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HSK 4

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    Kata sifat

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    Apa yang dipelajari dalam topik ini

    Dua pola kata sifat membawa banyak makna HSK 4. all全quán + noun mencakup keseluruhan sesuatu dalam satu gerakan — seluruh keluarga, sepanjang tahun, seluruh sekolah. Kata sifat + mati memaksakan kata sifat hingga batasnya — kelaparan, kelelahan, mengerikan. Keduanya diuji pada aspek urutan, bukan kosakata: ujian memeriksa apakah all / both都dōu (dōu) hadir, apakah (modifier / structural particle)的de (de) menjauh, dan apakah perasaannya sesuai dengan polanya.

    Pelajari setiap struktur, bacakan contoh-contohnya dengan suara keras, dan selesaikan dengan pertanyaan tinjauan. Kalimat-kalimat ini adalah contoh kelas yang ditulis khusus untuk kursus ini.

    all全quán (quán) + kata benda: keseluruhan dalam satu sapuan

    Struktur: all全quán (quán) + Kata Benda + all / both都dōu (dōu) + Predikat

    whole family全家quán jiāall / both都dōu去过qù guòBeijing, capital of the…北京běi jīng。 (Quán jiā dōu qù guo Běijīng.) — Seluruh keluarga kami pernah ke Beijing.

    this这个zhè gearea地方dì fāngthe whole year全年quán niánall / both都dōudegree / adjective linker很hěnto warm up热rè。 (Zhège dìfang quánnián dōu hěn rè.) — Tempat ini panas sepanjang tahun.

    all全quán (quán) di depan kata benda berarti "seluruh, utuh". Ia berikatan dengan sekumpulan kecil kata benda "yang dapat digabungkan": body身shēn (tubuh), home家jiā (keluarga), country国guó (negara), world世界shì jiè (dunia), (bound form) school校xiào (sekolah), grain年nián (tahun) — dan memerlukan all / both都dōu (dōu) dalam predikat untuk mengulang makna "semua".

    Satu aturan yang harus diingat: all全quán (quán) tidak menggunakan (modifier / structural particle)的de (de). whole family全家quán jiā ✓, all全quán(modifier / structural particle)的dehome家jiā ✗.

    Cobalah. Seorang teman menulis all全quán(modifier / structural particle)的dehome家jiāall / both都dōuto come来lái(completed / change)了le。 Perbaiki: (modifier / structural particle)的de (de) harus dihapus — whole family全家quán jiāall / both都dōuto come来lái(completed / change)了le。

    (Quán jiā dōu lái le.) — Seluruh keluarga telah datang.

    Hati-hati

    • Hanya melekat pada kata benda "keseluruhan": body身shēn (tubuh), home家jiā (keluarga), country国guó (negara), (bound form) school校xiào (sekolah), grain年nián (tahun), world世界shì jiè (dunia). Anda tidak akan mengatakan entire book全书quán shū untuk "seluruh buku" dalam pola ini pada HSK 4.
    • Di mana not不bù diletakkan mengubah segalanya: all全都quán dōu不去bù qù (quán dōu bù qù) berarti "tidak ada yang", sama sekali tidak pergi, sementara not不bùall全都quán dōuto go去qù (bù quán dōu qù) berarti "tidak semua orang pergi". Satu kata posisi membalikkan makna sepenuhnya — jebakan ujian favorit.

    Adjektiva + to die死sǐ(completed / change)了le: "sangat, hingga mati"

    Struktur: (Subjek +) Adjektiva + to die死sǐ(completed / change)了le

    I / me我wǒto starve to death饿死è sǐ(completed / change)了le！ (Wǒ è sǐ le!) — Saya kelaparan!

    today今天jīn tiān累死lèi sǐ(completed / change)了le！ (Jīntiān lèi sǐ le) — Saya sangat lelah hari ini!

    这件zhè jiànclothes衣服yī fú丑死chǒu sǐ(completed / change)了le。 (Zhè jiàn yīfu chǒu sǐ le.) — Pakaian ini jelek banget.

    to die死sǐ(completed / change)了le setelah adjektiva meningkatkan intensitasnya ke batas maksimum — "sangat, hingga mati". Ini adalah padanan persis dengan bahasa Inggris "scared to death" atau "bored to death": hidup, kasual, dan cenderung ke perasaan tidak menyenangkan. Subjek opsional, sehingga seruan satu kata seperti to starve to death饿死è sǐ(completed / change)了le！ dapat berdiri sendiri.

    Aturan pengikat: to die死sǐ(completed / change)了le menempel pada bentuk telanjang — tanpa (degree marker)得de. 累死lèi sǐ(completed / change)了le ✓, rope累lèi(degree marker)得deto die死sǐ(completed / change)了le ✗.

    Cobalah. Siang hari yang terik dan Anda baru saja mendaki empat lantai tangga. Ucapkan itu: 热死rè sǐ(completed / change)了le！ (Rè sǐ le!) — Panas banget!

    Hati-hati

    • to die死sǐ(completed / change)了le adalah sepupu dramatis dari extremely极了jí le — lebih keras, lebih tidak formal, dan sebagian besar untuk kesengsaraan: rope累lèi lelah, to be hungry饿è lapar, to warm up热rè panas, shameful丑chǒu jelek.
    • Karena sifatnya kasual dan kuat, ini cocok untuk percakapan dan halaman jurnal, bukan esai formal.

    Memilih alat yang tepat

    Pola Makna Register Aturan yang diujikan
    all全quán + N + all / both都dōu + V seluruh X, semuanya netral tanpa (modifier / structural particle)的de; all / both都dōu memantulkan "semua"
    Adj + to die死sǐ(completed / change)了le sangat, … sampai mati kasual, kuat kata sifat telanjang; perasaan tidak menyenangkan

    Bacalah situasi sebelum memilih. "Semua kelas lulus" adalah laporan netral: the whole class全班quán bānall / both都dōuto pass through通过tōng guò(completed / change)了le。 (Quán bān dōu tōngguò le.) "Saya mati lelah" adalah keluh kesah di antara teman: 累死lèi sǐ(completed / change)了le。 Mencampur register — mengumumkan the whole class全班quán bānto die死sǐ(completed / change)了le dalam laporan formal — merupakan jenis benturan yang diuji dalam ujian.

    Tinjauan

    1. whole family全家quán jiāall / both都dōuto come来lái(completed / change)了le atau all全quán(modifier / structural particle)的dehome家jiāall / both都dōuto come来lái(completed / change)了le — mana yang benar, dan mengapa?
    2. Apa bedanya all全都quán dōu不去bù qù dan not不bùall全都quán dōuto go去qù?
    3. Kata sifat manakah yang TIDAK sesuai dengan to die死sǐ(completed / change)了le pada HSK 4 — rope累lèi, to be hungry饿è, happy高兴gāo xìng, atau shameful丑chǒu?
    4. Apakah to die死sǐ(completed / change)了le menempel dengan (modifier / structural particle)的de atau (degree marker)得de — atau keduanya tidak?

    (Jawaban: 1. whole family全家quán jiāall / both都dōuto come来lái(completed / change)了le — all全quán tidak memerlukan (modifier / structural particle)的de. 2. "Tidak ada yang pergi sama sekali" versus "tidak semua pergi" — posisi not不bù menentukan. 3. happy高兴gāo xìng — to die死sǐ(completed / change)了le pada level ini cenderung ke perasaan tidak menyenangkan; untuk kegembiraan gunakan extremely极了jí le. 4. Keduanya tidak — ia menempel secara telanjang: 累死lèi sǐ(completed / change)了le。)

    Kosa kata
    Latih
    English Bahasa Indonesia
    romance 爱情
    to arrange 安排
    safe 安全
    on time 按时
    according to 按照
    dark 暗
    to comprise 包括
    to protect 保护
    guarantee 保证
    to report 报道
    to sign up 报名
    to hug 抱
    to be sorry 抱歉
    -fold 倍
    original 本来
    stupid 笨
    notebook 笔记本
    graduation 毕业
    measure word for times through 遍
    standard 标准
    to express 表达
    form 表格
    to praise 表扬
    biscuit 饼干
    and also 并且
    doctor 博士
    not only 不但
    have no choice or option but to 不得不
    not to be concerned 不管
    only 不过
    not just 不仅
    part 部分
    to wipe 擦
    to guess 猜
    material 材料
    to look around 参观
    almost 差不多
    to taste 尝
    measure word for events 场
    to surpass 超过
    to quarrel 吵
    success 成功
    mature 成熟
    to become 成为
    honest 诚实
    to ride 乘坐
    to be startled 吃惊
    to smoke 抽烟
    to go on an official or business trip 出差
    to set off 出发
    to be born 出生
    fax 传真
    window 窗户
    dictionary 词典
    always 从来
    careless 粗心
    answer 答案
    to decorate 打扮
    to disturb 打扰
    to affix a seal 打印
    to give a discount 打折
    to give or have an injection 打针
    physician 大夫
    roughly 大概
    embassy 大使馆
    approximately 大约
    representative 代表
    to replace 代替
    to put on or wear 戴
    to play an instrument 弹
    to work as 当
    local 当地
    then 当时
    knife 刀
    tour guide 导游
    everywhere 到处
    finally 到底
    to apologize 道歉
    the earth 地球
    address 地址
    proud of oneself 得意
    to wait 等
    bottom 底
    investigation 调查
    to fall 掉
    to lose 丢
    movement 动作
    traffic jam 堵车
    belly 肚子
    to break 断
    right 对
    to talk 对话
    opposite 对面
    measure word for meals 顿
    measure word for flowers 朵
    child 儿童
    and yet 而
    to send out 发
    to happen 发生
    development 发展
    law 法律
    to translate 翻译
    to be worried 烦恼
    to oppose 反对
    to mirror 反映
    range 范围
    method 方法
    respect 方面
    direction 方向
    to visit 访问
    to renounce 放弃
    to be on summer vacation 放暑假
    indicating a fraction 分之
    measure word for portions and copies 份
    to enrich 丰富
    scenery 风景
    otherwise 否则
    in keeping with 符合
    father 父亲
    to be in charge of 负责
    to photocopy 复印
    complicated 复杂
    rich 富
    to change 改变
    to move 感动
    feeling 感觉
    emotion 感情
    thanks 感谢
    to work 干
    to drink a toast 干杯
    to dry 干燥
    just recently 刚刚
    high level 高级
    height 个子
    each 各
    tool 工具
    wages 工资
    kilometer 公里
    common 共同
    shopping 购物
    enough 够
    to estimate 估计
    lone 孤单
    to encourage 鼓励
    to applaud 鼓掌
    deliberately 故意
    customer 顾客
    to hang or suspend 挂
    crucial point 关键
    spectators 观众
    to supervise 管理
    light 光
    broadcast 广播
    to advertise 广告
    to stroll 逛
    to stipulate 规定
    international 国际
    really 果然
    to cross 过
    course of events 过程
    to cough 咳嗽
    ocean 海洋
    shy 害羞
    winter vacation 寒假
    sweat 汗
    flight 航班
    benefit 好处
    as if 好像
    number 号码
    to meet the standard required 合格
    suitable 合适
    box 盒子
    monkey 猴子
    to regret 后悔
    afterwards 后来
    thick 厚
    suddenly 忽然
    each other 互相
    nurse 护士
    to doubt 怀疑
    to recall 回忆
    to exercise 活动
    lively 活泼
    fire 火
    to obtain 获得
    active 积极
    to accumulate 积累
    base 基础
    to move emotionally 激动
    timely 及时
    even if 即使
    extremely 极其
    to gather 集合
    plan 计划
    reporter 记者
    technology 技术
    since 既然
    to continue 继续
    to mail 寄
    to work overtime 加班
    gas station 加油站
    furniture 家具
    fake 假
    price 价格
    to persevere with 坚持
    to lose weight 减肥
    to lessen 减少
    in the future 将来
    premium 奖金
    to reduce 降低
    to hand over 交
    to exchange 交流
    to be connected 交通
    pride 骄傲
    dumpling 饺子
    professor 教授
    to educate 教育
    to accept 接受
    to economize 节约
    outcome 结果
    explanation 解释
    despite 尽管
    nervous 紧张
    to advance 进行
    to prohibit 禁止
    Beijing opera 京剧
    economy 经济
    experience 经历
    to experience 经验
    wonderful 精彩
    spirit 精神
    police 警察
    to compete 竞争
    unexpectedly 竟然
    mirror 镜子
    to go to the bottom of a matter 究竟
    to conduct 举办
    to refuse 拒绝
    distance 距离
    to play a joke 开玩笑
    way of looking at a thing 看法
    to think over 考虑
    science 科学
    measure word for trees 棵
    pitiful 可怜
    but 可是
    it is a pity 可惜
    to be certain 肯定
    air 空气
    fear 恐怕
    bitter 苦
    wide 宽
    sleepy 困
    difficult 困难
    to expand 扩大
    rubbish bin 垃圾桶
    to pull 拉
    spicy 辣
    there's not enough time 来不及
    to have enough time 来得及
    lazy 懒
    to waste 浪费
    romantic 浪漫
    tiger 老虎
    calm 冷静
    courtesy 礼貌
    to get a haircut 理发
    to comprehend 理解
    an ideal 理想
    strength 力气
    terrible 厉害
    for example 例如
    the two of us 俩
    even 连
    connection 联系
    nice and cold 凉快
    bright 亮
    to chat 聊天
    additional 另外
    to shed tears 流泪
    fluent 流利
    to spread 流行
    to stay behind 留
    to study abroad 留学
    lawyer 律师
    messy 乱
    trouble 麻烦
    sloppy 马虎
    full 满
    towel 毛巾
    beautiful 美丽
    dream 梦
    cipher 密码
    free 免费
    nationality 民族
    mother 母亲
    purpose 目的
    to be patient 耐心
    don't tell me 难道
    to feel unwell 难受
    inside 内
    content 内容
    capability 能力
    age 年龄
    rural area 农村
    to do 弄
    warm 暖和
    occasionally 偶尔
    to arrange in order 排列
    to judge 判断
    to accompany 陪
    to criticize 批评
    skin 皮肤
    character 脾气
    measure word for articles 篇
    to cheat 骗
    table tennis 乒乓球
    ordinarily 平时
    bottle 瓶子
    broken 破
    universal 普遍
    next 其次
    among 其中
    to take off 起飞
    to stand up 起来
    climate 气候
    ten million 千万
    visa 签证
    wall 墙
    to knock 敲
    bridge 桥
    chocolate 巧克力
    a relative 亲戚
    light in weight 轻
    gentle 轻松
    circumstances 情况
    to request leave of absence 请假
    to give a dinner party 请客
    poor 穷
    difference 区别
    to take 取
    whole 全部
    weak point 缺点
    lack 缺少
    yet 却
    indeed 确实
    group 群
    however 然而
    bustling with noise and excitement 热闹
    Renminbi 人民币
    any 任何
    mission 任务
    to throw 扔
    still 仍然
    diary 日记
    entrance 入口
    soft 软
    to take a walk 散步
    forest 森林
    sofa 沙发
    to grieve 伤心
    to consult 商量
    a little bit 稍微
    society 社会
    to apply for sth 申请
    deep 深
    so much so that 甚至
    to live 生活
    life 生命
    to save 省
    to remain 剩
    to be defeated 失败
    disappointed 失望
    master 师傅
    lion 狮子
    moist 湿润
    very 十分
    reality 实际
    actually 实在
    foodstuff 食品
    to use 使用
    century 世纪
    marketplace 市场
    to test 试
    to fit 适合
    to adapt 适应
    to receive 收
    to take in 收入
    to put in order 收拾
    capital 首都
    first 首先
    unbearable 受不了
    to be ...ed 受到
    salesperson 售货员
    to lose a game 输
    to be familiar with 熟悉
    amount 数量
    numeral 数字
    handsome 帅
    conveniently 顺便
    smoothly 顺利
    sequence 顺序
    to explain 说明
    master's degree 硕士
    to die 死
    speed 速度
    plastic bag 塑料袋
    sour 酸
    to calculate 算
    as one wishes 随便
    along with 随着
    grandson 孙子
    all 所有
    measure word for machines 台
    to lift 抬
    manner 态度
    to speak 谈
    soup 汤
    to lie down 躺
    measure word for trips 趟
    to discuss 讨论
    to dislike 讨厌
    characteristic 特点
    to offer 提供
    to shift to an earlier date 提前
    to remind 提醒
    to fill a job vacancy 填空
    condition 条件
    to stop 停止
    quite 挺
    to pass through 通过
    to notify 通知
    to sympathize with 同情
    to push 推
    to postpone 推迟
    to take off clothes 脱
    socks 袜子
    complete 完全
    tennis 网球
    website 网站
    towards 往
    usually 往往
    danger 危险
    flavor 味道
    temperature 温度
    article 文章
    to shake hands 握手
    to pollute 污染
    without 无
    bored 无聊
    no matter what or how 无论
    to misunderstand 误会
    to attract 吸引
    washing machine 洗衣机
    tomato 西红柿
    salty 咸
    modern times 现代
    to restrict 限制
    to envy 羡慕
    contrary 相反
    fragrant 香
    detailed 详细
    to make a sound 响
    news 消息
    novel 小说
    result 效果
    joke 笑话
    mood 心情
    exhausting 辛苦
    to trust 信任
    confidence 信心
    credit card 信用卡
    all right 行
    to wake up 醒
    excited 兴奋
    happiness 幸福
    gender 性别
    nature 性格
    to repair 修
    many 许多
    blood 血
    pressure 压力
    toothpaste 牙膏
    Asia 亚洲
    exclamation particle 呀
    strict 严格
    grave 严重
    graduate student 研究生
    salt 盐
    to act 演出
    actor or actress 演员
    sunshine 阳光
    to cultivate 养成
    appearance 样子
    to invite 邀请
    key 钥匙
    perhaps 也许
    leaf 叶子
    page 页
    everything 一切
    by means of 以
    100 million 亿
    art 艺术
    idea 意见
    thus 因此
    to give rise to 引起
    drink 饮料
    impression 印象
    to beat 赢
    hard 硬
    forever 永远
    brave 勇敢
    merit 优点
    outstanding 优秀
    humor 幽默
    especially 尤其
    by 由
    due to 由于
    interesting 有趣
    friendly 友好
    companionship 友谊
    thereupon 于是
    cheerful 愉快
    and 与
    shuttlecock 羽毛球
    grammar 语法
    language 语言
    to prepare a lesson 预习
    former 原来
    to excuse 原谅
    cause 原因
    circle 圆
    appointment 约会
    to read 阅读
    to permit 允许
    magazine 杂志
    we or us spoken to) 咱们
    temporary 暂时
    dirty 脏
    responsibility 责任
    to raise 增加
    to grow 增长
    narrow 窄
    the Great Wall 长城
    Yangtze River, or Chang Jiang 长江
    to invite applications for a job 招聘
    famous 著名
    genuine 真正
    to tidy up 整理
    orderly 整齐
    regular 正常
    just 正好
    correct 正确
    formal 正式
    proof 证明
    of (literary) 之
    to be in favor of 支持
    knowledge 知识
    direct 直接
    to be worth 值得
    occupation 职业
    plant 植物
    to have no other option but to 只好
    if only 只要
    finger 指
    at least 至少
    to manufacture 制造
    quality 质量
    Chinese language 中文
    important point 重点
    to attach importance to sth 重视
    again 重新
    environs 周围
    pig 猪
    gradually 逐渐
    to take the initiative 主动
    decision 主意
    to congratulate 祝贺
    specialist 专门
    specialty 专业
    to earn 赚
    to knock against 撞
    accurate 准确
    punctual 准时
    careful 仔细
    natural 自然
    to sum up 总结
    to rent 租
    to form 组成
    to organize 组织
    mouth 嘴
    best 最好
    final 最后
    to esteem 尊重
    author 作者
    measure word for mountains and buildings 座
    seat 座位
    to do business 做生意
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    Kata keterangan HSK 4 memiliki lima fungsi: mengukur (about the same差不多chà bu duō, almost差点chà diǎn, just now刚gāng, enough (sufficient)够gòu), menilai dan menyadari (apparently看来kàn lái, original原来yuán lái, original本来běn lái, outcome结果jié guǒ, fear恐怕kǒng pà, unexpectedly竟然jìng rán), memperkuat (used in 可汗可kě…(completed / change)了le, even甚至shèn zhì, again又yòu + not不bù/not / haven't没méi, ten million千万qiān wàn, then / just就jiù + subjek), mempertegas pertanyaan (finally到底dào dǐ, to go to the bottom of a…究竟jiū jìng, don't tell me ...难道nán dào), dan menyarankan atau memaksa (to have no other option but…只好zhǐ hǎo, have no choice or option…不得不bù dé bù, best最好zuì hǎo, or / still还是hái shì…(suggestion)吧ba). Dua pola lebih menangani urutan dan jangkauan: early先xiān…again / then再zài… dan one / a一yī + kata penghitung + one / a一yī + kata penghitung, plus always从来cóng láiall / both都dōu, also也yěall / both都dōu dan just (in time)正好zhèng hǎo.

