Nouns

Original teaching practice. Read one pattern, cover its model and try the questions before checking the separate answer section. Examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA) retain the course-reference provenance.

among当中dāng zhōng (among / in the middle of)

The tallest classmate is not automatically the tallest pupil

• In a class comparison, to study at the same school同学tóng xuéamong当中dāng zhōng，he / him他tātallest最高zuì gāo。 says he is tallest among the classmates being discussed. A pupil in another class could still be taller: the sentence supplies a comparison group, not a school-wide survey.
• If you mean all the pupils in the school, name that wider group. Keeping the same adjective while changing the group changes the claim; the tallest classmate has not quietly grown taller during the sentence.

Put the group before among当中dāng zhōng in this pattern

• Group + among当中dāng zhōng + comment gives a frame for the statement. You can also use at / in在zài + group + among当中dāng zhōng: at / in在zàithese这些zhè xiēstudent学生xué shēngamong当中dāng zhōng，she / her她tāmost最zuìto have / there is有yǒuexperience经验jīng yàn。 – Among these students, she has the most experience.
• The pattern describes position within a group. It does not say that every member shares the stated quality, or that the group is physically standing in the middle of a room.

classmates同学tóng xuéamong当中dāng zhōng，he他tāmost最zuìtall高gāo。

A physical middle is another reading

• table桌子zhuō zi放在fàng zàiroom房间fáng jiānamong当中dāng zhōng。 places a table in the middle of the room. Here among当中dāng zhōng concerns location; there is no comparison between pupils.
• Choose the reading from the surrounding noun phrase and statement. A room can supply a physical space, while classmates supply a group. The English word “among” will not fit every occurrence.

table桌子zhuō ziplaced放fàngin在zàiroom房间fáng jiānthe middle当中dāng zhōng。

Distinguish one member from all members

• these这些zhè xiēstudent学生xué shēngamong当中dāng zhōng，to have / there is有yǒu三个sān gè人会rén huìswimming游泳yóu yǒng。 reports that three people in this group can swim. It does not say that all students can swim or identify which three without more information.
• he / him他tātallest最高zuì gāo makes a maximum claim within the named group. he / him他tādegree / adjective linker很hěnhigh高gāo describes him as tall without the same ranking. among当中dāng zhōng supplies the group frame; most最zuì supplies the superlative comparison in the opening example.

Transfer the frame without widening the evidence

• Original situation: four submitted designs are compared, and design B is cheapest. this这zhè四个sì gèto design设计shè jìamong当中dāng zhōng，Bmost最zuìcheap便宜pián yi。 keeps the claim within those four designs; it does not prove B is cheapest among every design available.
• When a new design enters the comparison, check its cost before repeating the ranking. Changing the group can change which member is cheapest, even when B’s own price stays the same.

Recall the frame, then check the scope

• Ask what group or space the noun phrase names, then what the comment actually claims. A group reading, a physical-middle reading and a statement about three members require different interpretations.

• Meaning reference: Ministry of Education dictionary: among當中dāng zhōng. The class and design cases here are original practice. Read the full grammar reference for the unit map.

• Name the comparison group; do not turn a within-group claim into a wider ranking or a claim about every member.

Practise this pattern step by step.

each other彼此bǐ cǐ (each other / one another)

Mutual trust runs in both directions

• Two teammates each trust the other: we / us我们wǒ meneach other彼此bǐ cǐto trust信任xìn rèn。 fits that relationship. “I trust her, but she does not trust me” describes one-way trust and does not support the same mutual claim.
• Identify the participants before describing reciprocity. Knowing that both people joined a team does not prove that they trust each other; the membership list has not read their minds.

Use each other彼此bǐ cǐ before the action or as its object

• we / us我们wǒ meneach other彼此bǐ cǐto trust信任xìn rèn。 and we / us我们wǒ meneach other互相hù xiāngto trust信任xìn rèn。 can both describe mutual trust. Before this verb, the two expressions overlap in meaning.
• we / us我们wǒ mento understand了解liǎo jiěeach other彼此bǐ cǐ。 uses each other彼此bǐ cǐ as the object: we understand each other. Do not replace that object mechanically with each other互相hù xiāng; the usual action-modifying pattern is we / us我们wǒ meneach other互相hù xiāngto understand了解liǎo jiě。

we我们wǒ meneach other彼此bǐ cǐtrust信任xìn rèn。

Read the same relationship in a different arrangement

• we / us我们wǒ meneach other彼此bǐ cǐto understand了解liǎo jiě。 and we / us我们wǒ mento understand了解liǎo jiěeach other彼此bǐ cǐ。 both express understanding of one another. A changed position can change the construction without changing this basic reciprocal meaning.
• we / us我们wǒ menall / both都dōuto understand了解liǎo jiěteacher老师lǎo shī。 has a different object: each of us understands the teacher. It does not itself state that we understand one another. Identify who is related to whom rather than selecting a familiar word alone.

