Intermediate Spoken Chinese and systematically introduces
the highest-frequency characters (simplifi ed and traditional) and words in context in sentences and
reading passages as well as in various types of realia, to help you master reading and writing.
• For instructors and those learners with prior knowledge of Chinese characters, an Intermediate Spo-
ken Chinese: Character Transcription is also available free of charge from the Tuttle Publishing
website (go to the Intermediate Spoken Chinese Practice Essentials page at www.tuttlepublishing.
com to download). It contains transcriptions into simplifi ed and traditional characters of Intermedi-
ate Spoken Chinese. Please note that the character transcription is not intended, and should not be
used, as the primary vehicle for students to learn reading and writing.
• The Intermediate Spoken Chinese Instructor’s Guide contains detailed suggestions for using these
materials as well as communicative exercises for use by instructors in class or by tutors during prac-
tice sessions. It is available free of charge on request from Tuttle Publishing.
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(cid:7552)(cid:712)(cid:1092)(cid:6656)(cid:1483)(cid:3927)(cid:18431)(cid:16610)(cid:3634)(cid:13348)(cid:13826)(cid:712)(cid:8101)(cid:9962)(cid:4630)(cid:11096)(cid:452)
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Do you prefer single-sided pages for ease in turning in
completed exercises for review & correction?
See the Disc:
Sections 5, 6, and 7 may be printed out in single-sided format.

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Contents
A Note to the Learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
How to Use These Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Abbreviations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1. New Vocabulary and Grammar Summaries. . . . . . . . . . . . . . . . . . . . . 11
2. Substitution Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
On Disc: Substitution Drills Unit 13, Part 1 – Unit 24, Part 4
3. Transformation and Response Drills . . . . . . . . . . . . . . . . . . . . . . . . 85
On Disc: Transformation and Response Drills Unit 16, Part 1 – Unit 24, Part 4
4. Role Play Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
5. Listening Comprehension Exercises . . . . . . . . . . . . . . . . . . . . . . . 171
On Disc: Listening Comprehension Exercises Unit 15, Part 3 – Unit 24, Part 4
6. Translation Exercises, Units 11-24: For Each Part (Lesson) . . . . . . . . . . . . 189
On Disc: Translation Exercises Unit 16, Part 1 – Unit 24, Part 4
7. Translation Exercises, Units 11-24: For Each Complete Unit. . . . . . . . . . . . 210
Every section includes practice materials for these 14 topics:
Unit 11: Getting Around Taipei Unit 21: Leisure Time Activities (II)
Unit 12: Shopping (I) Unit 22: Emergencies
Unit 13: Shopping (II) Unit 23: Hong Kong and Macao
Unit 14: Eating and Drinking (I) Unit 24: Singapore and Malaysia
Unit 15: Eating and Drinking (II)
Unit 16: Eating and Drinking (III)
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Unit 19: Visiting People (II)
Unit 20: Leisure Time Activities (I)
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How to Download the Bonus Material of this Book.

1. You must have an internet connection.
2. Click the link below or copy paste the URL to your web browser.
http://www.tuttlepublishing.com/intermediate-spoken-chinese-practice-
essentials-downloadable-cd-content
For support email us at [email protected].