    Ujian menguji posisi dan pasangan, bukan kosakata: apakah all / both都dōu hadir, di mana not不bù berada, kata keterangan mana yang sesuai dengan perasaan mana. Ucapkan setiap contoh secara lantang.

    Mengukur: about the same差不多chà bu duō, almost差点chà diǎn, just now刚gāng, enough (sufficient)够gòu

    about the same差不多chà bu duō menguraikan dirinya sendiri: used in 参差差chà (perbedaan) + not不bù (tidak) + many多duō (banyak) = "tidak terlalu jauh" — "kira-kira sama, lebih kurang." Berdiri sendiri sebagai predikat, menghubungkan dua hal (A with / and跟gēn B about the same差不多chà bu duō), atau berfungsi sebelum kuantitas (about the same差不多chà bu duō十点shí diǎn "sekitar sepuluh").

    Shanghai municipality…上海shàng hǎiand / with和héNew York纽约niǔ yuēabout the same差不多chà bu duō。 (Shànghǎi hé Niǔyuē chàbuduō.) — Shanghai dan New York sangat mirip.

    Untuk beberapa item, tambahkan all / both都dōu: this这zhèa few几个jǐ gèall / both都dōuabout the same差不多chà bu duō (zhè jǐ ge dōu chàbuduō) — ini semua kira-kira sama.

    almost差点chà diǎn berarti "hampir saja" — sesuatu hampir terjadi, biasanya sesuatu yang buruk, tetapi tidak terjadi. Aturan kerasnya: apa pun yang mengikuti almost差点chà diǎn tidak terjadi.

    war chariot (archaic)车chēalmost差点chà diǎnto knock against撞zhuàngto / arrive到dàoI / me我wǒ。 (Chē chàdiǎn zhuàngdào wǒ.) — Mobil itu hampir menabrak saya (tetapi tidak).

    Keunikan terkenal: almost差点chà diǎnnot / haven't没méito fall down摔倒shuāi dǎo (chàdiǎn méi shuāidǎo) tetap berarti "hampir jatuh" — not / haven't没méi menambahkan nuansa, bukan logika.

    just now刚gāng menandai suatu tindakan dalam waktu singkat yang lalu, melekat pada kata kerja. Dengan durasi ia tidak perlu kata "lalu": he / him他tājust now刚gāngto come来láiChina中国zhōng guó两个liǎng gèmoon月yuè。 (Tā gāng lái Zhōngguó liǎng ge yuè.) — Dia datang ke Cina baru dua bulan yang lalu. Jangan tertukar dengan kata benda just now (variant of 刚才)刚才gāng cái, yang menandai titik di masa lampau terbaru. enough (sufficient)够gòu berarti "cukup", dan posisi membalikkan nuansanya: sebelum kata kerja atau adjektiva ia adalah

    Cukup (enough (sufficient)够gòu) berarti "cukup", dan posisi mengubah nuansanya: sebelum kata kerja atau kata sifat, ia berada "cukup untuk"; setelah kata kerja tertentu ia adalah "jenuh/kesal". we / us我们wǒ mento buy买mǎi(modifier / structural particle)的devegetable菜cài够吃gòu chī(completed / change)了le。 (Wǒmen mǎi de cài gòu chī le.) — Kami membeli makanan yang cukup. Saya sudah bosan sekali! (Wǒ shòugòu le!) — Saya sudah sangat bosan! Dan 吃够chī gòu(completed / change)了le berarti "bosan memakannya", bukan "telah makan cukup".

    Coba saja. Kamu hampir melewatkan bus pagi ini tapi berhasil menaiki: I / me我wǒtoday今天jīn tiānalmost差点chà diǎnnot / haven't没méito keep up with赶上gǎn shàngpublic公共gōng gòngsteam汽qì war chariot (archaic)车chē。(Wǒ jīntiān chàdiǎn méi gǎnshàng gōnggòngqìchē.) — Saya hanya berhasil tepat waktu menaiki bus.

    Menilai dan menyimpulkan: apparently看来kàn lái, original原来yuán lái, original本来běn lái, outcome结果jié guǒ, fear恐怕kǒng pà, unexpectedly竟然jìng rán

    apparently看来kàn lái adalah penilaian Anda terhadap suatu situasi — "terlihat" — sebuah penilaian di dalam pikiran Anda. Dalam sudut pandang seseorang: in my opinion在我看来zài wǒ kàn lái (zài wǒ kànlái). Jangan tertukar dengan seemingly看起来kàn qǐ lái, yang melaporkan apa yang mata Anda lihat.

    apparently看来kàn láihe / him他tānot不bùto come来lái(completed / change)了le。 (Kànlái tā bù lái le.) — Sepertinya dia tidak akan datang.

    original原来yuán lái memiliki dua makna: "asal, sebelumnya" (original原来yuán lái(modifier / structural particle)的de + kata benda) dan pencahayaan "ternyata": original原来yuán láiyou你nǐto be / is是shìteacher老师lǎo shī(exclamation)啊a！ (Yuánlái nǐ shì lǎoshī a!) — Oh, ternyata kamu seorang guru! original本来běn lái berarti "sebenarnya — tapi berubah". Ini mengatur belokan U: **I / me我wǒoriginal本来běn láiwant / will / need要yàoto go去qù (modifier / structural particle)的de，but可是kě shì

    afterwards后来hòu láiillness病bìng(completed / change)了le。** (Wǒ běnlái yào qù de, kěshì hòulái bìng le.) — Saya berencana pergi, tetapi kemudian saya jatuh sakit. Jika tidak ada perubahan dan Anda bermaksud "ternyata", Anda ingin menggunakan original原来yuán lái, bukan original本来běn lái. Dengan then / just就jiù, original本来běn láithen / just就jiù berarti "tentu saja, memang selalu demikian". outcome结果jié guǒ membuka klausa kedua dengan hasil akhir yang sering kali tidak diinginkan: **she / her她tāto wear穿chuān(degree marker)得detoo太tàiyoung少shǎo，outcome结果jié guǒto catch cold感冒gǎn mào

    (completed / change)了le。** (Tā chuān de tài shǎo, jiéguǒ gǎnmào le.) — Dia berpakaian terlalu tipis dan akhirnya tertular flu. fear恐怕kǒng pà menyembunyikan afraid恐kǒng (takut): prediksi yang mungkin terjadi namun tidak diinginkan, dilunakkan menjadi "sayang".

    Ini berada sebelum subjek: fear恐怕kǒng pàtomorrow明天míng tiānwant / will / need要yàoto rain下雨xià yǔ。 (Kǒngpà míngtiān yào xiàyǔ.) — Saya khawatir takut besok akan hujan. Untuk makna netral "kemungkinan", gunakan maybe / possible可能kě néng.

    unexpectedly竟然jìng rán adalah ekspresi terkejut — "secara tidak terduga, di antara semua hal": so much这么zhè medifficult / hard难nán(modifier / structural particle)的detopic题tí，he / him他tāunexpectedly竟然jìng ránto make做zuòto / towards / correct对duì(completed / change)了le。 (Zhème nán de tí, tā jìngrán zuò duì le.) — Soal yang begitu sulit, dan dia malah benar! ini membutuhkan rasa kaget yang tulus; ≈ unexpectedly居然jū rán (sedikit lebih kuat), lawan dari really果然guǒ rán.

    Menekankan dan mengintensifkan: used in 可汗可kě…(completed / change)了le, even甚至shèn zhì, again又yòu + not不bù/not / haven't没méi, ten million千万qiān wàn, then / just就jiù + subjek

    used in 可汗可kě + kata sifat + (completed / change)了le membungkus kata sifat dengan "wow, benar-benar!": this这zhèonly只zhǐpup小狗xiǎo gǒuused in 可汗可kěnaughty淘气táo qì(completed / change)了le！ (Zhè zhī xiǎo gǒu kě táoqì le!) — Anak anjing ini sangat nakal! Hampir selalu diapit oleh and / with与yǔ (completed / change)了le dan memiliki nuansa obrolan serta aksen utara.

    even甚至shèn zhì merujuk pada kasus paling ekstrem — "bahkan" — sering kali dengan to link连lián…all / both都dōu: 他太忙tā tài máng(completed / change)了le，what甚shèn to arrive至zhìvariant of 吃吃chīlunch午饭wǔ fàn(modifier / structural particle)的de(concept of) time时间shí jiānall / both都dōunot have / haven't没有méi yǒu。 (Tā tài máng le, shènzhì chī wǔfàn de shíjiān dōu méiyǒu.) — Dia terlalu sibuk sehingga bahkan tidak punya waktu untuk makan siang. Hal setelah even甚至shèn zhì harus menjadi hal yang paling mengejutkan, bukan sekadar hal lain.

    again又yòu + not不bù / not / haven't没méi adalah sindiran "bukan berarti" — defensif, argumentatif, dan tidak ada hubungannya dengan "lagi": to ask问wènI / me我wǒsee 干嘛干吗gàn má？I / me我wǒagain又yòunot不bùto know知道zhī dào。 (Wèn wǒ gànmá? Wǒ yòu bù zhīdào.) — Kenapa tanya saya? Bukan berarti saya tahu. Memerlukan konteks defensif seperti itu.

    ten million千万qiān wàn menumpuk "seribu" di atas "sepuluh ribu" menjadi ajakan mendesak — "apapun yang kamu lakukan (jangan)": ten million千万qiān wàn别忘了bié wàng leband带dàipassport护照hù zhào。 (Qiānwàn bié wàng le dài hùzhào.) — Apapun yang kamu lakukan, jangan lupa bawa pasportmu. Ini cocok untuk permohonan dan peringatan, bukan pernyataan netral.

    then / just就jiù + subjek menyoroti betapa sedikitnya jumlah — "hanya": everyone大家dà jiāall / both都dōuto finish work下班xià bān(completed / change)了le，then / just就jiùboss老板lǎo bǎnstill / also还háinot / haven't没méi to walk走zǒu。 (Dàjiā dōu xiàbān le, jiù lǎobǎn hái méi zǒu.) — Semua orang sudah pulang kerja; hanya bos masih ada di sini. Kuantitas kecil di dekatnya berarti "hanya"; waktu di dekatnya berarti yang lain then / just就jiù.

    Cobalah. Teman memperingatkanmu sebelum bepergian. Tiga dari pola di atas cocok secara alami — ten million千万qiān wànwant / will / need要yàoto be careful小心xiǎo xīn, fear恐怕kǒng pàcan / will会huìto rain下雨xià yǔ, or / still还是hái shìband带dài(把: marks the object)把bǎdamask silk伞sǎn(suggestion)吧ba. Ucapkan ketiga kalimat tersebut.

    Meminta jawaban pasti: finally到底dào dǐ, to go to the bottom of a…究竟jiū jìng, don't tell me ...难道nán dào

    finally到底dào dǐ menggali jawaban sebenarnya. Dalam sebuah pertanyaan, ini menekankan — "sebenarnya": you你nǐfinally到底dào dǐwant / think / miss想xiǎngvariant of 说说shuō what什么shén me？ (Nǐ dàodǐ xiǎng shuō shénme?) — Sebenarnya kamu ingin mengatakan apa? Dalam pernyataan ini berarti "ternyata, akhirnya": weather天气tiān qìfinally到底dào dǐwarm暖和nuǎn huo(completed / change)了le。 (Tiānqì dàodǐ nuǎnhuo le.) — Cuaca ternyata telah menjadi hangat. Dalam pertanyaan ya-tidak, gunakan bentuk V-not-V: you你nǐfinally到底dào dǐ 去不去qù bù qù？

    to go to the bottom of a…究竟jiū jìng adalah finally到底dào dǐ dalam balutan formal — sama-sama bermakna "tepatnya, sebenarnya", dengan nada lebih tertulis dan resmi: we / us我们wǒ mento go to the bottom of a…究竟jiū jìng还要hái yàoto wait for等děng(of time) how long?多久duō jiǔ？ (Wǒmen jiūjìng hái yào děng duōjiǔ?) — Tepatnya berapa lama lagi kita harus menunggu?

    don't tell me ...难道nán dào mengubah kalimat menjadi pertanyaan retoris ketidakpercayaan, biasanya diakhiri dengan (yes/no ?)吗ma: don't tell me ...难道nán dàoyou你nǐreally真的zhēn deto be convinced (that sth…相信xiāng xìnhe / him他tā(yes/no ?)吗ma？ (Nándào nǐ zhēn de xiāngxìn tā ma?) — Kamu benar-benar percaya padanya, bukan? Ini mencari persetujuan, bukan jawaban — jangan jawab secara harfiah.

    Keperluan dan nasihat: to have no other option but…只好zhǐ hǎo, have no choice or option…不得不bù dé bù, best最好zuì hǎo, or / still还是hái shì…(suggestion)吧ba

    to have no other option but…只好zhǐ hǎo adalah satu-satunya pilihan tersisa, diambil dengan enggan: dining hall餐厅cān tīngall / both都dōuto close a door关门guān mén(completed / change)了le，we / us我们wǒ mento have no other option but…只好zhǐ hǎoto go去qù吃快餐chī kuài cān。 (Cāntīng dōu guānmén le, wǒmen zhǐhǎo qù chī kuàicān.) — Semua restoran sudah tutup, jadi kita tidak punya pilihan selain makan makanan cepat saji.

    have no choice or option…不得不bù dé bù menyusun negatif ganda ke dalam "harus" yang lebih kuat dan enggan: elevator电梯diàn tī又坏了yòu huài le， we / us我们wǒ menhave no choice or option…不得不bù dé bù爬楼梯pá lóu tī。 (Diàntī yòu huài le, wǒmen bùdébù pá lóutī.) — Lift rusak lagi, lagi, jadi kami harus naik tangga. Jangan salah hitung negatif: have no choice or option…不得不bù dé bùto go去qù berarti "harus pergi", bukan "tidak bisa pergi". to have to必须bì xū adalah "harus" yang lebih tenang dan netral.

    best最好zuì hǎo memberikan nasihat lembut — "akan lebih baik jika": outside (also pr. for this…外面wài miàncold冷lěng，best最好zuì hǎomany多duōto wear穿chuānpoint点diǎn。 (Wàimiàn lěng, zuìhǎo duō chuān diǎn.) — Di luar dingin; sebaiknya pakai lebih banyak. Negatif: best最好zuì hǎodon't别bié. Untuk kewajiban, gunakan (degree marker)得de / to have to必须bì xū sebagai gantinya.

    or / still还是hái shì + kata kerja +(suggestion)吧ba menetapkan pilihan yang Anda prefer setelah menimbang-nimbang — "sebaiknya, pada akhirnya": or / still还是hái shìtomorrow明天míng tiānto go去qù(suggestion)吧ba。 (Háishì míngtiān qù ba.) — Lebih baik besok saja. setelah semua pertimbangan. Partikel (suggestion)吧ba melunakkannya menjadi saran. setelah semua. (suggestion)吧ba melunakkannya menjadi sebuah saran.

    Urutan dan jangkauan: early先xiān…again / then再zài…, satu + kata pengukur + satu + kata pengukur, selalu (always从来cóng láiall / both都dōu), juga (also也yěall / both都dōu), pas

    Rantai yang lebih panjang dapat diperpanjang dengan then / after然后rán hòu / to catch and hold on接着jiē zhe. one / a一yī + kata pengukur + one / a一yī + kata pengukur berarti "satu ___ satu kali": 一个yí gè一个yí gè satu per satu, 一步yī bù一步yī bù langkah demi langkah, 一天yī tiān一天yī tiān hari demi hari. 别吵bié chǎo，一个yí gè一个yí gèvariant of 说说shuō。 (Bié chǎo, yíge yíge shuō.) — Jangan serentak berbicara — satu per satu. Sesuaikan kata pengukur dengan kata benda.

    always从来cóng lái + all / both都dōu(to be / is是shì) berarti "selalu, sepanjang masa", dan bentuk positif memerlukan all / both都dōu: always从来cóng láiall / both都dōudegree / adjective linker很hěnto make an effort努力nǔ lì ✓, bukan always从来cóng láidegree / adjective linker很hěnto make an effort努力nǔ lì ✗. Penggunaan sehari-hari biasanya negatif: never从来不cóng lái bù / always从来cóng láinot / haven't没méi = "tidak pernah, belum sekali pun". I / me我wǒnever从来不cóng lái bùto drink (alcohol)喝酒hē jiǔ。 (Wǒ cónglái bù hējiǔ.) — Saya tidak pernah minum alkohol. also也yěall / both都dōu merangkum seluruh kelompok sekaligus — "semua … juga" — dalam urutan tetap, jangan all / both都dōualso也yě: see 大夫大dàpeople人们rén mento like喜欢xǐ huanthis这个zhè gedining hall餐厅cān tīng，child孩子hái zi(plural)们menalso也yěall / both都dōuto like喜欢xǐ huan。 *(Dàrénmen xǐhuan zhège cāntīng, háizimen yě

    Selalu (always从来cóng lái) + semua (all / both都dōu(to be / is是shì)) berarti "selalu, sejak dulu", dan bentuk positif memerlukan all / both都dōu-nya: selalu sangat berusaha ✓, bukan selalu berusaha ✗. Penggunaan sehari-hari adalah negatif: tidak pernah (never从来不cóng lái bù) / belum pernah (always从来cóng láinot / haven't没méi) = "tidak pernah, tidak sekali". Saya tidak pernah minum alkohol. (Wǒ cónglái bù hējiǔ.) — Saya tidak pernah minum.