we我们wǒ menunderstand了解liǎo jiěeach other彼此bǐ cǐ。

Mutual does not mean identical in amount

• they他们tā meneach other彼此bǐ cǐassistance帮助bāng zhù。 describes helping one another. It does not establish that each person spent the same number of minutes, gave equal money or performed the same task.
• In a larger group, context identifies the reciprocal relationship. Do not infer from each other彼此bǐ cǐ alone that every possible pair performed every action equally often; that stronger description needs more detail.

you and me both彼此彼此bǐ cǐ bǐ cǐ can acknowledge a shared situation

• In a friendly exchange, one learner says “My handwriting is messy”; the other replies you and me both彼此彼此bǐ cǐ bǐ cǐ. In that context, the reply means roughly “same here”, acknowledging a similar situation.
• The repeated expression does not require an object after it in this reply. This conversational use differs from to understand了解liǎo jiěeach other彼此bǐ cǐ. Interpret the exchange before translating every occurrence as a verb phrase with “each other”.

Transfer reciprocity to a new situation

• Two colleagues give each other reminders: they他们tā meneach other彼此bǐ cǐto remind提醒tí xǐng。 can describe reciprocal reminders. If only one sends reminders, state that direction instead; a reciprocal word cannot supply missing participation.

• Meaning reference: Ministry of Education dictionary: each other彼此bǐ cǐ. The teammate and reminder cases are original. Compare the unit reference with the earlier each other互相hù xiāng lesson.

• Check participants, direction and construction; mutual action does not establish equal quantities.

Practise this pattern step by step.

… since (a previous event)以来yǐ lái (ever since)

A period from graduation is not a list of nonstop work

• At the present point in an original conversation, graduation毕业bì yèsince (a previous event)以来yǐ lái，I / me我wǒall along一直yì zhídegree / adjective linker很hěnbusy忙máng。 describes being busy over the period since graduation. The graduation event sets the start; the current conversation supplies the endpoint.
• This ordinary description does not claim that every second contained work or that the speaker never slept. since (a previous event)以来yǐ lái frames the period; the rest of the sentence says what happened within it.

Place since (a previous event)以来yǐ lái after the time or event expression

• graduation毕业bì yèsince (a previous event)以来yǐ lái means since graduation in the modern use taught here. 三年sān niánsince (a previous event)以来yǐ lái refers to the period over the past three years, reaching the current reference point.
• The preceding expression can name an event, a date or a duration. since (a previous event)以来yǐ lái is not an English-style preposition placed before graduation毕业bì yè. Read the whole time phrase before deciding where its period begins.

graduation毕业bì yèsince以来yǐ lái，I我wǒall along一直yì zhívery很hěnbusy忙máng。

The predicate supplies frequency, not since (a previous event)以来yǐ lái alone

• graduation毕业bì yèsince (a previous event)以来yǐ lái，I / me我wǒvariant of 回回huíschool学校xué xiàothird三次sān cì(completed / change)了le。 describes three returns during the period since graduation. It does not turn those returns into a continuous action.
• Compare graduation毕业bì yèsince (a previous event)以来yǐ lái，I / me我wǒall along一直yì zhídegree / adjective linker很hěnbusy忙máng。 The ongoing description comes from all along一直yì zhídegree / adjective linker很hěnbusy忙máng, while the counted events come from third三次sān cì. The same period marker can frame different kinds of events or states.

graduation毕业bì yèsince以来yǐ lái，I我wǒreturn回huíschool学校xué xiàothree times三次sān cì了le。

Separate since, after and before

• graduation毕业bì yèafter以后yǐ hòu，I / me我wǒto move (i.e. relocate…搬bānto / arrive到dào(completed / change)了leShanghai municipality…上海shàng hǎi。 locates a move after graduation; it does not itself describe a period continuing to now. graduation毕业bì yèsince (a previous event)以来yǐ lái，I / me我wǒvariant of 回回huíschool学校xué xiàothird三次sān cì(completed / change)了le。 counts returns across the since-period.
• graduation毕业bì yèbefore以前yǐ qián concerns time before graduation. These forms can describe events in the same life story but give different time relationships. Do not substitute them merely because the nearby nouns match.