Disclaimer:
"The Bonus Material contains pdf and mp3 formats. Please
check the audio specifications of your ebook reader before
downloading any additional content."
How to Use These Materials
Intermediate Spoken Chinese Practice Essentials contains extensive drills and exercises for each unit
of the textbook Intermediate Spoken Chinese. The purpose of this workbook is to offer learners various
kinds of practice activities for both in- and out-of-class use, so as to enable learners to reinforce and “activ-
ize” their learning of the new vocabulary and grammar introduced in the textbook.
New Vocabulary and Grammar Summaries
The fi rst section of the Practice Essentials consists of a one-page list of new vocabulary and grammar in
each Intermediate Spoken Chinese lesson, from Unit 11, Part 1 through Unit 24, Part 4.
The lists are divided into a section on “Vocabulary” and a section on “Grammar.” In the vocabulary
section, each new vocabulary item introduced in the corresponding lesson of the textbook is listed in
alphabetical order of the Pinyin with English translation and indication of word class (any Additional
Vocabulary is not included). In the grammar section, each new grammar pattern introduced in that part of
the textbook is listed, also in alphabetical order, in most cases with one or more examples in Pinyin and
English translation.
• W e believe these lists of new vocabulary and grammar will be useful for all learners for
review purposes. However, learners should ideally not learn new vocabulary or gram-
mar from these lists; instead, they should always try to learn new vocabulary and gram-
mar in the context of the Basic Conversations and Build Ups in the textbook.
• T hose learners who are using the Practice Essentials to supplement other textbooks
and who do not have access to the textbook for Intermediate Spoken Chinese, will
want to pay special attention to these lists, since the various drills and exercises in this
book assume thorough familiarity with all this material.
The next two sections consist of drills. Don’t underestimate the value of drills as enabling mechanisms
that help you, the learner, to attain the ultimate goal of communicative competency. The drills are useful
for improving your pronunciation, developing your fl uency, and increasing your confi dence in speaking
Chinese. Although it’s true that some of the drills in this workbook are of necessity fairly mechanical, oth-
ers are more realistic and communicative, in some cases even incorporating a certain amount of cultural
material.
• T he drills are best done out of class in self-study mode, either in a language learning
laboratory or, working with a computer or your audio player, in some other place of
your choosing. If you’re learning Chinese in a classroom setting, doing the drills out
of class also frees up valuable time with the instructor so that you can focus on those
kinds of interactive learning activities for which the instructor’s guidance and active
participation is essential.
• Y ou should work with the recordings on the accompanying disc as actively as possible,
speaking loudly and always thinking of the meaning of what you’re hearing and saying.
• If you’re learning Chinese on your own, the drills will be especially important for you
and, working with the accompanying audio disc, you should try to go through each one
several times. In addition, it will be to your benefi t to seek out a native-speaking tutor
or mentor who can work with you one or two hours a week for additional practice and
to answer questions.
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How to Use These Materials 7
Substitution Drills
In the substitution drills, a model sentence is fi rst said for you to repeat. Next, various vocabulary and
grammar prompts are given that you’re to substitute into the model sentence, creating a related but new
sentence.
In the audio portion, after each prompt a pause is provided for you to say the new sentence with that
substitution. A native speaker then provides a confi rmation of the correct sentence, followed by a pause
during which you should repeat the correct sentence. An English translation of each sentence is included
in the workbook.
• It’s most effective to do each drill at least twice: the fi rst time with the workbook open
and the second time with the workbook closed.
Transformation and Response Drills
As the name implies, these drills involve transforming one phrase or sentence into another, or responding
to a question or other cue. There are also a smaller number of politeness drills, translation drills, and drills
involving the conversion of Bejing-style speech to non-Beijing-style speech and vice versa.
In the audio portion, instructions for each drill are given in English before the drill. As with the substi-
tution drills, each of the transformation and response drills is followed by a pause for your response, which
is then in turn followed by confi rmation of the correct response by a native speaker. A pause then allows
you time to repeat the correct sentence. An English translation of each sentence or phrase is included in
the workbook.
• A gain, it’s best to do each drill at least twice—once with the workbook open and once
with the workbook closed.
• Though the transformation and response drills are in principle meant to be done by
students out of class, some instructors may choose to do some of the drills in class, or
some of the drills could be adapted for in-class exercises.
Role Play Exercises
The role play exercises involve conversations between two or more speakers that make use of the new
vocabulary, grammar, functions, and situations introduced in the lesson.
There are one to eight role plays for each of the four parts of each unit. In many cases, the role plays
are based roughly on the textbook’s Basic Conversation but with some of the details changed. In other
cases, the role plays focus on the the material in the Supplementary Vocabulary. Most of the role plays
involve two roles (indicated by A and B), with a few involving three or four roles (A, B, C, D).
Here in the workbook, the role plays are rendered in English, but they’re to be performed in Chinese.
The role plays are designed to be done as one of the last activities of each lesson.
• W hile performing the role plays, you may glance at the English but should try to look
up as much as possible when saying the Chinese.
• T he role plays should be performed at a fairly rapid clip, so you may wish to practice
them in advance (making a few notes is fi ne, but you shouldn’t write out complete
translations). The goal isn’t laboriously translating word-for-word from English to Chi-
nese but, rather, producing natural Chinese equivalents based on the English cues. The
emphasis should be on the performance of the role plays. If you fi nd that you’re hesi-
tant and choppy in performing a role play, this most likely means you haven’t yet at-
tained suffi cient mastery of the material.
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8 How to Use These Materials
• If you’re learning Chinese in a class, after individual students have performed a
role play, the instructor will probably lead the whole class in repeating the lines
of the role play one more time together.
• If you’re learning Chinese on your own, then the role plays will be especially
helpful in giving you practice in using the vocabulary and grammar of the lesson
in new combinations. By playing all the roles in a role play exercise, you as an in-
dependent learner stand to gain extra benefi ts for your language skills, enhancing
your fl uency and becoming fl exible in swiftly switching perspectives. Of course, if
you’re learning with a friend or have access to a native-speaking tutor, then each
of you could take one role.
Listening Comprehension Exercises
The listening comprehension exercises involve conversations or monologues which are available on
the accompanying disc only, since it is listening that we want to practice, not reading.* There are
two listening passages for each lesson. To provide additional practice in listening comprehension,
the passages reuse, in new contexts, the new vocabulary (including the Supplementary Vocabulary)
and grammar of the current and previous lessons.
Each listening passage is followed by two to fi ve multiple choice questions on the content of the
passage. Based on the recorded passage, you should circle on your answer sheet the best response—
(A), (B), or (C)—to each of the questions that follows.
• W hile you work on the listening comprehension exercises, feel free to listen to
each passage as many times as needed.
• In a classroom setting, the listening comprehension exercises are best done as
homework which students hand in the next day for the instructor to correct,
grade, and return. After they have been corrected and returned to students, they
can be inserted by the student into a binder for future reference.
• I ndependent learners will also fi nd the listening comprehension exercises helpful
for practice in comprehending new combinations of words and grammar patterns;
if they have questions, they can ask a tutor or native-Chinese-speaking friend. It
may also be useful to obtain the Instructor’s Guide, since along with the scripts
for the listening comprehension exercises it also includes the correct answers.
Translation Exercises
The purpose of the translation exercises is to provide you with additional practice in using the gram-
mar patterns and important vocabulary of the unit and to serve as a check of mastery over the mate-
rial. Completing the translation exercises will be helpful in reviewing for tests.
It’s recommended that the instructor correct and return the translation exercises to students
before the test on the corresponding unit, so that any remaining problems can be identifi ed and ad-
dressed in a timely manner. Students should carefully study the instructor’s corrections, making sure
they understand why any errors occurred, and fi le the corrected exercises for later reference.
The translation exercises come in two different sets. The fi rst set consists of fi ve sentences for
each of the four Parts or lessons of each Unit in the textbook, while the second set consists of ten
* Complete scripts of the listening comprehension exercises in Chinese characters are available in the Instructor’s Guide.
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