    Juga (also也yěall / both都dōu) mencakup seluruh kelompok sekaligus — "semua … juga" — dalam urutan tetap, tidak pernah all / both都dōualso也yě: Orang dewasa suka restoran ini, anak-anak juga semuanya suka. (Dàrénmen xǐhuan zhège cāntīng, háizimen yě semuanya suka.)* — Orang dewasa suka restoran ini, dan anak-anak pun sama. Kedua kata keterangan diletakkan sebelum kata kerja secara bersamaan.

    just (in time)正好zhèng hǎo adalah target yang pas — "tepat sekali, kebetulan" — berfungsi sebagai kata keterangan sekaligus kata sifat: you你nǐto come来lái(completed / change)了le！I / me我wǒjust (in time)正好zhèng hǎowant / will / need要yàoto try to find找zhǎoyou你nǐ。 (Nǐ lái le! Wǒ zhènghǎo yào zhǎo nǐ.) — Kamu sudah datang! Aku baru saja mau mencarimu. 这件zhè jiànclothes衣服yī fú(modifier / structural particle)的delarge and small大小dà xiǎojust (in time)正好zhèng hǎo。 (Zhè jiàn yīfu de dàxiǎo zhènghǎo.) — Pakaian ini ukurannya tepat sekali.

    Tinjauan

    1. almost差点chà diǎnnot / haven't没méito arrive late迟到chí dào — apakah pembicara datang terlambat atau tidak?
    2. Kata mana yang berarti "takut-takut" — fear恐怕kǒng pà, unexpectedly竟然jìng rán, atau don't tell me ...难道nán dào?
    3. I / me我wǒ受够了shòu gòu le — apakah itu "cukup menerima" atau "sudah bosan dengan itu"?
    4. Dalam kalimat early先xiānto wash one's hands洗手xǐ shǒu，again / then再zàito have a meal吃饭chī fàn, apakah again / then再zài berarti "lagi" atau "lalu"?
    5. original本来běn lái atau original原来yuán lái: mana yang menandakan bahwa rencana tersebut berubah kemudian?
    6. Pasangan mana yang memiliki urutan tetap — also也yěall / both都dōu atau all / both都dōualso也yě?

    (Jawaban: 1. Tidak terlambat — almost差点chà diǎn berarti hampir terjadi dan tidak. 2. Kurasa/Kira-kira (fear恐怕kǒng pà). 3. "Sudah puas" — cukup setelah kata kerja adalah makna bosan/muak. 4. "Lalu" — kerangka early先xiān…again / then再zài… memperbaiki makna tersebut. 5. Awalnya (original本来běn lái) — adverb belok balik; original原来yuán lái adalah kesadaran. 6. Juga (also也yěall / both都dōu), tidak pernah all / both都dōualso也yě.)

  • 3

    Kata keterangan dengan kata sifat

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    Apa yang dipelajari dalam topik ini

    Satu pola menguasai topik ini: Cukup (straight挺tǐng) + kata sifat + de, santai "cukup, lumayan, agak". Ini cara percakapan untuk menaikkan intensitas kata sifat sedikit — lebih lembut dari degree / adjective linker很hěn, jauh di bawah Sangat — dan hal ini diujikan pada satu hal utama: partikel (modifier / structural particle)的de di akhir kalimat.

    straight挺tǐng + Adjective + (modifier / structural particle)的de: 'cukup' yang santai

    Struktur: straight挺tǐng + Kata Sifat + (modifier / structural particle)的de

    you你nǐboyfriend男朋友nán péng yǒu挺帅tǐng shuài(modifier / structural particle)的de。 (Nǐ nánpéngyou tǐng shuài de.) — Pacarmu cukup tampan. tampan.

    recently最近zuì jìneveryone大家dà jiāall / both都dōustraight挺tǐngbusy忙máng(modifier / structural particle)的de。 (Zuìjìn dàjiā dōu tǐng máng de.) — Semua orang cukup sibuk belakangan ini. belakangan ini.

    straight挺tǐng … (modifier / structural particle)的de adalah penguat percakapan santai yang hampir selalu diakhiri dengan (modifier / structural particle)的de. Pola ini muncul terus-menerus dalam obrolan sehari-hari, memberikan pujian tanpa berlebihan: cukup tampan, cukup sibuk, lumayan bagus. Perhatikan bahwa kata lain dapat berada di dalam kerangka pola ini —for example例如lì rú第二个dì èr gècase例子lì zito hit (the mark)中zhōng(modifier / structural particle)的de all / both都dōu — sementara straight挺tǐng tetap berada di depan kata sifat dan (modifier / structural particle)的de tetap berada di akhir. contoh kedua — sementara straight挺tǐng tetap berada di depan kata sifat dan (modifier / structural particle)的de tetap berada di akhir.

    Cobalah sendiri. Seorang teman sekelas menunjukkan fotonya sepeda barunya. Ucapkan: 这辆zhè liàngbicycle自行车zì xíng chēstraight挺tǐngnew新xīn(modifier / structural particle)的de。 (Zhè liàng zìxíngchē tǐng xīn de.) — Sepeda ini cukup baru.

    Posisi straight挺tǐng di antara penguat lainnya

    Pola Kekuatan Register Aturan yang diujikan
    straight挺tǐng + Adj + (modifier / structural particle)的de cukup, lumayan kasual, sehari-hari straight挺tǐng wajib menggunakan (modifier / structural particle)的de — penutup kalimat
    degree / adjective linker很hěn + Adj sangat (biasa) netral tidak perlu (modifier / structural particle)的de
    very非常fēi cháng + Adj sangat, benar-benar netral, lebih kuat tidak perlu (modifier / structural particle)的de
    used in 可汗可kě + Adj + (completed / change)了le sangat, sekali! obrolan, menekankan diakhiri dengan (completed / change)了le
    Adj + extremely极了jí le amat lebih kuat, masih lisan diakhiri dengan (completed / change)了le

    Baca tingkat kecermatan sebelum memilih. 挺忙tǐng máng(modifier / structural particle)的de berarti "cukup sibuk" — laporan yang santai, bukan keluhan. very非常fēi chángbusy忙máng adalah pernyataan tegas "sangat sibuk". busy忙mángto die死sǐ(completed / change)了le adalah versi dramatis dari Topik 1. Menggunakan straight挺tǐng untuk segalanya itu aman dan natural; menggunakan to die死sǐ(completed / change)了le di tempat yang seharusnya pakai straight挺tǐng adalah benturan register yang diperhatikan oleh penguji.

    Hati-hati

    • Melewatkan (modifier / structural particle)的de terdengar tidak selesai bagi pendengar asli: straight挺tǐnggood好hǎo terdengar terpotong, sementara straight挺tǐnggood好hǎo(modifier / structural particle)的de masuk dengan baik. Bayangkan straight挺tǐng…de sebagai sepasang penutup buku yang pas di sekitar kata sifat.
    • straight挺tǐng tidak cocok untuk tulisan formal. Dalam kalimat esai, degree / adjective linker很hěn / very非常fēi cháng memberikan tingkat kecermatan yang sama tanpa nuansa obrolan kasual.
    • Bentuk negatif juga bisa digunakan dengan pola penutup yang sama: straight挺tǐngno good不好bù hǎo(modifier / structural particle)的de (tǐng bù hǎo de) — "tidak terlalu bagus, sebenarnya."

    Tinjauan

    1. straight挺tǐnggood好hǎo atau straight挺tǐnggood好hǎo(modifier / structural particle)的de — mana yang merupakan kalimat lengkap?
    2. Mana yang lebih kuat: 挺忙tǐng máng(modifier / structural particle)的de atau very非常fēi chángbusy忙máng?
    3. Apa yang menutup kerangka penekanan used in 可汗可kě — (modifier / structural particle)的de atau (completed / change)了le?
    4. Masakan temanmu sebenarnya sedikit jelek. Berikan versi sopan menggunakan straight挺tǐng.

    (Jawaban: 1. straight挺tǐnggood好hǎo(modifier / structural particle)的de — variant of 德德dé menyelesaikan pasangan penutup. 2. very非常fēi chángbusy忙máng. 3. (completed / change)了le — used in 可汗可kě + Adj + (completed / change)了le. * 4. straight挺tǐngsalted咸xián(modifier / structural particle)的de atau straight挺tǐngnot不bùto be fond of eating好吃hǎo chī(modifier / structural particle)的de — "cukup asin", dilunakkan oleh bingkai kasual.)

  • 4

    Kata bantu

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    Noun, Noun + apa什么shén me(modifier / structural particle)的de (…and so on)

    Leave a casual list open

    • You plan to buy fruit, snacks and similar items.
    • 买点mǎi diǎnfruit水果shuǐ guǒ、between-meal nibbles零食líng shíapa什么shén me(modifier / structural particle)的de。 — apa什么shén me(modifier / structural particle)的de leaves the list conversational and non-exhaustive.

    Build the form

    • The pattern in this lesson is Noun, Noun + apa什么shén me(modifier / structural particle)的de (…and so on). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    fruit水果shuǐ guǒ、snacks零食líng shíand so on什么的shén me de。

    Read examples in context

    • In the opening example, 买点mǎi diǎnfruit水果shuǐ guǒ、between-meal nibbles零食líng shíapa什么shén me(modifier / structural particle)的de。: apa什么shén me(modifier / structural particle)的de leaves the list conversational and non-exhaustive.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The phrase does not ask what the items are.
    • Use an explicit list if exact completeness matters.

    Use the distinction

    • apa什么shén me(modifier / structural particle)的de leaves the list conversational and non-exhaustive.
    • The phrase does not ask what the items are. Use an explicit list if exact completeness matters.

    Try it with help closed

    You plan to buy fruit, snacks and similar items. 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.

    One possible response: 买点mǎi diǎnfruit水果shuǐ guǒ、between-meal nibbles零食líng shíapa什么shén me(modifier / structural particle)的de。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The phrase does not ask what the items are.
    • Use an explicit list if exact completeness matters.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    … to wait for等děng / et cetera等等děng děng (etc.)

    Examples need not exhaust a category

    • A list gives apples and bananas as examples of fruit.
    • apel苹果píng guǒ、banana香蕉xiāng jiāoto wait for等děngfruit水果shuǐ guǒ。 — to wait for等děng links the examples to the broader fruit category.

    Build the form

    • The pattern in this lesson is … to wait for等děng / et cetera等等děng děng (etc.). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    apel苹果píng guǒ、banana香蕉xiāng jiāoetc.等děngfruit水果shuǐ guǒ。

    Read examples in context

    • In the opening example, apel苹果píng guǒ、banana香蕉xiāng jiāoto wait for等děngfruit水果shuǐ guǒ。: to wait for等děng links the examples to the broader fruit category.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • This list is not necessarily complete.
    • to wait for等děng can also close an explicit enumerated set, so the surrounding wording determines the scope.

    Use the distinction

    • to wait for等děng links the examples to the broader fruit category.
    • This list is not necessarily complete. to wait for等děng can also close an explicit enumerated set, so the surrounding wording determines the scope.

    Try it with help closed

    A list gives apples and bananas as examples of fruit. 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.

    One possible response: apel苹果píng guǒ、banana香蕉xiāng jiāoto wait for等děngfruit水果shuǐ guǒ。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • This list is not necessarily complete.
    • to wait for等děng can also close an explicit enumerated set, so the surrounding wording determines the scope.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 5

    Konjungsi

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    but不过bú guò (a softer “but”)

    A qualification can change a purchase decision

    • An item is good but costs more than you want.
    • thing东西dōng xīcorrect不错bù cuò，but不过bú guòa little有点yǒu diǎnexpensive贵guì。 — but不过bú guò introduces the price qualification to the positive assessment.

    Build the form

    • The pattern in this lesson is but不过bú guò (a softer “but”). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    the thing东西dōng xinice不错bú cuò，but不过bú guòa bit有点yǒu diǎnexpensive贵guì。

    Read examples in context

    • In the opening example, thing东西dōng xīcorrect不错bù cuò，but不过bú guòa little有点yǒu diǎnexpensive贵guì。: but不过bú guò introduces the price qualification to the positive assessment.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • but不过bú guò is often conversational, but its force depends on the argument and tone.
    • It is not always weaker than but但是dàn shì in every situation.

    Use the distinction

    • but不过bú guò introduces the price qualification to the positive assessment.
    • but不过bú guò is often conversational, but its force depends on the argument and tone. It is not always weaker than but但是dàn shì in every situation.

    Try it with help closed

    An item is good but costs more than you want. 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.

    One possible response: thing东西dōng xīcorrect不错bù cuò，but不过bú guòa little有点yǒu diǎnexpensive贵guì。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • but不过bú guò is often conversational, but its force depends on the argument and tone.
    • It is not always weaker than but但是dàn shì in every situation.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    and so于是yú shì (thereupon / and so)

    An event leads to a reaction

    • Rain starts and a group responds by returning home.
    • to rain下雨xià yǔ(completed / change)了le，and so于是yú shìwe / us我们wǒ mento return home回家huí jiā(completed / change)了le。 — and so于是yú shì connects the rain to the subsequent response.

    Build the form

    • The pattern in this lesson is and so于是yú shì (thereupon / and so). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    hujan下雨xià yǔ了le，and so于是yú shìwe我们wǒ mengo home回家huí jiā了le。

    Read examples in context

    • In the opening example, to rain下雨xià yǔ(completed / change)了le，and so于是yú shìwe / us我们wǒ mento return home回家huí jiā(completed / change)了le。: and so于是yú shì connects the rain to the subsequent response.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • It often advances a narrative, while so / therefore所以suǒ yǐ commonly expresses a conclusion.
    • These functions overlap; and so于是yú shì is more than a purely chronological then.

    Use the distinction

    • and so于是yú shì connects the rain to the subsequent response.
    • It often advances a narrative, while so / therefore所以suǒ yǐ commonly expresses a conclusion. These functions overlap; and so于是yú shì is more than a purely chronological then.

    Try it with help closed

    Rain starts and a group responds by returning home. 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.

    One possible response: to rain下雨xià yǔ(completed / change)了le，and so于是yú shìwe / us我们wǒ mento return home回家huí jiā(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • It often advances a narrative, while so / therefore所以suǒ yǐ commonly expresses a conclusion.
    • These functions overlap; and so于是yú shì is more than a purely chronological then.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    furthermore还有hái yǒu (also / and / what's more)

    Add an item without replacing the first

    • You bought books and also pens.
    • I / me我wǒto buy买mǎi(completed / change)了lebook书shū，furthermore还有hái yǒupen笔bǐ。 — furthermore还有hái yǒu adds pens to the previously named books.

    Build the form

    • The pattern in this lesson is furthermore还有hái yǒu (also / and / what's more). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒbuy买mǎi了lebooks书shū，also还有hái yǒupens笔bǐ。

    Read examples in context

    • In the opening example, I / me我wǒto buy买mǎi(completed / change)了lebook书shū，furthermore还有hái yǒupen笔bǐ。: furthermore还有hái yǒu adds pens to the previously named books.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • still / also还hái can also mean remaining or still in other frames.
    • Here the added item does not cancel the earlier purchase.

    Use the distinction

    • furthermore还有hái yǒu adds pens to the previously named books.
    • still / also还hái can also mean remaining or still in other frames. Here the added item does not cancel the earlier purchase.

    Try it with help closed

    You bought books and also pens. 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.

    One possible response: I / me我wǒto buy买mǎi(completed / change)了lebook书shū，furthermore还有hái yǒupen笔bǐ。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • still / also还hái can also mean remaining or still in other frames.
    • Here the added item does not cancel the earlier purchase.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    additional另外lìng wài (besides / in addition)

    Add a separate issue

    • After discussing one matter, you raise one more.
    • additional另外lìng wài，I / me我wǒfurthermore还有hái yǒu一件yī jiànmatter事shì。 — additional另外lìng wài signals a distinct additional point.

    Build the form

    • The pattern in this lesson is additional另外lìng wài (besides / in addition). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    besides另外lìng wài，I我wǒstill还háihave有yǒusatu一yí(measure word)件jiànmatter事shì。

    Read examples in context

    • In the opening example, additional另外lìng wài，I / me我wǒfurthermore还有hái yǒu一件yī jiànmatter事shì。: additional另外lìng wài signals a distinct additional point.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • additional另外lìng wài一个yí gè uses the word to identify another item instead.
    • The connector does not automatically express opposition to the previous point.

    Use the distinction

    • additional另外lìng wài signals a distinct additional point.
    • additional另外lìng wài一个yí gè uses the word to identify another item instead. The connector does not automatically express opposition to the previous point.

    Try it with help closed

    After discussing one matter, you raise one more. 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.

    One possible response: additional另外lìng wài，I / me我wǒfurthermore还有hái yǒu一件yī jiànmatter事shì。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • additional另外lìng wài一个yí gè uses the word to identify another item instead.
    • The connector does not automatically express opposition to the previous point.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to say again再说zài shuō (besides / what's more)

    An extra reason differs from postponing speech

    • You reject a purchase because it is expensive and you dislike it.
    • 太贵tài guì(completed / change)了le，to say again再说zài shuōI / me我wǒalso也yětidak不bùto like喜欢xǐ huan。 — to say again再说zài shuō adds a further reason supporting rejection.

    Build the form

    • The pattern in this lesson is to say again再说zài shuō (besides / what's more). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    too太tàiexpensive贵guì了le，besides再说zài shuōI我wǒalso也yětidak不bùlike喜欢xǐ huan。

    Read examples in context

    • In the opening example, 太贵tài guì(completed / change)了le，to say again再说zài shuōI / me我wǒalso也yětidak不bùto like喜欢xǐ huan。: to say again再说zài shuō adds a further reason supporting rejection.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • setelah以后yǐ hòuto say again再说zài shuō instead means discussing it later.
    • The whole construction distinguishes the connector from the literal verb phrase.

    Use the distinction

    • to say again再说zài shuō adds a further reason supporting rejection.
    • setelah以后yǐ hòuto say again再说zài shuō instead means discussing it later. The whole construction distinguishes the connector from the literal verb phrase.

    Try it with help closed

    You reject a purchase because it is expensive and you dislike it. 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.

    One possible response: 太贵tài guì(completed / change)了le，to say again再说zài shuōI / me我wǒalso也yětidak不bùto like喜欢xǐ huan。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • setelah以后yǐ hòuto say again再说zài shuō instead means discussing it later.
    • The whole construction distinguishes the connector from the literal verb phrase.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    but可是kě shì / but但是dàn shì (two words for “but”)

    Wanting and availability can conflict

    • You want to go but lack time.
    • I / me我wǒwant / think / miss想xiǎngto go去qù，but但是dàn shìnot / haven't没méi(concept of) time时间shí jiān。 — but但是dàn shì connects the desire with an obstacle to fulfilling it.

    Build the form

    • The pattern in this lesson is but可是kě shì / but但是dàn shì (two words for “but”). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒwant想xiǎnggo去qù，but但是dàn shìdon't have没méiwaktu时间shí jiān。

    Read examples in context

    • In the opening example, I / me我wǒwant / think / miss想xiǎngto go去qù，but但是dàn shìnot / haven't没méi(concept of) time时间shí jiān。: but但是dàn shì connects the desire with an obstacle to fulfilling it.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • but可是kě shì also fits this ordinary contrast.
    • Register preferences do not make one the only correct answer in every but-sentence.