A dated report supplies its own present

• A report written in 2024 says 2020grain年niánsince (a previous event)以来yǐ lái，school学校xué xiàoto open (transitive or…开kāi(completed / change)了leSanmen county in Taizhou…三门sān mén新课xīn kè。 Its count reaches the report’s reference point, not automatically the day you read it in 2026.
• When updating that report, check later course openings before repeating the count. since (a previous event)以来yǐ lái does not silently update the evidence, just as a printed timetable cannot notice that you missed the bus.

Transfer the period while preserving the count

• Original statement: this这个zhè gemoon月yuèsince (a previous event)以来yǐ lái，我读wǒ dú(completed / change)了le两本书liǎng běn shū。 frames two books read during the period since this month began. It does not claim two books every day or identify the titles without further information.

• Meaning reference: Ministry of Education concise dictionary: since (a previous event)以來yǐ lái. Our dates, counts and examples are original teaching cases. See the unit reference.

• Read start, reference endpoint and predicate separately; the period marker does not supply a frequency or a new current count.

Practise this pattern step by step.

at or in the very same...当dāng … (modifier / structural particle)的detime时候shí hòu (when …)

A phone call during cooking is not a call after dinner

• Original account: at or in the very same...当dāngI / me我wǒto prepare a meal做饭zuò fàn(modifier / structural particle)的detime时候shí hòu，电话响diàn huà xiǎng(completed / change)了le。 places the ringing phone within the time when I was cooking. It does not say that cooking had finished before the phone rang.
• I / me我wǒto make做zuò完饭wán fànafter以后yǐ hòu，电话响diàn huà xiǎng(completed / change)了le。 instead places the call after I finished cooking. The phone is the same, but the time relation has changed; grammar cannot rescue the dinner from an interruption.

Frame a time with at or in the very same...当dāng … (modifier / structural particle)的detime时候shí hòu

• at or in the very same...当dāng + clause + (modifier / structural particle)的detime时候shí hòu，main clause provides a when/while frame. In at or in the very same...当dāngI / me我wǒto return home回家huí jiā(modifier / structural particle)的detime时候shí hòu，to get dark天黑tiān hēi(completed / change)了le。, the homecoming is the time frame for the statement about darkness.
• This taught full pattern ends its time clause with (modifier / structural particle)的detime时候shí hòu. Chinese also has shorter time expressions such as I / me我wǒto return home回家huí jiā(modifier / structural particle)的detime时候shí hòu and at once当时dāng shí; this is not a rule that every use of at or in the very same...当dāng must contain the same closing words.

when当dāngI我wǒget home回家huí jiāwhen的时候de shí hou，sky天tiāndark黑hēi了le。

Let the actions determine moment or interval

• In at or in the very same...当dāngI / me我wǒto prepare a meal做饭zuò fàn(modifier / structural particle)的detime时候shí hòu，电话响diàn huà xiǎng(completed / change)了le, cooking supplies an interval and ringing happens within that frame. at or in the very same...当dāngI / me我wǒto / arrive到dàohome家jiā(modifier / structural particle)的detime时候shí hòu can frame the point of arrival instead.
• at or in the very same...当dāng…(modifier / structural particle)的detime时候shí hòu does not impose one fixed action duration. Read whether the event is a process, an arrival or a repeated situation; do not translate every example as either “after” or a long continuous action.

while当dāngI我wǒcook做饭zuò fànwhen的时候de shí hou，phone电话diàn huàring响xiǎng了le。

A time frame does not establish a cause

• at or in the very same...当dāngI / me我wǒto / arrive到dàohome家jiā(modifier / structural particle)的detime时候shí hòu，to rain下雨xià yǔ(completed / change)了le。 puts rain and arrival in a time relationship. It does not prove that my arrival caused the rain.
• Likewise, the phone ringing during cooking does not say who called or why. Timing, cause and identity are separate claims; additional words are needed to establish the latter two.

Keep the relationship in a new scene

• You were reading when a friend arrived: at or in the very same...当dāngI / me我wǒto read看书kàn shū(modifier / structural particle)的detime时候shí hòu，friend朋友péng yǒuto come来lái(completed / change)了le。 fits that frame. If the friend came only after you finished the book, use a completion-plus-after expression instead.
• For a future or recurring situation, the surrounding sentence supplies its time: at or in the very same...当dāngyou你nǐto need需要xū yàoassistance帮助bāng zhù(modifier / structural particle)的detime时候shí hòu，to / for / give给gěiI / me我wǒto make a telephone call打电话dǎ diàn huà。 – Call me when you need help. at or in the very same...当dāng…(modifier / structural particle)的detime时候shí hòu alone is not a past-tense marker.

Ask when, then check what remains unknown

• Identify the time-frame clause and the main event. Choose when/while versus after from their stated relationship, without inventing causation or an exact duration.

• The cooking, rain and reading scenes are original examples. Compare the full unit reference and the since (a previous event)以来yǐ lái lesson: a during-event frame and a since-period do different jobs.

• A time clause locates the event; it does not itself identify a cause, a caller or a tense.

Practise this pattern step by step.

Noun + this这个zhè ge + Category (sizing up)

A person frame can introduce praise as well as criticism

• In an original team discussion, he / him他tāthis这个zhè geperson人réndegree / adjective linker很hěncordial热情rè qíng。 presents a comment about him as a person: he is warm and welcoming. this这个zhè geperson人rén helps frame the person being discussed; it does not make the comment negative.
• Compare he / him他tāthis这个zhè geperson人rénslightly有点儿yǒu diǎn ércareless粗心cū xīn。 – He is a little careless. The evaluation changes with the predicate. The same frame can introduce praise or a reservation; it has not decided the verdict before hearing the evidence.

Read the topic and its category together

• he / him他tā + this这个zhè geperson人rén + comment frames “him as a person” for the following statement. In Beijing, capital of the…北京běi jīngthis这个zhè gecity城市chéng shì很大hěn dà, the city category frames a comment about Beijing.
• Choose a category that fits what you are discussing. This is not an instruction to insert this这个zhè ge before every noun. Pronouns and names can take such a frame, so “noun” in a lesson label is a useful shorthand rather than a complete grammar rule.

he他tāthis这个zhè geperson人rénvery很hěnwarm热情rè qíng。

The following words supply the actual comment

• he / him他tāthis这个zhè geperson人réndegree / adjective linker很hěncordial热情rè qíng describes his manner, while he / him他tāthis这个zhè geperson人rénslightly有点儿yǒu diǎn ércareless粗心cū xīn describes carelessness. Neither sentence by itself tells you his age, job or the number of people who agree.
• In this discussion the longer person frame can emphasise the person as the topic. he / him他tādegree / adjective linker很hěncordial热情rè qíng is also grammatical. Tone depends on the predicate, delivery and context; the frame alone does not guarantee a hostile or intimate attitude.

he他tāthis这个zhè geperson人réna little有点儿yǒu diǎnrcareless粗心cū xīn。

Distinguish a frame from an ordinary demonstrative

• this这个zhè geperson人rénto be / is是shìI / me我wǒ(modifier / structural particle)的deteacher老师lǎo shī。 can simply identify this person as my teacher. There is no earlier he / him他tā topic followed by a personal assessment in that sentence.
• he / him他tāthis这个zhè geperson人réndegree / adjective linker很hěncordial热情rè qíng。 frames him for a comment. Both contain this这个zhè geperson人rén, but the wider sentence tells you what it is doing; the string alone is not a reliable tone detector.

A hesitation use needs the spoken exchange

• this这个zhè ge……I / me我wǒstill / also还háinot / haven't没méito decide (to do something)决定jué dìng。 can use this这个zhè ge as a hesitation before “I have not decided yet”. It is not the person-frame pattern and supplies no named category such as person人rén or city城市chéng shì here.
• A pause alone does not make every this这个zhè ge a filler: someone could pause while pointing to a real object. Check the exchange and referent. Written examples illustrate possible uses; actual delivery may clarify the meaning.

Transfer the frame without assuming a verdict

• Beijing, capital of the…北京běi jīngthis这个zhè ge城市交通chéng shì jiāo tōngdegree / adjective linker很hěnconvenient方便fāng biàn。 frames Beijing for a comment about transport convenience. It does not claim that every aspect of life there is convenient; the following words identify what is assessed.