    Use the distinction

    • but但是dàn shì connects the desire with an obstacle to fulfilling it.
    • but可是kě shì also fits this ordinary contrast. Register preferences do not make one the only correct answer in every but-sentence.

    Try it with help closed

    You want to go but lack time. 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.

    One possible response: I / me我wǒwant / think / miss想xiǎngto go去qù，but但是dàn shìnot / haven't没méi(concept of) time时间shí jiān。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • but可是kě shì also fits this ordinary contrast.
    • Register preferences do not make one the only correct answer in every but-sentence.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    and / but而ér (whereas / and yet)

    Compare two preferences without asserting a quarrel

    • One person prefers tea and another prefers coffee.
    • he / him他tāto like喜欢xǐ huantea茶chá，and / but而érI / me我wǒto like喜欢xǐ huancoffee (loanword)咖啡kā fēi。 — and / but而ér balances the contrasting preferences.

    Build the form

    • The pattern in this lesson is and / but而ér (whereas / and yet). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tālike喜欢xǐ huantea茶chá，whereas而érI我wǒlike喜欢xǐ huancoffee咖啡kā fēi。

    Read examples in context

    • In the opening example, he / him他tāto like喜欢xǐ huantea茶chá，and / but而érI / me我wǒto like喜欢xǐ huancoffee (loanword)咖啡kā fēi。: and / but而ér balances the contrasting preferences.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The contrast is between preferences, not proof of an argument.
    • and / but而ér can also join an additional description rather than always opposing the first clause.

    Use the distinction

    • and / but而ér balances the contrasting preferences.
    • The contrast is between preferences, not proof of an argument. and / but而ér can also join an additional description rather than always opposing the first clause.

    Try it with help closed

    One person prefers tea and another prefers coffee. 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.

    One possible response: he / him他tāto like喜欢xǐ huantea茶chá，and / but而érI / me我wǒto like喜欢xǐ huancoffee (loanword)咖啡kā fēi。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The contrast is between preferences, not proof of an argument.
    • and / but而ér can also join an additional description rather than always opposing the first clause.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to use / with用yòng / to pass through通过tōng guò … to come来lái … (by means of …)

    Connect the means to the intended use

    • A phone serves as the tool for paying.
    • we / us我们wǒ mento use / with用yòngcell phone手机shǒu jīto come来láito pay money付钱fù qián。 — to come来lái connects the phone's use with the payment action.

    Build the form

    • The pattern in this lesson is to use / with用yòng / to pass through通过tōng guò … to come来lái … (by means of …). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    we我们wǒ mengunakan用yòngphone手机shǒu jīke来láipay付钱fù qián。

    Read examples in context

    • In the opening example, we / us我们wǒ mento use / with用yòngcell phone手机shǒu jīto come来láito pay money付钱fù qián。: to come来lái connects the phone's use with the payment action.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • This to come来lái is not movement towards the speaker.
    • Naming a method does not by itself report successful payment; intentions and results differ.

    Use the distinction

    • to come来lái connects the phone's use with the payment action.
    • This to come来lái is not movement towards the speaker. Naming a method does not by itself report successful payment; intentions and results differ.

    Try it with help closed

    A phone serves as the tool for paying. 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.

    One possible response: we / us我们wǒ mento use / with用yòngcell phone手机shǒu jīto come来láito pay money付钱fù qián。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • This to come来lái is not movement towards the speaker.
    • Naming a method does not by itself report successful payment; intentions and results differ.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 6

    Kata benda

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    among其中qí zhōng (among them / of which)

    A subset stays inside the earlier group

    • Thirty students are mentioned, five of whom are boys.
    • 三十个sān shí gèsiswa学生xué shēng，among其中qí zhōng五个wǔ gèto be / is是shìschoolboy男生nán shēng。 — The five boys belong to the group of thirty.

    Build the form

    • The pattern in this lesson is among其中qí zhōng (among them / of which). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    thirty三十sān shí(measure word)个gestudents学生xué sheng，among them其中qí zhōngfive五wǔ(measure word)个geare是shìboys男生nán shēng。

    Read examples in context

    • In the opening example, 三十个sān shí gèsiswa学生xué shēng，among其中qí zhōng五个wǔ gèto be / is是shìschoolboy男生nán shēng。: The five boys belong to the group of thirty.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • among其中qí zhōng needs a recoverable group, but it may start a new sentence referring to a preceding sentence.
    • Do not add the five again to make thirty-five.

    Use the distinction

    • The five boys belong to the group of thirty.
    • among其中qí zhōng needs a recoverable group, but it may start a new sentence referring to a preceding sentence. Do not add the five again to make thirty-five.

    Try it with help closed

    Thirty students are mentioned, five of whom are boys. 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.

    One possible response: 三十个sān shí gèsiswa学生xué shēng，among其中qí zhōng五个wǔ gèto be / is是shìschoolboy男生nán shēng。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • among其中qí zhōng needs a recoverable group, but it may start a new sentence referring to a preceding sentence.
    • Do not add the five again to make thirty-five.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 7

    Angka

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    Fractions with bagian分fēn(of — literary)之zhī

    Read the denominator before the numerator

    • A recipe needs one third of a portion.
    • one third三分之一sān fēn zhī yī。 — The denominator is three and the numerator is one.

    Build the form

    • The pattern in this lesson is Fractions with bagian分fēn(of — literary)之zhī. Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    three三sān(of)分之fēn zhīsatu一yī。

    Read examples in context

    hundred百bǎi(of)分之fēn zhīfifty五十wǔ shí。

    • In the opening example, one third三分之一sān fēn zhī yī。: The denominator is three and the numerator is one.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • Chinese gives the whole-number partition first.
    • one third三分之一sān fēn zhī yī is not three wholes, and 百分之五十bǎi fēn zhī wǔ shí means fifty percent.

    Use the distinction

    • The denominator is three and the numerator is one.
    • Chinese gives the whole-number partition first. one third三分之一sān fēn zhī yī is not three wholes, and 百分之五十bǎi fēn zhī wǔ shí means fifty percent.

    Try it with help closed

    A recipe needs one third of a portion. 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.

    One possible response: one third三分之一sān fēn zhī yī。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • Chinese gives the whole-number partition first.
    • one third三分之一sān fēn zhī yī is not three wholes, and 百分之五十bǎi fēn zhī wǔ shí means fifty percent.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 8

    Partikel

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    Statement + (yes/no ?)吗ma (yes/no confirmation)

    Ask without deciding the answer beforehand

    • You ask a friend whether they are full after lunch.
    • you你nǐto eat one's fill吃饱chī bǎo(completed / change)了le(yes/no ?)吗ma？ — (yes/no ?)吗ma turns the statement about being full into a yes/no question.

    Build the form

    • The pattern in this lesson is Statement + (yes/no ?)吗ma (yes/no confirmation). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    you你nǐpenuh吃饱chī bǎo了le吗ma？

    Read examples in context

    • In the opening example, you你nǐto eat one's fill吃饱chī bǎo(completed / change)了le(yes/no ?)吗ma？: (yes/no ?)吗ma turns the statement about being full into a yes/no question.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The question need not imply a particular expected answer.
    • A direct alternative question such as to drink tea喝茶hē cháor / still还是hái shìcoffee (loanword)咖啡kā fēi uses a different form.

    Use the distinction

    • (yes/no ?)吗ma turns the statement about being full into a yes/no question.
    • The question need not imply a particular expected answer. A direct alternative question such as to drink tea喝茶hē cháor / still还是hái shìcoffee (loanword)咖啡kā fēi uses a different form.

    Try it with help closed

    You ask a friend whether they are full after lunch. 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.

    One possible response: you你nǐto eat one's fill吃饱chī bǎo(completed / change)了le(yes/no ?)吗ma？

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The question need not imply a particular expected answer.
    • A direct alternative question such as to drink tea喝茶hē cháor / still还是hái shìcoffee (loanword)咖啡kā fēi uses a different form.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    … (suggestion)吧ba，… ；… (suggestion)吧ba，… (weighing options)

    Neither option is straightforward

    • Going costs time, while declining feels awkward.
    • to go去qù(suggestion)吧ba，not / haven't没méi(concept of) time时间shí jiān；不去bù qù(suggestion)吧ba，to feel embarrassed不好意思bù hǎo yì sī。 — The speaker weighs drawbacks on both sides of the choice.

    Build the form

    • The pattern in this lesson is … (suggestion)吧ba，… ；… (suggestion)吧ba，… (weighing options). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    go去qù吧ba，tidak没méiwaktu时间shí jiān。

    Read examples in context

    • In the opening example, to go去qù(suggestion)吧ba，not / haven't没méi(concept of) time时间shí jiān；不去bù qù(suggestion)吧ba，to feel embarrassed不好意思bù hǎo yì sī。: The speaker weighs drawbacks on both sides of the choice.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • Setiap (suggestion)吧ba floats an option here.
    • This is different from an ordinary command or the suggestion to walk走zǒu(suggestion)吧ba.

    Use the distinction

    • The speaker weighs drawbacks on both sides of the choice.
    • Setiap (suggestion)吧ba floats an option here. This is different from an ordinary command or the suggestion to walk走zǒu(suggestion)吧ba.

    Try it with help closed

    Going costs time, while declining feels awkward. 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.

    One possible response: to go去qù(suggestion)吧ba，not / haven't没méi(concept of) time时间shí jiān；不去bù qù(suggestion)吧ba，to feel embarrassed不好意思bù hǎo yì sī。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • Setiap (suggestion)吧ba floats an option here.
    • This is different from an ordinary command or the suggestion to walk走zǒu(suggestion)吧ba.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    Sentence-final (modifier / structural particle)的de (modal: certainty)

    Reassurance expresses confidence, not proof

    • You reassure a worried friend about an improving situation.
    • don't别biéanxious担心dān xīn，can / will会huìbaik好hǎo(modifier / structural particle)的de。 — Final (modifier / structural particle)的de adds a confident, reassuring tone.

    Build the form

    • The pattern in this lesson is Sentence-final (modifier / structural particle)的de (modal: certainty). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    don't别biéworry担心dān xīn，will会huìfine好hǎo的de。

    Read examples in context

    • In the opening example, don't别biéanxious担心dān xīn，can / will会huìbaik好hǎo(modifier / structural particle)的de。: Final (modifier / structural particle)的de adds a confident, reassuring tone.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The speaker can still be mistaken.
    • This (modifier / structural particle)的de is not the possessive modifier in I / me我wǒ(modifier / structural particle)的debook书shū.

    Use the distinction

    • Final (modifier / structural particle)的de adds a confident, reassuring tone.
    • The speaker can still be mistaken. This (modifier / structural particle)的de is not the possessive modifier in I / me我wǒ(modifier / structural particle)的debook书shū.

    Try it with help closed

    You reassure a worried friend about an improving situation. 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.

    One possible response: don't别biéanxious担心dān xīn，can / will会huìbaik好hǎo(modifier / structural particle)的de。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The speaker can still be mistaken.
    • This (modifier / structural particle)的de is not the possessive modifier in I / me我wǒ(modifier / structural particle)的debook书shū.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 9

    Preposisi

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    along with随着suí zhe (as / along with)

    Two changes can track together without proving causation

    • A report describes improvements alongside economic development.
    • along with随着suí zheeconomy经济jīng jì(modifier / structural particle)的dedevelopment发展fā zhǎn，to live生活shēng huó更好gèng hǎo(completed / change)了le。 — along with随着suí zhe frames development as the changing background to the improvement.

    Build the form

    • The pattern in this lesson is along with随着suí zhe (as / along with). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    as随着suí zheeconomy经济jīng jì的dedevelopment发展fā zhǎn，life生活shēng huómore更gèngbaik好hǎo了le。

    Read examples in context

    • In the opening example, along with随着suí zheeconomy经济jīng jì(modifier / structural particle)的dedevelopment发展fā zhǎn，to live生活shēng huó更好gèng hǎo(completed / change)了le。: along with随着suí zhe frames development as the changing background to the improvement.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The sentence asserts a relationship in time or development.
    • The grammar alone does not prove that development was the only cause.

    Use the distinction

    • along with随着suí zhe frames development as the changing background to the improvement.
    • The sentence asserts a relationship in time or development. The grammar alone does not prove that development was the only cause.

    Try it with help closed

    A report describes improvements alongside economic development. 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.

    One possible response: along with随着suí zheeconomy经济jīng jì(modifier / structural particle)的dedevelopment发展fā zhǎn，to live生活shēng huó更好gèng hǎo(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The sentence asserts a relationship in time or development.
    • The grammar alone does not prove that development was the only cause.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    at / in在zài … (bound form) up上shàng (in terms of / regarding)

    An abstract domain differs from a physical surface

    • A person works conscientiously.
    • at / in在zàito work工作gōng zuò(bound form) up上shàng，he / him他tādegree / adjective linker很hěnconscientious认真rèn zhēn。 — at / in在zài…(bound form) up上shàng limits the evaluation to the domain of work.

    Build the form

    • The pattern in this lesson is at / in在zài … (bound form) up上shàng (in terms of / regarding). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    in在zàiwork工作gōng zuò(aspect)上shàng，he他tāvery很hěnserious认真rèn zhēn。

    Read examples in context

    • In the opening example, at / in在zàito work工作gōng zuò(bound form) up上shàng，he / him他tādegree / adjective linker很hěnconscientious认真rèn zhēn。: at / in在zài…(bound form) up上shàng limits the evaluation to the domain of work.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • at / in在zàitable桌子zhuō zi(bound form) up上shàng instead describes a physical position.
    • The work evaluation does not necessarily apply to every area of the person's life.

    Use the distinction

    • at / in在zài…(bound form) up上shàng limits the evaluation to the domain of work.
    • at / in在zàitable桌子zhuō zi(bound form) up上shàng instead describes a physical position. The work evaluation does not necessarily apply to every area of the person's life.

    Try it with help closed

    A person works conscientiously. 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.

    One possible response: at / in在zàito work工作gōng zuò(bound form) up上shàng，he / him他tādegree / adjective linker很hěnconscientious认真rèn zhēn。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • at / in在zàitable桌子zhuō zi(bound form) up上shàng instead describes a physical position.
    • The work evaluation does not necessarily apply to every area of the person's life.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 10

    Pola kalimat — keberadaan & penekanan

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    variant of 并并bìng + tidak不bù / not / haven't没méi (emphatic denial)

    Deny an assumed difficulty

    • Someone says a task must be difficult; you disagree.
    • this这zhèvariant of 并并bìng不难bù nán。 — variant of 并并bìng strengthens the rejection of the assumed difficulty.

    Build the form

    • The pattern in this lesson is variant of 并并bìng + tidak不bù / not / haven't没méi (emphatic denial). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhèactually并bìngtidak不bùhard难nán。

    Read examples in context

    • In the opening example, this这zhèvariant of 并并bìng不难bù nán。: variant of 并并bìng strengthens the rejection of the assumed difficulty.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • This negative use differs from variant of 并并bìng as a connector meaning and.
    • The emphatic wording is still the speaker's assessment, not objective proof.

    Use the distinction

    • variant of 并并bìng strengthens the rejection of the assumed difficulty.
    • This negative use differs from variant of 并并bìng as a connector meaning and. The emphatic wording is still the speaker's assessment, not objective proof.

    Try it with help closed

    Someone says a task must be difficult; you disagree. 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.

    One possible response: this这zhèvariant of 并并bìng不难bù nán。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • This negative use differs from variant of 并并bìng as a connector meaning and.
    • The emphatic wording is still the speaker's assessment, not objective proof.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 11

    Pola kalimat — perbandingan

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    Lembar Kerja

    Apa yang dipelajari dalam topik ini

    Satu bingkai memiliki topik ini: to use以yǐ A for为wèi B — "mengambil A sebagai B", memperlakukan satu hal sebagai dasar, standar, atau fokus Anda. Ini elegan, semi-klasik dan formal, serta menjadi daya penggerak bagi kelompok ungkapan tetap yang layak dihafal sebagai satu kesatuan.

    to use以yǐ A for为wèi B: mengambil A sebagai B

    Struktur: to use以yǐ + A + for为wèi + B

    we / us我们wǒ mencompany公司gōng sīto use以yǐAsia (abbr. for 亚细亚洲)亚洲yà zhōumarketplace市场shì chǎngto rely mainly on为主wéi zhǔ。 (Wǒmen gōngsī yǐ Yàzhōu shìchǎng wéi zhǔ.) — Perusahaan kami berfokus terutama pada pasar Asia.

    many许多xǔ duōcompany企业qǐ yèdevelopment发展fā zhǎn很快hěn kuài，to use以yǐMacDonald or McDonald (name)麦当劳mài dāng láoused in the construction…为例wèi lì。 (Xǔduō qǐyè fāzhǎn hěn kuài, yǐ Màidāngláo wéi lì.) — Banyak perusahaan telah tumbuh dengan cepat — ambil McDonald's sebagai contoh.

    Rangka ini memperlakukan A sebagai B Anda: fokus, contoh, dan dasar Anda. Hafalkan set frasa tersebut dan Anda akan menguasai seluruh polanya:

    • to use以yǐ … to rely mainly on为主wéi zhǔ (yǐ…wéi zhǔ) — "terutama, dengan … sebagai fokus"
    • to use以yǐ … used in the construction…为例wèi lì (yǐ…wéi lì) — "mengambil … sebagai contoh"
    • to use以yǐ … 为荣wèi róng (yǐ…wéi róng) — "bangga dengan …"
    • people-oriented以人为本yǐ rén wéi běn (yǐ rén wéi běn) — "menempatkan manusia di posisi utama"

    Cobalah sendiri. Dalam kalimat esai, sebutkan sebuah kota yang melambangkan sejarah Tiongkok: to use以yǐXi'an, sub-provincial city…西安xī ān used in the construction…为例wèi lì，China中国zhōng guóhistory历史lì shǐvery非常fēi chánglong (tradition, history…悠久yōu jiǔ。(Yǐ Xī'ān wéi lì, Zhōngguó lìshǐ fēicháng yōujiǔ.) — Ambil Xi'an sebagai contoh: Sejarah Tiongkok sangat panjang.

    Kembar kasual

    Parafrase sehari-hari adalah (把: marks the object)把bǎ A to treat as当作dàng zuò B (bǎ A dàngzuò B) — "memperlakukan A sebagai B". Gagasan sama, namun penyampaiannya berbeda:

    • Penulisan formal: we / us我们wǒ mento use以yǐquality质量zhì liàngfor为wèistandard标准biāo zhǔn。(Wǒmen yǐ zhìliàng wéi biāozhǔ.) — Kami menjadikan kualitas sebagai standar kami.
    • Percakapan kasual: I / me我wǒ(把: marks the object)把bǎhere这里zhè lǐto treat as当作dàng zuòoneself自己zì jǐ(modifier / structural particle)的dehome家jiā。(Wǒ bǎ zhèli dàngzuò zìjǐ de jiā.) — Saya memperlakukan tempat ini sebagai rumah saya sendiri.