• Our team and city examples are original practice. See the unit reference; identify the topic, category and comment before choosing an interpretation.

• Read what is framed and what is said about it; this这个zhè ge alone does not establish criticism or hesitation.

Practise this pattern step by step.

Practice without the models

Choose a pattern, cover its teaching examples, and attempt its questions. Use the labels to find feedback in the separate key.

among当中dāng zhōng (among / in the middle of)

0501.1 Using the lesson pattern in this demonstrated example: Among the classmates, he's tallest: to study at the same school同学tóng xué …………，he / him他tātallest最高zuì gāo。

0501.2 Where does among当中dāng zhōng occur in the group-frame pattern taught here?

• A. {'en': 'after the group it points into', 'zh': 'it它tāthe objects indicated所指suǒ zhǐcommunity群体qún tǐafter之后zhī hòu'}
• B. {'en': 'before the group, like English “among”', 'zh': 'community群体qún tǐbefore之前zhī qián,to resemble像xiàngEnglish (language)英语yīng yǔ among'}

0501.3 {'en': 'among当中dāng zhōng means “among / in the middle of”.', 'zh': 'among当中dāng zhōng to express / indicate表示biǎo shì“among当中dāng zhōng / inside之中zhī zhōng”。'}

True or false? Explain or repair the statement.

0501.4 You compare height within your own class. What does to study at the same school同学tóng xuéamong当中dāng zhōng，he / him他tātallest最高zuì gāo。 communicate?

• A. He is tallest within the classmates being discussed.
• B. The sentence proves he is tallest in the entire school.

0501.5 to study at the same school同学tóng xuéamong当中dāng zhōng，he / him他tātallest最高zuì gāo shows that he is tallest in the whole school.

True or false? Explain or repair the statement.

0501.6 What does among当中dāng zhōng refer to in table桌子zhuō zi放在fàng zàiroom房间fáng jiānamong当中dāng zhōng?

• A. All classmates
• B. The table’s price
• C. The middle of the room

0501.7 Match each part of to study at the same school同学tóng xuéamong当中dāng zhōng，he / him他tātallest最高zuì gāo to its job.

• 1. to study at the same school同学tóng xuéamong当中dāng zhōng
• 2. he / him他tā
• 3. tallest最高zuì gāo

• A. Person being compared

• B. Comparison group

• C. Maximum-height claim

0501.8 Four submitted designs are compared, and B is cheapest. Which sentence keeps that scope?

• A. All four designs have the same price
• B. this这zhè四个sì gèto design设计shè jìamong当中dāng zhōng，Bmost最zuìcheap便宜pián yi。
• C. B is the cheapest design anywhere

0501.9 Recall the situation: The tallest classmate is not automatically the tallest pupil. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

Write or say your own response before reading the key.

each other彼此bǐ cǐ (each other / one another)

0502.1 Using the lesson pattern in this demonstrated example: We trust each other: we / us我们wǒ men ………… to trust信任xìn rèn。

0502.2 {'en': 'How does each other彼此bǐ cǐ differ from each other互相hù xiāng?', 'zh': 'each other彼此bǐ cǐ and / with和hé each other互相hù xiāng 有何yǒu hédifferent不同bù tóng?'}

• A. each other彼此bǐ cǐ can be an object, as in to understand了解liǎo jiěeach other彼此bǐ cǐ; each other互相hù xiāng normally modifies an action
• B. The two cannot ever express mutual action

0502.3 In the two-teammate case, each other彼此bǐ cǐto trust信任xìn rèn describes trust in both directions.

True or false? Explain or repair the statement.

0502.4 Two teammates both trust the other. What does we / us我们wǒ meneach other彼此bǐ cǐto trust信任xìn rèn。 communicate?

• A. The trust runs in both directions within the group.
• B. each other彼此bǐ cǐto trust信任xìn rèn describes only one person's trust.

0502.5 each other彼此bǐ cǐto trust信任xìn rèn describes only one person's trust.

True or false? Explain or repair the statement.

0502.6 Which sentence uses each other彼此bǐ cǐ as the object of to understand了解liǎo jiě?

• A. we / us我们wǒ menall / both都dōuto understand了解liǎo jiěteacher老师lǎo shī。
• B. we / us我们wǒ meneach other互相hù xiāngto understand了解liǎo jiě。
• C. we / us我们wǒ mento understand了解liǎo jiěeach other彼此bǐ cǐ。

0502.7 they他们tā meneach other彼此bǐ cǐassistance帮助bāng zhù shows that each person spent exactly the same number of minutes helping.