    Hati-hati

    • to use以yǐ … for为wèi … bersifat formal dan tertulis — simpanlah untuk esai, laporan, dan papan tanda; gunakan (把: marks the object)把bǎ … to treat as当作dàng zuò … dalam percakapan.
    • Hafalkan frasa-frasa tetap secara utuh (to use以yǐ…to rely mainly on为主wéi zhǔ, to use以yǐ…used in the construction…为例wèi lì): rangkanya tetap, dan ujian menguji pasangan tersebut, bukan bagian-bagiannya.

    Tinjauan

    1. Apa arti "to use以yǐ A for为wèi B" dalam satu frasa bahasa Inggris?
    2. Frasa tetap manakah yang berarti "mengambil … sebagai contoh"?
    3. Bagaimana cara kasual mengucapkan "to use以yǐ … for为wèi …" dalam percakapan?
    4. "people-oriented以人为本yǐ rén wéi běn" berarti apa?

    (Jawaban: 1. "Take / regard A as B." 2. to use以yǐ … used in the construction…为例wèi lì. 3. (把: marks the object)把bǎ A to treat as当作dàng zuò B. 4. "Menempatkan manusia sebagai prioritas" — manusia sebagai dasar.)

  • 12

    Kata kerja

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    Lembar Kerja

    Apa yang dipelajari dalam topik ini

    Delapan pola kata kerja: empat kausatif (to let / make让ràng / variant of 叫叫jiào / to ask请qǐng / to make使shǐ), ungkapan sehari-hari "tergantung" (want / will / need要yàoto see看kàn / (degree marker)得deto see看kàn), hedge halusas if好像hǎo xiàng, kata kerja esaito rest with在于zài yú ("inti terletak pada"), kata kerja kesalahpahamanto think (i.e. to take it…以为yǐ wéi, dua-topito pass through通过tōng guò, ringkasto come from (a place)来自lái zì, dan "dummy"to come来lái yang menggantikan kata kerja mana pun yang jelas.

    to let / make让ràng / variant of 叫叫jiào / to ask请qǐng / to make使shǐ: membuat seseorang melakukan sesuatu

    Struktur: Subjek + to let / make让ràng / variant of 叫叫jiào / to ask请qǐng / to make使shǐ + Orang + Predikat

    you你nǐwhy?为什么wèi shén me不让bù ràngI / me我wǒto go去qù？ (Nǐ wèishénme bù ràng wǒ qù?) — Mengapa kamu tidak mengizinkan saya pergi?

    这部zhè bùmovie电影diàn yǐngto let / make让ràngperson人réndegree / adjective linker很hěnto move (sb)感动gǎn dòng。 (Zhè bù diànyǐng ràng rén hěn gǎndòng.) — Film ini benar-benar menyentuh hati.

    he / him他tā(modifier / structural particle)的delecture演讲yǎn jiǎngto make使shǐaudience听众tīng zhòngvery非常fēi chángto move emotionally激动jī dòng。 (Tā de yǎnjiǎng shǐ tīngzhòng fēicháng jīdòng.) — Pidatonya membuat para pendengar sangat bersemangat.

    Empat kausatif, diurutkan berdasarkan nada: to make使shǐ (formal "menyebabkan") → to let / make让ràng (netral "memaksa / mengizinkan") → variant of 叫叫jiào (kasual "perintah") → to ask请qǐng (sopan "meminta / mengundang"). Baru di HSK 4: hasilnya bisa berupa kata sifat perasaan — to let / make让ràngperson人rénto move (sb)感动gǎn dòng, 使人shǐ rénto move emotionally激动jī dòng.

    Perhatikan: 'to let / make让ràng' mencakup makna "make" dan "let" — konteks yang menentukan mana yang tepat.

    (degree marker)得deto see看kàn / want / will / need要yàoto see看kàn dan as if好像hǎo xiàng: ketergantungan dan kesan

    (degree marker)得deto see看kàn / want / will / need要yàoto see看kàn adalah ungkapan sehari-hari untuk "tergantung pada" — secara harfiah "harus melihat". Faktor penentu biasanya membawa kata tanya.

    这得zhè déto see看kànyou你nǐ(modifier / structural particle)的de(concept of) time时间shí jiān。 (Zhè děikàn nǐ de shíjiān.) — Itu tergantung pada jadwalmu.

    去不去qù bù qù(degree marker)得deto see看kànI / me我wǒ(modifier / structural particle)的demood心情xīn qíng。 (Qù bu qù děikàn wǒ de xīnqíng.) — Apakah aku akan pergi tergantung pada mood-ku.

    Perhatikan pengucapannya: (degree marker)得de di sini dibaca děi (artinya "harus"), bukan struktur de dari pelengkap. Jawaban cepat yang umum: to see看kàncircumstances情况qíng kuàng (kàn qíngkuàng) — "tergantung situasi".

    as if好像hǎo xiàng melunakkan sebuah pernyataan menjadi suatu kesan — "terlihat seperti, seolah-olah". Tanpa subjek, ini berarti "sepertinya bahwa…": as if好像hǎo xiàngwant / will / need要yàoto rain下雨xià yǔ(completed / change)了le。 (Hǎoxiàng yào xiàyǔ le.) — Sepertinya akan hujan.

    to rest with在于zài yú dan to come from (a place)来自lái zì: di mana sesuatu berada dan berasal dari mana

    to rest with在于zài yú menetapkan di mana esensi sesuatu terletak — "berada dalam, merupakan masalah". Formal, gaya tulisan esai.

    success成功chéng gōngto rest with在于zài yúto persevere with坚持jiān chí。 (Chénggōng zàiyú jiānchí.) — Keberhasilan terletak pada ketekunan.

    gift礼物lǐ wùto rest with在于zài yúintention心意xīn yì，not不bùto rest with在于zài yúprecious贵重guì zhòng。 (Lǐwù zàiyú xīnyì, bù zàiyú guìzhòng.) — Hadiah tentang niatnya, bukan harganya.

    Dengan orang, to rest with在于zài yú berarti "tergantung pada": 去不去qù bù qùto rest with在于zài yúyou你nǐoneself自己zì jǐ (qù bu qù zàiyú nǐ zìjǐ) — apakah pergi atau tidak tergantung pada dirimu.

    to come from (a place)来自lái zì adalah satu kata kerja ringkas untuk asal-usul — "datang dari", lebih formal daripada from从cóng…to come来lái, sempurna untuk perkenalan dan sumber abstrak.

    I / me我wǒto come from (a place)来自lái zìChina中国zhōng guó。 (Wǒ láizì Zhōngguó.) — Saya berasal dari China.

    I / me我wǒ(modifier / structural particle)的dethis这个zhè geway of thinking想法xiǎng fǎto come from (a place)来自lái zìto live生活shēng huó。 (Wǒ de zhège xiǎngfǎ láizì shēnghuó.) — Ide saya ini berasal dari kehidupan sehari-hari.

    Hati-hati: to come from (a place)来自lái zì mengambil sumbernya secara langsung, tanpa from从cóng — to come from (a place)来自lái zìChina中国zhōng guó ✓, from从cóngto come from (a place)来自lái zìChina中国zhōng guó ✗.

    to think (i.e. to take it…以为yǐ wéi dan to pass through通过tōng guò: keyakinan yang salah dan cara/cara

    to think (i.e. to take it…以为yǐ wéi adalah kata kerja khusus untuk keyakinan yang terbukti salah. Apa pun yang mengikuti adalah ide yang keliru yang Anda pegang.

    I / me我wǒto think (i.e. to take it…以为yǐ wéihe / him他tāto be / is是shìGerman person or people德国人dé guó rén。 (W yǐwéi tā shì Déguórén.) — Saya mengira dia orang Jerman (dia bukan).

    别以为bié yǐ wéiI / me我wǒnot不bùto know知道zhī dào。 (Bié yǐwéi wǒ bù zhīdào.) — Jangan mengira saya tidak tahu.

    Untuk keyakinan yang hanya Anda pegang, gunakan to feel / think觉得jué de / want / think / miss想xiǎng — mengganti dengan to think (i.e. to take it…以为yǐ wéi menyiratkan Anda telah keliru. Pembuka penanda: I / me我wǒstill / also还háito think (i.e. to take it…以为yǐ wéi… — "Saya mengira (secara keliru) bahwa…"

    to pass through通过tōng guò mengenakan dua peran: sebagai kata kerja, "lulus (ujian) / melewati (tempat)"; sebagai kata depan, "melalui, via".

    I / me我wǒto pass through通过tōng guò(completed / change)了lethis这个zhè geto take an exam考试kǎo shì。 (Wǒ tōngguò le zhège kǎoshì.) — Saya lulus ujian ini.

    we / us我们wǒ mento pass through通过tōng guòhe / him他tā(modifier / structural particle)的defriend朋友péng yǒuto find找到zhǎo dào(completed / change)了lehe / him他tā。 (Wǒmen tōngguò tā de péngyou zhǎodào le tā.) — Kami menemukan dia melalui temannya.

    to come来lái — kata kerja "palsu"

    Struktur: (to let / make让ràng +) Subjek + to come来lái (+ (suggestion)吧ba)

    我来wǒ lái(suggestion)吧ba。 (Wǒ lái ba.) — Biarkan saya yang lakukan.

    you你nǐto write写xiě(degree marker)得degood好hǎo，you你nǐto come来lái(suggestion)吧ba。 (Nǐ xiě de hǎo, nǐ lái ba.) — Tulisanmu bagus — kamu yang kerjakan.

    to come来lái (lái) yang tanpa kata kerja lain berfungsi sebagai pengganti kata kerja yang lebih spesifik ketika aksi sebenarnya sudah jelas dari konteksnya, seperti bahasa Inggris "I'll get this". 我来wǒ lái — Saya akan melakukannya; you你nǐto come来lái — giliran kamu; to let / make让rànghe / him他tāoneself自己zì jǐ to come来lái (ràng tā zìjǐ lái) — biarkan dia mencoba sendiri.

    Hati-hati: to come来lái ini tidak berarti "datang" — dan memerlukan konteks agar aksi menjadi jelas; jika tidak, sebutkan kata kerjanya secara eksplisit.

    Tinjauan

    1. Susun empat kata penyebab (causatives) dari yang paling formal hingga paling kasual.
    2. I / me我wǒto think (i.e. to take it…以为yǐ wéihe / him他tāto be / is是shìGerman person or people德国人dé guó rén — apakah dia orang Jerman?
    3. Kata mana yang berarti "tergantung", dan pengucapan apa yang dibawanya (degree marker)得de?
    4. 我来wǒ lái(suggestion)吧ba di depan pintu dengan tas berat — apakah to come来lái berarti "datang"?
    5. Perbaiki kesalahan: from从cóngto come from (a place)来自lái zìShanghai municipality…上海shàng hǎi。

    (Jawaban: 1. to make使shǐ → to let / make让ràng → variant of 叫叫jiào → to ask请qǐng adalah formal → netral → kasual → sopan (to ask请qǐng sopan dalam maksud). 2. Tidak — to think (i.e. to take it…以为yǐ wéi menandai keyakinan tersebut salah. 3. (degree marker)得deto see看kàn (děikàn); (degree marker)得de adalah děi, "harus". ". 4. Tidak — itu adalah kata kerja semu: "Saya akan membawanya." 5. I / me我wǒto come from (a place)来自lái zìShanghai municipality…上海shàng hǎi — to come from (a place)来自lái zì mengambil sumbernya secara langsung, tanpa from从cóng.)

  • 13

    Kata kerja bantu

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    need not不用bù yòng (don't need to)

    No need differs from a ban

    • A friend worries unnecessarily and you reassure them.
    • you你nǐneed not不用bù yònganxious担心dān xīn。 — The speaker says worrying is unnecessary.

    Build the form

    • The pattern in this lesson is need not不用bù yòng (don't need to). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    you你nǐdon't need to不用bú yòngworry担心dān xīn。

    Read examples in context

    • In the opening example, you你nǐneed not不用bù yònganxious担心dān xīn。: The speaker says worrying is unnecessary.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • not to allow不许bù xǔanxious担心dān xīn would be a prohibition, while need not不用bù yòng removes a need.
    • need not不用bù yòng can also have a literal not-use meaning in a different frame.

    Use the distinction

    • The speaker says worrying is unnecessary.
    • not to allow不许bù xǔanxious担心dān xīn would be a prohibition, while need not不用bù yòng removes a need. need not不用bù yòng can also have a literal not-use meaning in a different frame.

    Try it with help closed

    A friend worries unnecessarily and you reassure them. 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.

    One possible response: you你nǐneed not不用bù yònganxious担心dān xīn。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • not to allow不许bù xǔanxious担心dān xīn would be a prohibition, while need not不用bù yòng removes a need.
    • need not不用bù yòng can also have a literal not-use meaning in a different frame.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    (degree marker)得de (děi) (must / have to)

    The same character has different pronunciations

    • You need to leave in time for an appointment.
    • I / me我wǒ(degree marker)得deto walk走zǒu(completed / change)了le。 — (degree marker)得de is read děi and expresses necessity here.

    Build the form

    • The pattern in this lesson is (degree marker)得de (děi) (must / have to). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒmust得děigo走zǒu了le。

    Read examples in context

    • In the opening example, I / me我wǒ(degree marker)得deto walk走zǒu(completed / change)了le。: (degree marker)得de is read děi and expresses necessity here.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The unstressed de follows a verb in a complement, while dé occurs in obtaining or gaining.
    • Position and meaning determine the reading.

    Use the distinction

    • (degree marker)得de is read děi and expresses necessity here.
    • The unstressed de follows a verb in a complement, while dé occurs in obtaining or gaining. Position and meaning determine the reading.

    Try it with help closed

    You need to leave in time for an appointment. 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.

    One possible response: I / me我wǒ(degree marker)得deto walk走zǒu(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The unstressed de follows a verb in a complement, while dé occurs in obtaining or gaining.
    • Position and meaning determine the reading.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 14

    Frasa kata kerja

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    variant of 并并bìng / moreover并且bìng qiě (combining verbs: and)

    Join related actions

    • A group discusses a proposal and reaches a decision.
    • everyone大家dà jiāto discuss讨论tǎo lùnvariant of 并并bìngto decide (to do something)决定jué dìng(completed / change)了le。 — variant of 并并bìng joins the discussing and deciding actions.

    Build the form

    • The pattern in this lesson is variant of 并并bìng / moreover并且bìng qiě (combining verbs: and). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    everyone大家dà jiādiscuss讨论tǎo lùndan并bìngdecide决定jué dìng了le。

    Read examples in context

    • In the opening example, everyone大家dà jiāto discuss讨论tǎo lùnvariant of 并并bìngto decide (to do something)决定jué dìng(completed / change)了le。: variant of 并并bìng joins the discussing and deciding actions.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • and / with和hé normally joins simple nouns, while variant of 并并bìng atau moreover并且bìng qiě often joins actions and clauses.
    • variant of 并并bìngtidak不bù menggunakan variant of 并并bìng differently to strengthen a negative.

    Use the distinction

    • variant of 并并bìng joins the discussing and deciding actions.
    • and / with和hé normally joins simple nouns, while variant of 并并bìng atau moreover并且bìng qiě often joins actions and clauses. variant of 并并bìngtidak不bù menggunakan variant of 并并bìng differently to strengthen a negative.

    Try it with help closed

    A group discusses a proposal and reaches a decision. 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.

    One possible response: everyone大家dà jiāto discuss讨论tǎo lùnvariant of 并并bìngto decide (to do something)决定jué dìng(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • and / with和hé normally joins simple nouns, while variant of 并并bìng atau moreover并且bìng qiě often joins actions and clauses.
    • variant of 并并bìngtidak不bù menggunakan variant of 并并bìng differently to strengthen a negative.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    young少shǎo + Verb (do less)

    Reduce an action rather than eliminate it

    • A conversation is disrupting work, so you ask for less talking.
    • young少shǎoto speak说话shuō huà。 — The request is to reduce talking.

    Build the form

    • The pattern in this lesson is young少shǎo + Verb (do less). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    less少shǎoeat吃chīa bit点diǎngreasy油腻yóu nì的de。

    Read examples in context

    • In the opening example, young少shǎoto speak说话shuō huà。: The request is to reduce talking.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • young少shǎo may refer to frequency, duration or amount depending on the action.
    • It does not necessarily mean complete silence.

    Use the distinction

    • The request is to reduce talking.
    • young少shǎo may refer to frequency, duration or amount depending on the action. It does not necessarily mean complete silence.

    Try it with help closed

    A conversation is disrupting work, so you ask for less talking. 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.

    One possible response: young少shǎoto speak说话shuō huà。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • young少shǎo may refer to frequency, duration or amount depending on the action.
    • It does not necessarily mean complete silence.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    many多duō + Verb (do more)

    Increase practice without naming an amount

    • A teacher asks a learner to practise more.
    • many多duōto practice练习liàn xí。 — many多duō calls for a greater amount of practice.

    Build the form

    • The pattern in this lesson is many多duō + Verb (do more). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    more多duōdrink喝hēair水shuǐ。

    Read examples in context

    • In the opening example, many多duōto practice练习liàn xí。: many多duō calls for a greater amount of practice.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The comparison is against the current or expected amount.
    • It does not prescribe an exact number or unlimited practice.

    Use the distinction

    • many多duō calls for a greater amount of practice.
    • The comparison is against the current or expected amount. It does not prescribe an exact number or unlimited practice.

    Try it with help closed

    A teacher asks a learner to practise more. 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.

    One possible response: many多duōto practice练习liàn xí。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The comparison is against the current or expected amount.
    • It does not prescribe an exact number or unlimited practice.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to follow由yóu + Person + Verb (done by)

    Assign responsibility without claiming completion

    • A plan assigns you responsibility for a task.
    • 这件zhè jiànmain content事由shì yóuI / me我wǒto be responsible for负责fù zé。 — to follow由yóu names the speaker as responsible for the task.

    Build the form

    • The pattern in this lesson is to follow由yóu + Person + Verb (done by). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhè(measure word)件jiànmatter事shìby由yóume我wǒbe in charge负责fù zé。

    Read examples in context

    • In the opening example, 这件zhè jiànmain content事由shì yóuI / me我wǒto be responsible for负责fù zé。: to follow由yóu names the speaker as responsible for the task.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The assignment does not report that the task is finished.
    • to follow由yóu also has source-related uses, so learn this responsibility frame in context.

    Use the distinction

    • to follow由yóu names the speaker as responsible for the task.
    • The assignment does not report that the task is finished. to follow由yóu also has source-related uses, so learn this responsibility frame in context.

    Try it with help closed

    A plan assigns you responsibility for a task. 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.

    One possible response: 这件zhè jiànmain content事由shì yóuI / me我wǒto be responsible for负责fù zé。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The assignment does not report that the task is finished.
    • to follow由yóu also has source-related uses, so learn this responsibility frame in context.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    moreover并且bìng qiě (moreover / and also)

    Add a quality that supports the point

    • You describe someone as intelligent and hard-working.
    • he / him他tāintelligent聪明cōng míng，moreover并且bìng qiědegree / adjective linker很hěnto make an effort努力nǔ lì。 — moreover并且bìng qiě adds the second quality to the first.

    Build the form

    • The pattern in this lesson is moreover并且bìng qiě (moreover / and also). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tāsmart聪明cōng míng，moreover并且bìng qiěvery很hěnhard-working努力nǔ lì。

    Read examples in context

    • In the opening example, he / him他tāintelligent聪明cōng míng，moreover并且bìng qiědegree / adjective linker很hěnto make an effort努力nǔ lì。: moreover并且bìng qiě adds the second quality to the first.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The two points are added rather than presented as a concession here.
    • Addition does not always mean both qualities are positive or that the second is stronger.

    Use the distinction

    • moreover并且bìng qiě adds the second quality to the first.
    • The two points are added rather than presented as a concession here. Addition does not always mean both qualities are positive or that the second is stronger.

    Try it with help closed

    You describe someone as intelligent and hard-working. 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.

    One possible response: he / him他tāintelligent聪明cōng míng，moreover并且bìng qiědegree / adjective linker很hěnto make an effort努力nǔ lì。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The two points are added rather than presented as a concession here.
    • Addition does not always mean both qualities are positive or that the second is stronger.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    always从来cóng lái + tidak不bù / not / haven't没méi (never)

    Deny a past experience

    • You have never visited the place being discussed.
    • I / me我wǒalways从来cóng láinot / haven't没méi去过qù guò。 — The sentence denies a visit within the relevant past.

    Build the form

    • The pattern in this lesson is always从来cóng lái + tidak不bù / not / haven't没méi (never). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒtidak pernah从来cóng láihaven't没méibeen去过qù guò。

    Read examples in context

    • In the opening example, I / me我wǒalways从来cóng láinot / haven't没méi去过qù guò。: The sentence denies a visit within the relevant past.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • tidak pernah从来不cóng lái bùto go去qù instead describes a habitual policy or behaviour.
    • Affirmative 从来如此cóng lái rú cǐ is also possible, so negatives are common rather than compulsory everywhere.

    Use the distinction

    • The sentence denies a visit within the relevant past.
    • tidak pernah从来不cóng lái bùto go去qù instead describes a habitual policy or behaviour. Affirmative 从来如此cóng lái rú cǐ is also possible, so negatives are common rather than compulsory everywhere.

    Try it with help closed

    You have never visited the place being discussed. 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.

    One possible response: I / me我wǒalways从来cóng láinot / haven't没méi去过qù guò。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • tidak pernah从来不cóng lái bùto go去qù instead describes a habitual policy or behaviour.
    • Affirmative 从来如此cóng lái rú cǐ is also possible, so negatives are common rather than compulsory everywhere.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to be worth值得zhí de + Verb (worth doing)

    Evaluate an action before doing it

    • A friend recommends a place for a visit.
    • this这个zhè geluas地方dì fāngto be worth值得zhí de一去yī qù。 — The speaker judges visiting it worthwhile.

    Build the form

    • The pattern in this lesson is to be worth值得zhí de + Verb (worth doing). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhè(measure word)个geplace地方dì fangworth值得zhí déonce一yígo去qù。

    Read examples in context

    • In the opening example, this这个zhè geluas地方dì fāngto be worth值得zhí de一去yī qù。: The speaker judges visiting it worthwhile.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • 一去yī qù gives a compact action phrase here.
    • Worthwhile is an evaluation, not evidence that the visit already occurred.

    Use the distinction

    • The speaker judges visiting it worthwhile.
    • 一去yī qù gives a compact action phrase here. Worthwhile is an evaluation, not evidence that the visit already occurred.

    Try it with help closed

    A friend recommends a place for a visit. 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.

    One possible response: this这个zhè geluas地方dì fāngto be worth值得zhí de一去yī qù。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • 一去yī qù gives a compact action phrase here.
    • Worthwhile is an evaluation, not evidence that the visit already occurred.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    Verb + to / arrive到dào + Time / Event (until)

    An endpoint differs from an elapsed duration

    • You describe working up to a late time.
    • we / us我们wǒ mento work工作gōng zuòto / arrive到dàodegree / adjective linker很hěnevening晚wǎn。 — to / arrive到dào introduces the endpoint reached by the work.

    Build the form

    • The pattern in this lesson is Verb + to / arrive到dào + Time / Event (until). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    we我们wǒ menwork工作gōng zuòuntil到dàovery很hěnlate晚wǎn。

    Read examples in context

    • In the opening example, we / us我们wǒ mento work工作gōng zuòto / arrive到dàodegree / adjective linker很hěnevening晚wǎn。: to / arrive到dào introduces the endpoint reached by the work.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • to work工作gōng zuò(completed / change)了le三个sān gèhour小时xiǎo shí instead measures duration.
    • An endpoint does not necessarily imply that no work resumed after a break.

    Use the distinction

    • to / arrive到dào introduces the endpoint reached by the work.
    • to work工作gōng zuò(completed / change)了le三个sān gèhour小时xiǎo shí instead measures duration. An endpoint does not necessarily imply that no work resumed after a break.

    Try it with help closed

    You describe working up to a late time. 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.

    One possible response: we / us我们wǒ mento work工作gōng zuòto / arrive到dàodegree / adjective linker很hěnevening晚wǎn。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • to work工作gōng zuò(completed / change)了le三个sān gèhour小时xiǎo shí instead measures duration.
    • An endpoint does not necessarily imply that no work resumed after a break.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to do harm to害hài(degree marker)得de (cause sb to suffer)

    Blame need not imply intention

    • Noise prevented you from sleeping well.
    • noisy吵闹chǎo nàoto cause or lead to sth bad害得hài déI / me我wǒnot / haven't没méito sleep睡shuìbaik好hǎo。 — to do harm to害hài(degree marker)得de presents the noise as causing an unwelcome result.

    Build the form

    • The pattern in this lesson is to do harm to害hài(degree marker)得de (cause sb to suffer). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    the noise吵闹chǎo nàomade害得hài deme我wǒtidak没méisleep well睡好shuì hǎo。

    Read examples in context

    • In the opening example, noisy吵闹chǎo nàoto cause or lead to sth bad害得hài déI / me我wǒnot / haven't没méito sleep睡shuìbaik好hǎo。: to do harm to害hài(degree marker)得de presents the noise as causing an unwelcome result.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • This normally assigns a negative effect, but playful exaggerations such as to cause or lead to sth bad害得hài déI / me我wǒto laugh笑xiào(measure word)个gèincessant不停bù tíng can be affectionate.
    • The cause need not have intended harm.

    Use the distinction

    • to do harm to害hài(degree marker)得de presents the noise as causing an unwelcome result.
    • This normally assigns a negative effect, but playful exaggerations such as to cause or lead to sth bad害得hài déI / me我wǒto laugh笑xiào(measure word)个gèincessant不停bù tíng can be affectionate. The cause need not have intended harm.

    Try it with help closed

    Noise prevented you from sleeping well. 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.

    One possible response: noisy吵闹chǎo nàoto cause or lead to sth bad害得hài déI / me我wǒnot / haven't没méito sleep睡shuìbaik好hǎo。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • This normally assigns a negative effect, but playful exaggerations such as to cause or lead to sth bad害得hài déI / me我wǒto laugh笑xiào(measure word)个gèincessant不停bù tíng can be affectionate.
    • The cause need not have intended harm.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    Separable verbs (clutch (in car gearbox)离合lí héword词cí)

    Open the separable verb

    • Two friends met once.
    • we / us我们wǒ mento appear见jiàn(completed / change)了leone side一面yí miàn。 — (completed / change)了le dan one / a一yī appear between the two parts of to meet见面jiàn miàn.

    Build the form

    • The pattern in this lesson is Separable verbs (clutch (in car gearbox)离合lí héword词cí). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    we我们wǒ menmeet见jiàn了lesatu一yí(time)面miàn。

    Read examples in context

    • In the opening example, we / us我们wǒ mento appear见jiàn(completed / change)了leone side一面yí miàn。: (completed / change)了le dan one / a一yī appear between the two parts of to meet见面jiàn miàn.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • Learn the established separable combinations individually.
    • Not every two-character verb can be split, and to help帮忙bāng mángI / me我wǒ is not the ordinary way to say help me.

    Use the distinction

    • (completed / change)了le dan one / a一yī appear between the two parts of to meet见面jiàn miàn.
    • Learn the established separable combinations individually. Not every two-character verb can be split, and to help帮忙bāng mángI / me我wǒ is not the ordinary way to say help me.

    Try it with help closed

    Two friends met once. 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.

    One possible response: we / us我们wǒ mento appear见jiàn(completed / change)了leone side一面yí miàn。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • Learn the established separable combinations individually.
    • Not every two-character verb can be split, and to help帮忙bāng mángI / me我wǒ is not the ordinary way to say help me.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    V (ongoing -ing)着zhe V (ongoing -ing)着zhe then / just就jiù … (completed / change)了le (while …-ing, suddenly)

    An ongoing action changes into another state

    • Someone starts crying in the middle of speaking.
    • he / him他tāvariant of 说说shuō(ongoing -ing)着zhevariant of 说说shuō(ongoing -ing)着zhethen / just就jiùto cry哭kū(completed / change)了le。 — The speech provides the ongoing background for the onset of crying.

    Build the form

    • The pattern in this lesson is V (ongoing -ing)着zhe V (ongoing -ing)着zhe then / just就jiù … (completed / change)了le (while …-ing, suddenly). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tātalk说shuō(ing)着zhetalk说shuō(ing)着zhethen就jiùcry哭kū了le。

    Read examples in context

    • In the opening example, he / him他tāvariant of 说说shuō(ongoing -ing)着zhevariant of 说说shuō(ongoing -ing)着zhethen / just就jiùto cry哭kū(completed / change)了le。: The speech provides the ongoing background for the onset of crying.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • (ongoing -ing)着zhe is read zhe in the repeated action.
    • The pattern marks a development during the activity rather than two separately scheduled steps.

    Use the distinction

    • The speech provides the ongoing background for the onset of crying.
    • (ongoing -ing)着zhe is read zhe in the repeated action. The pattern marks a development during the activity rather than two separately scheduled steps.

    Try it with help closed

    Someone starts crying in the middle of speaking. 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.

    One possible response: he / him他tāvariant of 说说shuō(ongoing -ing)着zhevariant of 说说shuō(ongoing -ing)着zhethen / just就jiùto cry哭kū(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • (ongoing -ing)着zhe is read zhe in the repeated action.
    • The pattern marks a development during the activity rather than two separately scheduled steps.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 15

    Pernyataan "Tetapi"

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    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    despite尽管jǐn guǎn … ，but但是dàn shì … (although)

    Concede a fact while keeping the conclusion

    • Rain did not stop a group from going.
    • despite尽管jǐn guǎnto rain下雨xià yǔ，but但是dàn shìwe / us我们wǒ menor / still还是hái shìto go去qù(completed / change)了le。 — The group went despite the conceded rain.

    Build the form

    • The pattern in this lesson is despite尽管jǐn guǎn … ，but但是dàn shì … (although). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    although尽管jǐn guǎnhujan下雨xià yǔ，but但是dàn shìwe我们wǒ menstill还是hái shìgo去qù了le。

    Read examples in context

    • In the opening example, despite尽管jǐn guǎnto rain下雨xià yǔ，but但是dàn shìwe / us我们wǒ menor / still还是hái shìto go去qù(completed / change)了le。: The group went despite the conceded rain.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • despite尽管jǐn guǎn is similar to although虽然suī rán in this frame.
    • despite尽管jǐn guǎn also occurs in permission such as to have / there is有yǒuquestion问题wèn tídespite尽管jǐn guǎnto ask问wèn, so it is not always a concessive connector.

    Use the distinction

    • The group went despite the conceded rain.
    • despite尽管jǐn guǎn is similar to although虽然suī rán in this frame. despite尽管jǐn guǎn also occurs in permission such as to have / there is有yǒuquestion问题wèn tídespite尽管jǐn guǎnto ask问wèn, so it is not always a concessive connector.

    Try it with help closed

    Rain did not stop a group from going. 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.

    One possible response: despite尽管jǐn guǎnto rain下雨xià yǔ，but但是dàn shìwe / us我们wǒ menor / still还是hái shìto go去qù(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • despite尽管jǐn guǎn is similar to although虽然suī rán in this frame.
    • despite尽管jǐn guǎn also occurs in permission such as to have / there is有yǒuquestion问题wèn tídespite尽管jǐn guǎnto ask问wèn, so it is not always a concessive connector.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to invert倒dào (actually / on the contrary)

    A contrary opinion can be favourable

    • Others criticise an idea, but you find it good.
    • I / me我wǒto invert倒dàoto feel / think觉得jué decorrect不错bù cuò。 — to invert倒dào signals a different assessment from the expectation.

    Build the form

    • The pattern in this lesson is to invert倒dào (actually / on the contrary). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒactually倒dàoberpikir觉得jué denot bad不错bú cuò。

    Read examples in context

    • In the opening example, I / me我wǒto invert倒dàoto feel / think觉得jué decorrect不错bù cuò。: to invert倒dào signals a different assessment from the expectation.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • to invert倒dào here is read dào and marks contrast.
    • It need not be sarcastic or state an objectively bad result.

    Use the distinction

    • to invert倒dào signals a different assessment from the expectation.
    • to invert倒dào here is read dào and marks contrast. It need not be sarcastic or state an objectively bad result.

    Try it with help closed

    Others criticise an idea, but you find it good. 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.

    One possible response: I / me我wǒto invert倒dàoto feel / think觉得jué decorrect不错bù cuò。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • to invert倒dào here is read dào and marks contrast.
    • It need not be sarcastic or state an objectively bad result.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    but却què + Predicate (however / yet)

    A predicate can be an adjective

    • Someone is tired but happy.
    • he / him他tādegree / adjective linker很hěnrope累lèi，but却quèdegree / adjective linker很hěnto feel happy开心kāi xīn。 — but却què marks the contrast before the adjective predicate degree / adjective linker很hěnto feel happy开心kāi xīn.

    Build the form

    • The pattern in this lesson is but却què + Predicate (however / yet). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tāvery很hěntired累lèi，yet却quèvery很hěnhappy开心kāi xīn。

    Read examples in context

    • In the opening example, he / him他tādegree / adjective linker很hěnrope累lèi，but却quèdegree / adjective linker很hěnto feel happy开心kāi xīn。: but却què marks the contrast before the adjective predicate degree / adjective linker很hěnto feel happy开心kāi xīn.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • When a subject is expressed in the second clause, but却què normally follows it.
    • An omitted repeated subject allows but却què at the start of that clause, as in this example.

    Use the distinction

    • but却què marks the contrast before the adjective predicate degree / adjective linker很hěnto feel happy开心kāi xīn.
    • When a subject is expressed in the second clause, but却què normally follows it. An omitted repeated subject allows but却què at the start of that clause, as in this example.

    Try it with help closed

    Someone is tired but happy. 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.

    One possible response: he / him他tādegree / adjective linker很hěnrope累lèi，but却quèdegree / adjective linker很hěnto feel happy开心kāi xīn。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • When a subject is expressed in the second clause, but却què normally follows it.
    • An omitted repeated subject allows but却què at the start of that clause, as in this example.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 16

    Pernyataan "Bahkan jika"

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    even if即使jí shǐ … ，also也yě … (even if)

    A conceded case need not be a prediction

    • You intend to go despite possible rain.
    • even if即使jí shǐto rain下雨xià yǔ，I / me我wǒalso也yěwant / will / need要yàoto go去qù。 — The decision remains even in the rain case.

    Build the form

    • The pattern in this lesson is even if即使jí shǐ … ，also也yě … (even if). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    even if即使jí shǐhujan下雨xià yǔ，I我wǒstill也yěwill要yàogo去qù。

    Read examples in context

    • In the opening example, even if即使jí shǐto rain下雨xià yǔ，I / me我wǒalso也yěwant / will / need要yàoto go去qù。: The decision remains even in the rain case.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The wording does not assert that rain will occur.
    • even if即使jí shǐ can also concede an actual case in context, so hypothetical does not mean always unreal.

    Use the distinction

    • The decision remains even in the rain case.
    • The wording does not assert that rain will occur. even if即使jí shǐ can also concede an actual case in context, so hypothetical does not mean always unreal.

    Try it with help closed

    You intend to go despite possible rain. 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.

    One possible response: even if即使jí shǐto rain下雨xià yǔ，I / me我wǒalso也yěwant / will / need要yàoto go去qù。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The wording does not assert that rain will occur.
    • even if即使jí shǐ can also concede an actual case in context, so hypothetical does not mean always unreal.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 17

    Pernyataan "Jika"

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    jika要是yào shi … ，then / just就jiù … (if — spoken)

    Advice depends on the stated condition

    • You tell a friend to rest if tired.
    • jika要是yào shiyou你nǐrope累lèi(completed / change)了le，then / just就jiùrest休息xiū xī(suggestion)吧ba。 — Tiredness is the condition for the advice to rest.

    Build the form

    • The pattern in this lesson is jika要是yào shi … ，then / just就jiù … (if — spoken). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    jika要是yào shiyou你nǐtired累lèi了le，then就jiùrest休息xiū xi吧ba。

    Read examples in context

    • In the opening example, jika要是yào shiyou你nǐrope累lèi(completed / change)了le，then / just就jiùrest休息xiū xī(suggestion)吧ba。: Tiredness is the condition for the advice to rest.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • jika要是yào shi is a conversational conditional.
    • then / just就jiù is common but not compulsory in every jika要是yào shi construction.

    Use the distinction

    • Tiredness is the condition for the advice to rest.
    • jika要是yào shi is a conversational conditional. then / just就jiù is common but not compulsory in every jika要是yào shi construction.

    Try it with help closed

    You tell a friend to rest if tired. 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.

    One possible response: jika要是yào shiyou你nǐrope累lèi(completed / change)了le，then / just就jiùrest休息xiū xī(suggestion)吧ba。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • jika要是yào shi is a conversational conditional.
    • then / just就jiù is common but not compulsory in every jika要是yào shi construction.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 18

    Pernyataan "Tidak peduli"

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    not to be concerned不管bù guǎn … ，all / both都dōu / also也yě … (no matter)

    Keep the response across a range of cases

    • You intend to try regardless of how difficult a task is.
    • not to be concerned不管bù guǎn多难duō nán，I / me我wǒall / both都dōu要试yào shì。 — The intention holds across the possible difficulty levels.

    Build the form

    • The pattern in this lesson is not to be concerned不管bù guǎn … ，all / both都dōu / also也yě … (no matter). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    no matter不管bù guǎnbagaimana多duōhard难nán，I我wǒstill都dōuwill要yàotry试shì。

    Read examples in context

    • In the opening example, not to be concerned不管bù guǎn多难duō nán，I / me我wǒall / both都dōu要试yào shì。: The intention holds across the possible difficulty levels.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • not to be concerned不管bù guǎn covers alternatives or a range here.
    • not to be concerned不管bù guǎn这件zhè jiànmatter事shì can instead mean not dealing with the matter, a different verb use.

    Use the distinction

    • The intention holds across the possible difficulty levels.
    • not to be concerned不管bù guǎn covers alternatives or a range here. not to be concerned不管bù guǎn这件zhè jiànmatter事shì can instead mean not dealing with the matter, a different verb use.

    Try it with help closed

    You intend to try regardless of how difficult a task is. 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.