True or false? Explain or repair the statement.

0502.8 After a friend says “My handwriting is messy”, you and me both彼此彼此bǐ cǐ bǐ cǐ is used as a friendly reply. What does it acknowledge here?

• A. A polite denial that the handwriting is messy
• B. That the speaker’s own handwriting is neater
• C. A similar situation for the speaker

0502.9 Recall the situation: Mutual trust runs in both directions. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

Write or say your own response before reading the key.

… since (a previous event)以来yǐ lái (ever since)

0503.1 Using the lesson pattern in this demonstrated example: Since graduating, I've been busy: graduation毕业bì yè …………，I / me我wǒall along一直yì zhídegree / adjective linker很hěnbusy忙máng。

0503.2 In a conversation taking place now, graduation毕业bì yèsince (a previous event)以来yǐ lái frames which period?

• A. The period just before graduation
• B. From graduation to the present reference point
• C. A single moment at graduation

0503.3 {'en': 'since (a previous event)以来yǐ lái attaches after the time / event.', 'zh': 'since (a previous event)以来yǐ lái to receive接jiēat / in在zài(concept of) time时间shí jiān / event事件shì jiànafter之后zhī hòu。'}

True or false? Explain or repair the statement.

0503.4 You describe your workload from graduation to the present. What does graduation毕业bì yèsince (a previous event)以来yǐ lái，I / me我wǒall along一直yì zhídegree / adjective linker很hěnbusy忙máng。 communicate?

• A. The relevant period starts at graduation and extends to now.
• B. since (a previous event)以来yǐ lái places the whole period in the future.

0503.5 since (a previous event)以来yǐ lái means that an action occurred continuously at every moment.

True or false? Explain or repair the statement.

0503.6 In graduation毕业bì yèsince (a previous event)以来yǐ lái，I / me我wǒvariant of 回回huíschool学校xué xiàothird三次sān cì(completed / change)了le, how many returns to school are stated?

0503.7 A report written in 2024 counts courses opened since 2020. You read it in 2026. What needs checking before updating its count?

• A. since (a previous event)以来yǐ lái means every day
• B. The count automatically updated itself
• C. Course openings after the report’s reference date

0503.8 Match each time phrase to its taught relation.

• 1. graduation毕业bì yèsince (a previous event)以来yǐ lái
• 2. graduation毕业bì yèafter以后yǐ hòu
• 3. graduation毕业bì yèbefore以前yǐ qián

• A. Period since graduation

• B. Before graduation

• C. After graduation

0503.9 Recall the situation: A period from graduation is not a list of nonstop work. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

Write or say your own response before reading the key.

at or in the very same...当dāng … (modifier / structural particle)的detime时候shí hòu (when …)

0504.1 Using the lesson pattern in this demonstrated example: When I got home, it was dark: ………… I / me我wǒto return home回家huí jiā(modifier / structural particle)的detime时候shí hòu，to get dark天黑tiān hēi(completed / change)了le。

0504.2 Which expression closes the full at or in the very same...当dāng…(modifier / structural particle)的detime时候shí hòu pattern taught here?

• A. {'en': 'after以后yǐ hòu', 'zh': 'after以后yǐ hòu'}
• B. {'en': '(modifier / structural particle)的detime时候shí hòu', 'zh': '(modifier / structural particle)的detime时候shí hòu'}

0504.3 {'en': 'at or in the very same...当dāng … (modifier / structural particle)的detime时候shí hòu means “after it happened”.', 'zh': 'at or in the very same...当dāng……(modifier / structural particle)的detime时候shí hòu to express / indicate表示biǎo shì“……after之后zhī hòu”。'}

True or false? Explain or repair the statement.

0504.4 You describe darkness at the time of homecoming. What does at or in the very same...当dāngI / me我wǒto return home回家huí jiā(modifier / structural particle)的detime时候shí hòu，to get dark天黑tiān hēi(completed / change)了le communicate?

• A. The homecoming provides the time frame for the darkness.
• B. (modifier / structural particle)的detime时候shí hòu always means after the event has finished.

0504.5 (modifier / structural particle)的detime时候shí hòu means after the event has finished.

True or false? Explain or repair the statement.