    One possible response: not to be concerned不管bù guǎn多难duō nán，I / me我wǒall / both都dōu要试yào shì。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • not to be concerned不管bù guǎn covers alternatives or a range here.
    • not to be concerned不管bù guǎn这件zhè jiànmatter事shì can instead mean not dealing with the matter, a different verb use.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    no matter what or how无论wú lùn / whatever不论bù lùn … ，all / both都dōu / also也yě … (regardless)

    Welcome whoever arrives

    • An event welcomes visitors irrespective of identity.
    • 无论谁wú lùn shuíto come来lái，all / both都dōuto welcome欢迎huān yíng。 — The welcome applies across the relevant possible visitors.

    Build the form

    • The pattern in this lesson is no matter what or how无论wú lùn / whatever不论bù lùn … ，all / both都dōu / also也yě … (regardless). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    regardless无论wú lùnwho谁shéicome来lái，semua都dōuwelcome欢迎huān yíng。

    Read examples in context

    • In the opening example, 无论谁wú lùn shuíto come来lái，all / both都dōuto welcome欢迎huān yíng。: The welcome applies across the relevant possible visitors.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • no matter what or how无论wú lùn dan whatever不论bù lùn often share this frame.
    • The group still has a contextual scope, such as visitors to this event, rather than every person everywhere.

    Use the distinction

    • The welcome applies across the relevant possible visitors.
    • no matter what or how无论wú lùn dan whatever不论bù lùn often share this frame. The group still has a contextual scope, such as visitors to this event, rather than every person everywhere.

    Try it with help closed

    An event welcomes visitors irrespective of identity. 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.

    One possible response: 无论谁wú lùn shuíto come来lái，all / both都dōuto welcome欢迎huān yíng。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • no matter what or how无论wú lùn dan whatever不论bù lùn often share this frame.
    • The group still has a contextual scope, such as visitors to this event, rather than every person everywhere.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 19

    Pernyataan sebab & akibat

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    due to由于yóu yú (due to / owing to)

    An asserted cause still needs evidence

    • Traffic delayed your arrival.
    • due to由于yóu yútraffic jam堵车dǔ chē，I / me我wǒto arrive late迟到chí dào(completed / change)了le。 — due to由于yóu yú introduces the traffic as the stated reason for lateness.

    Build the form

    • The pattern in this lesson is due to由于yóu yú (due to / owing to). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    due to由于yóu yútraffic jam堵车dǔ chē，I我wǒlate迟到chí dào了le。

    Read examples in context

    • In the opening example, due to由于yóu yútraffic jam堵车dǔ chē，I / me我wǒto arrive late迟到chí dào(completed / change)了le。: due to由于yóu yú introduces the traffic as the stated reason for lateness.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • because因为yīn wèi can often introduce the same cause.
    • Formal register does not prove the causal explanation correct or exclusive.

    Use the distinction

    • due to由于yóu yú introduces the traffic as the stated reason for lateness.
    • because因为yīn wèi can often introduce the same cause. Formal register does not prove the causal explanation correct or exclusive.

    Try it with help closed

    Traffic delayed your arrival. 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.

    One possible response: due to由于yóu yútraffic jam堵车dǔ chē，I / me我wǒto arrive late迟到chí dào(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • because因为yīn wèi can often introduce the same cause.
    • Formal register does not prove the causal explanation correct or exclusive.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    since既然jì rán … ，then / just就jiù … (since / now that)

    Build advice on an accepted premise

    • A friend has arrived and you invite them to sit.
    • since既然jì ránto come来lái(completed / change)了le，then / just就jiùto sit坐zuò(suggestion)吧ba。 — The arrival is treated as the accepted basis for the invitation.

    Build the form

    • The pattern in this lesson is since既然jì rán … ，then / just就jiù … (since / now that). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    since既然jì rányou你nǐcome来lái了le，then就jiùsit坐zuò吧ba。

    Read examples in context

    • In the opening example, since既然jì ránto come来lái(completed / change)了le，then / just就jiùto sit坐zuò(suggestion)吧ba。: The arrival is treated as the accepted basis for the invitation.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • because因为yīn wèi can introduce known as well as new causes.
    • since既然jì rán focuses on accepting a premise for a conclusion rather than a universal known-versus-new word division.

    Use the distinction

    • The arrival is treated as the accepted basis for the invitation.
    • because因为yīn wèi can introduce known as well as new causes. since既然jì rán focuses on accepting a premise for a conclusion rather than a universal known-versus-new word division.

    Try it with help closed

    A friend has arrived and you invite them to sit. 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.

    One possible response: since既然jì ránto come来lái(completed / change)了le，then / just就jiùto sit坐zuò(suggestion)吧ba。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • because因为yīn wèi can introduce known as well as new causes.
    • since既然jì rán focuses on accepting a premise for a conclusion rather than a universal known-versus-new word division.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    therefore因此yīn cǐ (therefore / for this reason)

    A conclusion may be advice rather than a reported event

    • A long journey is a reason to leave earlier.
    • jalan路lùdegree / adjective linker很hěnto distance oneself from…远yuǎn，therefore因此yīn cǐwant / will / need要yàobreakfast早点zǎo diǎnto walk走zǒu。 — therefore因此yīn cǐ introduces the recommended consequence of the distance.

    Build the form

    • The pattern in this lesson is therefore因此yīn cǐ (therefore / for this reason). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    jalan路lùvery很hěnfar远yuǎn，therefore因此yīn cǐneed要yàoearly早zǎoa bit点diǎnleave走zǒu。

    Read examples in context

    • In the opening example, jalan路lùdegree / adjective linker很hěnto distance oneself from…远yuǎn，therefore因此yīn cǐwant / will / need要yàobreakfast早点zǎo diǎnto walk走zǒu。: therefore因此yīn cǐ introduces the recommended consequence of the distance.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The consequence can be a decision, prediction or report.
    • The sentence does not assert that an early departure already happened.

    Use the distinction

    • therefore因此yīn cǐ introduces the recommended consequence of the distance.
    • The consequence can be a decision, prediction or report. The sentence does not assert that an early departure already happened.

    Try it with help closed

    A long journey is a reason to leave earlier. 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.

    One possible response: jalan路lùdegree / adjective linker很hěnto distance oneself from…远yuǎn，therefore因此yīn cǐwant / will / need要yàobreakfast早点zǎo diǎnto walk走zǒu。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The consequence can be a decision, prediction or report.
    • The sentence does not assert that an early departure already happened.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 20

    Pelengkap

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    Verb + (after a verb) indicating…起来qǐ lái (in terms of doing it)

    An assessment through an activity differs from its onset

    • A device is easy to use.
    • this这个zhè getool工具gōng jùto use / with用yòng(after a verb) indicating…起来qǐ láidegree / adjective linker很hěnconvenient方便fāng biàn。 — (after a verb) indicating…起来qǐ lái frames the evaluation in terms of using the device.

    Build the form

    • The pattern in this lesson is Verb + (after a verb) indicating…起来qǐ lái (in terms of doing it). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhè(measure word)个geword词cígunakan用yòng(to use)起来qǐ láivery很hěnconvenient方便fāng biàn。

    Read examples in context

    • In the opening example, this这个zhè getool工具gōng jùto use / with用yòng(after a verb) indicating…起来qǐ láidegree / adjective linker很hěnconvenient方便fāng biàn。: (after a verb) indicating…起来qǐ lái frames the evaluation in terms of using the device.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • to laugh笑xiào(after a verb) indicating…起来qǐ lái can instead mean starting to laugh.
    • Read the following assessment to distinguish the evaluation frame from onset or upward movement.

    Use the distinction

    • (after a verb) indicating…起来qǐ lái frames the evaluation in terms of using the device.
    • to laugh笑xiào(after a verb) indicating…起来qǐ lái can instead mean starting to laugh. Read the following assessment to distinguish the evaluation frame from onset or upward movement.

    Try it with help closed

    A device is easy to use. 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.

    One possible response: this这个zhè getool工具gōng jùto use / with用yòng(after a verb) indicating…起来qǐ láidegree / adjective linker很hěnconvenient方便fāng biàn。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • to laugh笑xiào(after a verb) indicating…起来qǐ lái can instead mean starting to laugh.
    • Read the following assessment to distinguish the evaluation frame from onset or upward movement.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    Pelengkap arah to come来lái / to go去qù (HSK 4)

    Direction depends on the adopted viewpoint

    • You are inside a room and invite someone outside to enter.
    • you你nǐ快进来kuài jìn lái(suggestion)吧ba。 — to come来lái points towards the viewpoint inside the room.

    Build the form

    • The pattern in this lesson is Pelengkap arah to come来lái / to go去qù (HSK 4). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    you你nǐquickly快kuàicome in进来jìn lái吧ba。

    Read examples in context

    • In the opening example, you你nǐ快进来kuài jìn lái(suggestion)吧ba。: to come来lái points towards the viewpoint inside the room.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The reference point may be the speaker or an adopted narrative viewpoint.
    • to go去qù points away from that point, so establish it before choosing the direction.

    Use the distinction

    • to come来lái points towards the viewpoint inside the room.
    • The reference point may be the speaker or an adopted narrative viewpoint. to go去qù points away from that point, so establish it before choosing the direction.

    Try it with help closed

    You are inside a room and invite someone outside to enter. 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.

    One possible response: you你nǐ快进来kuài jìn lái(suggestion)吧ba。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The reference point may be the speaker or an adopted narrative viewpoint.
    • to go去qù points away from that point, so establish it before choosing the direction.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    Verb / Adj + (after a verb) indicating…起来qǐ lái (start to …)

    Mark the start without guaranteeing endless continuation

    • A joke prompts people to start laughing.
    • everyone大家dà jiāto laugh笑xiào(after a verb) indicating…起来qǐ lái(completed / change)了le。 — (after a verb) indicating…起来qǐ lái highlights the onset of laughter.

    Build the form

    • The pattern in this lesson is Verb / Adj + (after a verb) indicating…起来qǐ lái (start to …). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    everyone大家dà jiālaugh笑xiàostart to起来qǐ lái了le。

    Read examples in context

    • In the opening example, everyone大家dà jiāto laugh笑xiào(after a verb) indicating…起来qǐ lái(completed / change)了le。: (after a verb) indicating…起来qǐ lái highlights the onset of laughter.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The laughter may continue for a while, but not indefinitely.
    • The assessment use in to listen to听tīng(after a verb) indicating…起来qǐ láicorrect不错bù cuò is a different construction.

    Use the distinction

    • (after a verb) indicating…起来qǐ lái highlights the onset of laughter.
    • The laughter may continue for a while, but not indefinitely. The assessment use in to listen to听tīng(after a verb) indicating…起来qǐ láicorrect不错bù cuò is a different construction.

    Try it with help closed

    A joke prompts people to start laughing. 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.

    One possible response: everyone大家dà jiāto laugh笑xiào(after a verb) indicating…起来qǐ lái(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The laughter may continue for a while, but not indefinitely.
    • The assessment use in to listen to听tīng(after a verb) indicating…起来qǐ láicorrect不错bù cuò is a different construction.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    Pelengkap potensi (degree marker)得de / tidak不bù (HSK 4)

    An achievable result differs from permission

    • You can understand the text in a particular book.
    • this这zhè本书běn shūI / me我wǒ看得懂kàn de dǒng。 — (degree marker)得de marks understanding as achievable through reading.

    Build the form

    • The pattern in this lesson is Pelengkap potensi (degree marker)得de / tidak不bù (HSK 4). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhè(measure word)本běnbook书shūI我wǒread看kàn(can)得deunderstand懂dǒng。

    Read examples in context

    • In the opening example, this这zhè本书běn shūI / me我wǒ看得懂kàn de dǒng。: (degree marker)得de marks understanding as achievable through reading.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • unable to make sense of…看不懂kàn bù dǒng denies that result, not permission to read.
    • can / be able to能néng can express ability as well as permission, so it is not a permission-only contrast word.

    Use the distinction

    • (degree marker)得de marks understanding as achievable through reading.
    • unable to make sense of…看不懂kàn bù dǒng denies that result, not permission to read. can / be able to能néng can express ability as well as permission, so it is not a permission-only contrast word.

    Try it with help closed

    You can understand the text in a particular book. 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.

    One possible response: this这zhè本书běn shūI / me我wǒ看得懂kàn de dǒng。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • unable to make sense of…看不懂kàn bù dǒng denies that result, not permission to read.
    • can / be able to能néng can express ability as well as permission, so it is not a permission-only contrast word.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 21

    Pernyataan kondisional

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    if only只要zhǐ yào … ，then / just就jiù … (as long as)

    Distinguish enough from required

    • A class rule says submitting the form is enough to join.
    • if only只要zhǐ yào交表jiāo biǎo，then / just就jiùcan / be able to能néngto participate参加cān jiā。 — Submitting the form is presented as sufficient under this rule.

    Build the form

    • The pattern in this lesson is if only只要zhǐ yào … ，then / just就jiù … (as long as). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    as long as只要zhǐ yàowork hard努力nǔ lì，then就jiùhave有yǒuhope希望xī wàng。

    Read examples in context

    • In the opening example, if only只要zhǐ yào交表jiāo biǎo，then / just就jiùcan / be able to能néngto participate参加cān jiā。: Submitting the form is presented as sufficient under this rule.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • A sufficient condition need not be the only route.
    • The grammar expresses the stated rule rather than proving that the rule holds in every real situation.

    Use the distinction

    • Submitting the form is presented as sufficient under this rule.
    • A sufficient condition need not be the only route. The grammar expresses the stated rule rather than proving that the rule holds in every real situation.

    Try it with help closed

    A class rule says submitting the form is enough to join. 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.

    One possible response: if only只要zhǐ yào交表jiāo biǎo，then / just就jiùcan / be able to能néngto participate参加cān jiā。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • A sufficient condition need not be the only route.
    • The grammar expresses the stated rule rather than proving that the rule holds in every real situation.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    only if (..., or otherwise…除非chú fēi … ，only then / not until才cái … (only if / unless)

    A requirement need not be the sole requirement

    • You will not go unless a friend goes.
    • only if (..., or otherwise…除非chú fēiyou你nǐto go去qù，I / me我wǒonly then / not until才cáito go去qù。 — The friend's going is treated as necessary for your going.

    Build the form

    • The pattern in this lesson is only if (..., or otherwise…除非chú fēi … ，only then / not until才cái … (only if / unless). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    kecuali除非chú fēiyou你nǐgo去qù，I我wǒonly then才cáigo去qù。

    Read examples in context

    • In the opening example, only if (..., or otherwise…除非chú fēiyou你nǐto go去qù，I / me我wǒonly then / not until才cáito go去qù。: The friend's going is treated as necessary for your going.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • This does not guarantee you will go whenever the friend does; other obstacles may remain.
    • only if (..., or otherwise…除非chú fēi…otherwise否则fǒu zé… gives another common way to state the restriction.

    Use the distinction

    • The friend's going is treated as necessary for your going.
    • This does not guarantee you will go whenever the friend does; other obstacles may remain. only if (..., or otherwise…除非chú fēi…otherwise否则fǒu zé… gives another common way to state the restriction.

    Try it with help closed

    You will not go unless a friend goes. 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.

    One possible response: only if (..., or otherwise…除非chú fēiyou你nǐto go去qù，I / me我wǒonly then / not until才cáito go去qù。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • This does not guarantee you will go whenever the friend does; other obstacles may remain.
    • only if (..., or otherwise…除非chú fēi…otherwise否则fǒu zé… gives another common way to state the restriction.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 22

    Frasa kata benda

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    semua所有suǒ yǒu((modifier / structural particle)的de) + Noun (all)

    Set the scope before saying all

    • Every student in the class arrives.
    • semua所有suǒ yǒu(modifier / structural particle)的desiswa学生xué shēngall / both都dōuto come来lái(completed / change)了le。 — All members of the relevant student group arrived.

    Build the form

    • The pattern in this lesson is semua所有suǒ yǒu((modifier / structural particle)的de) + Noun (all). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    semua所有suǒ yǒu的destudents学生xué shengsemua都dōucome来lái了le。

    Read examples in context

    • In the opening example, semua所有suǒ yǒu(modifier / structural particle)的desiswa学生xué shēngall / both都dōuto come来lái(completed / change)了le。: All members of the relevant student group arrived.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The group is established by context.
    • (modifier / structural particle)的de is often optional in 所有人suǒ yǒu rén atau semua所有suǒ yǒusiswa学生xué shēng, and all here does not mean every student worldwide.

    Use the distinction

    • All members of the relevant student group arrived.
    • The group is established by context. (modifier / structural particle)的de is often optional in 所有人suǒ yǒu rén atau semua所有suǒ yǒusiswa学生xué shēng, and all here does not mean every student worldwide.

    Try it with help closed

    Every student in the class arrives. 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.

    One possible response: semua所有suǒ yǒu(modifier / structural particle)的desiswa学生xué shēngall / both都dōuto come来lái(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The group is established by context.
    • (modifier / structural particle)的de is often optional in 所有人suǒ yǒu rén atau semua所有suǒ yǒusiswa学生xué shēng, and all here does not mean every student worldwide.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    … one of (sth)之一zhī yī (one of)

    A member of a leading group is not uniquely first

    • You identify one of several important reasons.
    • this这zhèto be / is是shìmost最zuìimportant重要zhòng yào(modifier / structural particle)的decause原因yuán yīnone of (sth)之一zhī yī。 — The reason is a member of the important-reason group.

    Build the form

    • The pattern in this lesson is … one of (sth)之一zhī yī (one of). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhèis是shìmost最zuìimportant重要zhòng yào的dereason原因yuán yīnone of之一zhī yī。

    Read examples in context

    • In the opening example, this这zhèto be / is是shìmost最zuìimportant重要zhòng yào(modifier / structural particle)的decause原因yuán yīnone of (sth)之一zhī yī。: The reason is a member of the important-reason group.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • one of (sth)之一zhī yī follows the noun phrase.
    • It does not establish a unique top-ranked reason or give the number of other reasons.

    Use the distinction

    • The reason is a member of the important-reason group.
    • one of (sth)之一zhī yī follows the noun phrase. It does not establish a unique top-ranked reason or give the number of other reasons.

    Try it with help closed

    You identify one of several important reasons. 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.

    One possible response: this这zhèto be / is是shìmost最zuìimportant重要zhòng yào(modifier / structural particle)的decause原因yuán yīnone of (sth)之一zhī yī。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • one of (sth)之一zhī yī follows the noun phrase.
    • It does not establish a unique top-ranked reason or give the number of other reasons.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    additional另外lìng wài + Number + MW + Noun (another)

    The other set is distinct

    • Two people apart from those already discussed did not attend.
    • additional另外lìng wài两个liǎng gèperson人rénnot / haven't没méito come来lái。 — additional另外lìng wài identifies a different pair of people.

    Build the form

    • The pattern in this lesson is additional另外lìng wài + Number + MW + Noun (another). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    another另外lìng wàitwo两liǎng(measure word)个gepeople人réndidn't没méicome来lái。

    Read examples in context

    • In the opening example, additional另外lìng wài两个liǎng gèperson人rénnot / haven't没méito come来lái。: additional另外lìng wài identifies a different pair of people.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • This use sits inside the noun phrase.
    • It does not itself tell you how many people attended in total.

    Use the distinction

    • additional另外lìng wài identifies a different pair of people.
    • This use sits inside the noun phrase. It does not itself tell you how many people attended in total.