0504.6 at or in the very same...当dāngI / me我wǒto / arrive到dàohome家jiā(modifier / structural particle)的detime时候shí hòu，to rain下雨xià yǔ(completed / change)了le shows that arriving home caused the rain.

True or false? Explain or repair the statement.

0504.7 In at or in the very same...当dāngyou你nǐto need需要xū yàoassistance帮助bāng zhù(modifier / structural particle)的detime时候shí hòu，to / for / give给gěiI / me我wǒto make a telephone call打电话dǎ diàn huà, what is the instruction?

• A. Wait until help is no longer needed
• B. Call when you need help
• C. The sentence must describe a completed past call

0504.8 Match the accounts to their time relations.

• 1. at or in the very same...当dāngI / me我wǒto prepare a meal做饭zuò fàn(modifier / structural particle)的detime时候shí hòu，电话响diàn huà xiǎng(completed / change)了le。
• 2. I / me我wǒto make做zuò完饭wán fànafter以后yǐ hòu，电话响diàn huà xiǎng(completed / change)了le。
• 3. graduation毕业bì yèsince (a previous event)以来yǐ lái，I / me我wǒvariant of 回回huíschool学校xué xiàothird三次sān cì(completed / change)了le。

• A. Phone rang after cooking finished

• B. Three returns during the since-period

• C. Phone rang during cooking

0504.9 Recall the situation: A phone call during cooking is not a call after dinner. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

Write or say your own response before reading the key.

Noun + this这个zhè ge + Category (sizing up)

0505.1 Using the lesson pattern in this demonstrated example: He's a warm-hearted person: he / him他tā ………… person人réndegree / adjective linker很hěncordial热情rè qíng。

0505.2 In the team’s assessment he / him他tāthis这个zhè geperson人réndegree / adjective linker很hěncordial热情rè qíng, what does this这个zhè geperson人rén help do?

• A. Point to him among other people
• B. Show that he is new to the team
• C. Frame him as a person for the following comment

0505.3 {'en': 'this这个zhè ge can also work as a spoken filler (“um, this…”).', 'zh': 'this这个zhè ge also也yě能作néng zuòcolloquial speech口语kǒu yǔto fill up填充tián chōngword词cí(“interjection indicating…嗯ń,this这个zhè ge……”)。'}

True or false? Explain or repair the statement.

0505.4 You are describing someone's usual warm manner. What does he / him他tāthis这个zhè geperson人réndegree / adjective linker很hěncordial热情rè qíng。 communicate?

• A. he / him他tāthis这个zhè geperson人rén must introduce criticism.
• B. this这个zhè geperson人rén frames him as the person being evaluated.

0505.5 Because he / him他tāthis这个zhè geperson人rén appears, the following comment must be negative.

True or false? Explain or repair the statement.

0505.6 Match the phrases to the comment actually supplied.

• 1. he / him他tāthis这个zhè geperson人réndegree / adjective linker很hěncordial热情rè qíng。
• 2. he / him他tāthis这个zhè geperson人rénslightly有点儿yǒu diǎn ércareless粗心cū xīn。
• 3. Beijing, capital of the…北京běi jīngthis这个zhè gecity城市chéng shì很大hěn dà。

• A. Some carelessness

• B. City size

• C. Warm manner

0505.7 What does this这个zhè geperson人rénto be / is是shìI / me我wǒ(modifier / structural particle)的deteacher老师lǎo shī directly identify?

• A. Everyone’s negative opinion
• B. This person as my teacher
• C. The teacher’s exact age

0505.8 Beijing, capital of the…北京běi jīngthis这个zhè ge城市交通chéng shì jiāo tōngdegree / adjective linker很hěnconvenient方便fāng biàn comments on which aspect?

• A. Proof that every aspect of life there is convenient
• B. The exact number of residents
• C. Transport convenience

0505.9 Recall the situation: A person frame can introduce praise as well as criticism. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

Write or say your own response before reading the key.

A fresh situation

R1. Interpret and repair. A report says since (a time)自从zì cóng(of a student) to start…开学kāi xuésince (a previous event)以来yǐ lái，he / him他tāevery day每天měi tiānvariant of 复习复习fù xí. A learner takes the start point as an end point. Repair the timeline.

R2. Use it yourself. Describe a change since moving and a person among a larger group.

Write your responses before opening the key. Compare meaning as well as form; a different valid answer need not copy the model.