    Try it with help closed

    Two people apart from those already discussed did not attend. 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.

    One possible response: additional另外lìng wài两个liǎng gèperson人rénnot / haven't没méito come来lái。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • This use sits inside the noun phrase.
    • It does not itself tell you how many people attended in total.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 23

    Pola kalimat — kuantitas & jangkauan

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    to link连lián … all / both都dōu … tidak不bù / not / haven't没méi (not even)

    A missing basic action is striking

    • Someone is so occupied that they are not eating even meals.
    • he / him他tā连饭lián fànall / both都dōu不吃bù chī。 — to link连lián makes the absence of eating a striking case.

    Build the form

    • The pattern in this lesson is to link连lián … all / both都dōu … tidak不bù / not / haven't没méi (not even). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tāeven连liánfood饭fàneven都dōutidak不bùeat吃chī。

    Read examples in context

    • In the opening example, he / him他tā连饭lián fànall / both都dōu不吃bù chī。: to link连lián makes the absence of eating a striking case.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The expectation comes from context.
    • The sentence does not necessarily assert an absolute absence of every other activity.

    Use the distinction

    • to link连lián makes the absence of eating a striking case.
    • The expectation comes from context. The sentence does not necessarily assert an absolute absence of every other activity.

    Try it with help closed

    Someone is so occupied that they are not eating even meals. 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.

    One possible response: he / him他tā连饭lián fànall / both都dōu不吃bù chī。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The expectation comes from context.
    • The sentence does not necessarily assert an absolute absence of every other activity.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    for为wèi … and / but而ér … (for the sake of)

    A purpose can remain unachieved

    • A team works hard in pursuit of a dream.
    • they他们tā menfor为wèi(fig.) to dream of梦想mèng xiǎngand / but而érto strive奋斗fèn dòu。 — The dream is the motivation for the effort.

    Build the form

    • The pattern in this lesson is for为wèi … and / but而ér … (for the sake of). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    they他们tā menfor为wèidream梦想mèng xiǎng(for)而érstrive奋斗fèn dòu。

    Read examples in context

    • In the opening example, they他们tā menfor为wèi(fig.) to dream of梦想mèng xiǎngand / but而érto strive奋斗fèn dòu。: The dream is the motivation for the effort.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • for为wèi is read wèi in this purpose frame.
    • Naming the goal does not mean the team has already achieved it.

    Use the distinction

    • The dream is the motivation for the effort.
    • for为wèi is read wèi in this purpose frame. Naming the goal does not mean the team has already achieved it.

    Try it with help closed

    A team works hard in pursuit of a dream. 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.

    One possible response: they他们tā menfor为wèi(fig.) to dream of梦想mèng xiǎngand / but而érto strive奋斗fèn dòu。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • for为wèi is read wèi in this purpose frame.
    • Naming the goal does not mean the team has already achieved it.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    any任何rèn hé + Noun + all / both都dōu / also也yě (any)

    Any refers to the relevant domain

    • A teacher invites questions about the lesson.
    • any任何rèn héquestion问题wèn tíall / both都dōucan / may可以kě yǐto ask问wèn。 — The invitation covers any question within the relevant situation.

    Build the form

    • The pattern in this lesson is any任何rèn hé + Noun + all / both都dōu / also也yě (any). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    any任何rèn héquestion问题wèn tísemua都dōucan可以kě yǐask问wèn。

    Read examples in context

    • In the opening example, any任何rèn héquestion问题wèn tíall / both都dōucan / may可以kě yǐto ask问wèn。: The invitation covers any question within the relevant situation.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • all / both都dōu is common in this all-cases frame.
    • any任何rèn hé does not require all / both都dōu atau also也yě in every construction, as in not have / haven't没有méi yǒuany任何rèn héquestion问题wèn tí.

    Use the distinction

    • The invitation covers any question within the relevant situation.
    • all / both都dōu is common in this all-cases frame. any任何rèn hé does not require all / both都dōu atau also也yě in every construction, as in not have / haven't没有méi yǒuany任何rèn héquestion问题wèn tí.

    Try it with help closed

    A teacher invites questions about the lesson. 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.

    One possible response: any任何rèn héquestion问题wèn tíall / both都dōucan / may可以kě yǐto ask问wèn。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • all / both都dōu is common in this all-cases frame.
    • any任何rèn hé does not require all / both都dōu atau also也yě in every construction, as in not have / haven't没有méi yǒuany任何rèn héquestion问题wèn tí.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    already既jì … also也yě / again又yòu … (both … and …)

    Two qualities need not share an emotional value

    • An item is expensive but useful, and both qualities are acknowledged.
    • this这个zhè gething东西dōng xī既贵jì guìagain又yòubaik好hǎoto use / with用yòng。 — already既jì…again又yòu… combines the cost and usefulness as coexisting qualities.

    Build the form

    • The pattern in this lesson is already既jì … also也yě / again又yòu … (both … and …). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhè(measure word)个gedish菜càikeduanya既jìcheap便宜pián yidan又yòutasty好吃hǎo chī。

    Read examples in context

    • In the opening example, this这个zhè gething东西dōng xī既贵jì guìagain又yòubaik好hǎoto use / with用yòng。: already既jì…again又yòu… combines the cost and usefulness as coexisting qualities.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • One quality can be a drawback and the other a benefit.
    • The construction does not force two positive or two negative judgments.

    Use the distinction

    • already既jì…again又yòu… combines the cost and usefulness as coexisting qualities.
    • One quality can be a drawback and the other a benefit. The construction does not force two positive or two negative judgments.

    Try it with help closed

    An item is expensive but useful, and both qualities are acknowledged. 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.

    One possible response: this这个zhè gething东西dōng xī既贵jì guìagain又yòubaik好hǎoto use / with用yòng。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • One quality can be a drawback and the other a benefit.
    • The construction does not force two positive or two negative judgments.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    at / in在zài + Place + (bound form) up上shàng / ke bawah下xià / li, ancient measure of…里lǐ / sisi旁边páng biān (location)

    Place the relation after its reference object

    • A book rests on a table.
    • book书shūat / in在zàitable桌子zhuō zi(bound form) up上shàng。 — (bound form) up上shàng follows table桌子zhuō zi to describe the book's location relative to it.

    Build the form

    • The pattern in this lesson is at / in在zài + Place + (bound form) up上shàng / ke bawah下xià / li, ancient measure of…里lǐ / sisi旁边páng biān (location). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    book书shūis在zàitable桌子zhuō zion上shàng。

    Read examples in context

    • In the opening example, book书shūat / in在zàitable桌子zhuō zi(bound form) up上shàng。: (bound form) up上shàng follows table桌子zhuō zi to describe the book's location relative to it.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • at / in在zàivariant of 床床chuángke bawah下xià dan at / in在zàito cover包bāoli, ancient measure of…里lǐ describe different relations.
    • Not every location needs an extra position word: at / in在zàiBeijing, capital of the…北京běi jīng is already a place expression.

    Use the distinction

    • (bound form) up上shàng follows table桌子zhuō zi to describe the book's location relative to it.
    • at / in在zàivariant of 床床chuángke bawah下xià dan at / in在zàito cover包bāoli, ancient measure of…里lǐ describe different relations. Not every location needs an extra position word: at / in在zàiBeijing, capital of the…北京běi jīng is already a place expression.

    Try it with help closed

    A book rests on a table. 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.

    One possible response: book书shūat / in在zàitable桌子zhuō zi(bound form) up上shàng。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • at / in在zàivariant of 床床chuángke bawah下xià dan at / in在zàito cover包bāoli, ancient measure of…里lǐ describe different relations.
    • Not every location needs an extra position word: at / in在zàiBeijing, capital of the…北京běi jīng is already a place expression.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 24

    Pola kalimat dasar

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    to link连lián … all / both都dōu / also也yě (even)

    A child understands the explanation

    • A speaker says a child understands a simple explanation.
    • to link连liánchild小孩xiǎo háiall / both都dōuto understand懂dǒng。 — The child is presented as a surprisingly unlikely person to understand.

    Build the form

    • The pattern in this lesson is to link连lián … all / both都dōu / also也yě (even). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    even连liánchild小孩xiǎo háieven都dōuunderstand懂dǒng。

    Read examples in context

    • In the opening example, to link连liánchild小孩xiǎo háiall / both都dōuto understand懂dǒng。: The child is presented as a surprisingly unlikely person to understand.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The speaker implies that more expected cases should understand too.
    • This is a rhetorical expectation, not proof about every other person's actual understanding.

    Use the distinction

    • The child is presented as a surprisingly unlikely person to understand.
    • The speaker implies that more expected cases should understand too. This is a rhetorical expectation, not proof about every other person's actual understanding.

    Try it with help closed

    A speaker says a child understands a simple explanation. 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.

    One possible response: to link连liánchild小孩xiǎo háiall / both都dōuto understand懂dǒng。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The speaker implies that more expected cases should understand too.
    • This is a rhetorical expectation, not proof about every other person's actual understanding.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    Question Word + all / both都dōu (every)

    A question word can have a universal reading

    • Anyone in the class knows the answer.
    • who谁shéiall / both都dōuto know知道zhī dào。 — who谁shéi with all / both都dōu includes everyone in the relevant group.

    Build the form

    • The pattern in this lesson is Question Word + all / both都dōu (every). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    di sini这儿zhèranything什么shén mesemua都dōuhave有yǒu。

    Read examples in context

    • In the opening example, who谁shéiall / both都dōuto know知道zhī dào。: who谁shéi with all / both都dōu includes everyone in the relevant group.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • who谁shéiall / both都dōutidak不bùto know知道zhī dào instead denies anyone knowing.
    • The polarity changes the result, and the relevant group still comes from context.

    Use the distinction

    • who谁shéi with all / both都dōu includes everyone in the relevant group.
    • who谁shéiall / both都dōutidak不bùto know知道zhī dào instead denies anyone knowing. The polarity changes the result, and the relevant group still comes from context.

    Try it with help closed

    Anyone in the class knows the answer. 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.

    One possible response: who谁shéiall / both都dōuto know知道zhī dào。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • who谁shéiall / both都dōutidak不bùto know知道zhī dào instead denies anyone knowing.
    • The polarity changes the result, and the relevant group still comes from context.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    A to be / is是shì B (modifier / structural particle)的de N (two, three etc) -fold倍bèi (N times)

    Separate a multiple from an increase

    • Last year's count was ten and this year's is twenty.
    • this year今年jīn nián(modifier / structural particle)的dejumlah数量shù liàngto be / is是shìlast year去年qù nián(modifier / structural particle)的detwice as much两倍liǎng bèi。 — The new total is twice the old total.

    Build the form

    • The pattern in this lesson is A to be / is是shì B (modifier / structural particle)的de N (two, three etc) -fold倍bèi (N times). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this year今年jīn niánis是shìlast year去年qù nián的detwo两liǎngtimes倍bèi。

    Read examples in context

    • In the opening example, this year今年jīn nián(modifier / structural particle)的dejumlah数量shù liàngto be / is是shìlast year去年qù nián(modifier / structural particle)的detwice as much两倍liǎng bèi。: The new total is twice the old total.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • Two times the total is a one-times increase, or a hundred percent increase.
    • Do not read to be / is是shìtwice as much两倍liǎng bèi as adding two extra old totals.

    Use the distinction

    • The new total is twice the old total.
    • Two times the total is a one-times increase, or a hundred percent increase. Do not read to be / is是shìtwice as much两倍liǎng bèi as adding two extra old totals.

    Try it with help closed

    Last year's count was ten and this year's is twenty. 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.

    One possible response: this year今年jīn nián(modifier / structural particle)的dejumlah数量shù liàngto be / is是shìlast year去年qù nián(modifier / structural particle)的detwice as much两倍liǎng bèi。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • Two times the total is a one-times increase, or a hundred percent increase.
    • Do not read to be / is是shìtwice as much两倍liǎng bèi as adding two extra old totals.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    a bit一点yì diǎn + also也yě / all / both都dōu + tidak不bù (not at all)

    An emphatic denial differs from a small amount

    • You deny being tired at all.
    • I / me我wǒa bit一点yì diǎnall / both都dōutidak不bùrope累lèi。 — a bit一点yì diǎnall / both都dōutidak不bù makes the negative emphatic: not tired in the slightest.

    Build the form

    • The pattern in this lesson is a bit一点yì diǎn + also也yě / all / both都dōu + tidak不bù (not at all). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒa bit一点yì diǎneven都dōutidak不bùtired累lèi。

    Read examples in context

    • In the opening example, I / me我wǒa bit一点yì diǎnall / both都dōutidak不bùrope累lèi。: a bit一点yì diǎnall / both都dōutidak不bù makes the negative emphatic: not tired in the slightest.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • a bit一点yì diǎnalso也yětidak不bùrope累lèi can express the same denial.
    • The sentence is still a speaker's claim, which may involve exaggeration rather than measurement.

    Use the distinction

    • a bit一点yì diǎnall / both都dōutidak不bù makes the negative emphatic: not tired in the slightest.
    • a bit一点yì diǎnalso也yětidak不bùrope累lèi can express the same denial. The sentence is still a speaker's claim, which may involve exaggeration rather than measurement.

    Try it with help closed

    You deny being tired at all. 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.

    One possible response: I / me我wǒa bit一点yì diǎnall / both都dōutidak不bùrope累lèi。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • a bit一点yì diǎnalso也yětidak不bùrope累lèi can express the same denial.
    • The sentence is still a speaker's claim, which may involve exaggeration rather than measurement.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    tidak不bùto know知道zhī dào + embedded choice + baik好hǎo (unsure what is best)

    Look for the actual verb and its choice

    • Several products are available, and you cannot choose which to buy.
    • I / me我wǒtidak不bùto know知道zhī dàoto buy买mǎiwhich哪个nǎ gebaik好hǎo。 — The speaker is unsure which purchase would be best.

    Build the form

    • The pattern in this lesson is tidak不bùto know知道zhī dào + embedded choice + baik好hǎo (unsure what is best). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒtidak不bùknow知道zhī dàobuy买mǎiwhich哪个nǎ gebest好hǎo。

    Read examples in context

    • In the opening example, I / me我wǒtidak不bùto know知道zhī dàoto buy买mǎiwhich哪个nǎ gebaik好hǎo。: The speaker is unsure which purchase would be best.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The question word can appear after the verb, as in to buy买mǎiwhich哪个nǎ ge.
    • A formula that always puts the question word before the verb gives the wrong order for this example.

    Use the distinction

    • The speaker is unsure which purchase would be best.
    • The question word can appear after the verb, as in to buy买mǎiwhich哪个nǎ ge. A formula that always puts the question word before the verb gives the wrong order for this example.

    Try it with help closed

    Several products are available, and you cannot choose which to buy. 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.

    One possible response: I / me我wǒtidak不bùto know知道zhī dàoto buy买mǎiwhich哪个nǎ gebaik好hǎo。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The question word can appear after the verb, as in to buy买mǎiwhich哪个nǎ ge.
    • A formula that always puts the question word before the verb gives the wrong order for this example.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to / towards / correct对duì … 来说lái shuō (for / as far as … is concerned)

    A viewpoint limits an evaluation

    • Health matters most to you personally.
    • to / towards / correct对duìI / me我wǒ来说lái shuō，health健康jiàn kāngmost最zuìimportant重要zhòng yào。 — The importance judgment is framed from the speaker's perspective.

    Build the form

    • The pattern in this lesson is to / towards / correct对duì … 来说lái shuō (for / as far as … is concerned). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    for对duìme我wǒas for来说lái shuō，health健康jiàn kāngmost最zuìimportant重要zhòng yào。

    Read examples in context

    • In the opening example, to / towards / correct对duìI / me我wǒ来说lái shuō，health健康jiàn kāngmost最zuìimportant重要zhòng yào。: The importance judgment is framed from the speaker's perspective.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • Other people may prioritise differently.
    • generally speaking一般来说yì bān lái shuō is a separate fixed expression meaning generally speaking, not a named person's viewpoint.

    Use the distinction

    • The importance judgment is framed from the speaker's perspective.
    • Other people may prioritise differently. generally speaking一般来说yì bān lái shuō is a separate fixed expression meaning generally speaking, not a named person's viewpoint.

    Try it with help closed

    Health matters most to you personally. 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.

    One possible response: to / towards / correct对duìI / me我wǒ来说lái shuō，health健康jiàn kāngmost最zuìimportant重要zhòng yào。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • Other people may prioritise differently.
    • generally speaking一般来说yì bān lái shuō is a separate fixed expression meaning generally speaking, not a named person's viewpoint.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 25

    Pola kalimat kompleks

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    Lembar Kerja

    Apa yang dipelajari dalam topik ini

    Tiga kerangka untuk percakapan orang dewasa: Adj to be / is是shì Adj，but但是dàn shì … (mengakui, lalu menarik mundur), one / a一yī … then / just就jiù … ("saat A terjadi, B"), dan on the one hand一方面yì fāng miàn … on the one hand一方面yì fāng miàn … (menimbang dua sisi). Masing-masing adalah gerakan yang sudah Anda lakukan dalam bahasa Inggris — berikut cara melakukannya dalam bahasa Tionghoa, dengan satu aturan yang menjaga agar setiap kerangka berfungsi.

    Adjective + to be / is是shì + Adjective, tetapi …: mengakui, lalu menarik mundur

    Struktur: Adjective + to be / is是shì + (sama) Adjective，but但是dàn shì / exactly就是jiù shì ……

    to work工作gōng zuòbusy忙mángto be / is是shìbusy忙máng，but但是dàn shìI / me我wǒdegree / adjective linker很hěnto feel happy开心kāi xīn。 (Gōngzuò máng shì máng, dànshì wǒ hěn kāixīn.) — Kerja mungkin sibuk, tapi saya sangat bahagia.

    这件zhè jiànclothes衣服yī fúgood-looking好看hǎo kànto be / is是shìgood-looking好看hǎo kàn，exactly就是jiù shìnot不bùto fit适合shì héI / me我wǒ。 (Zhè jiàn yīfu hǎokàn shì hǎokàn, jiùshì bù shìhé wǒ.) — Pakaian ini memang bagus, tapi tidak cocok dengan saya.

    Kata sifat ganda memberikan pengakuan — "sibuk, ya…" — dan klausa but但是dàn shì / exactly就是jiù shì menyampaikan poin utama. Ini adalah langkah seorang pembicara: mengakui argumen lawan, namun tetap mempertahankan penyangkalan Anda. Kata exactly就是jiù shì di sini berarti "hanya (bahwa)", bukan "adalah".

    Hati-hati: kata sifat harus diulang persis — good-looking好看hǎo kànto be / is是shìgood-looking好看hǎo kàn ✓, good-looking好看hǎo kànto be / is是shìpretty漂亮piào liàng .

    Cobalah. Tinjau kembali sebuah ponsel yang hampir Anda beli: this这个zhè gecell phone手机shǒu jīrapid快kuàito be / is是shìrapid快kuài，exactly就是jiù shì太贵tài guì(completed / change)了le。(Zhège shǒujī kuài shì kuài, jiùshì tài guì le.) — Ponsel ini cepat, memang benar — hanya saja harganya terlalu mahal.

    one / a一yī … then / just就jiù …: segera setelah A terjadi, B

    Struktur: Subjek + one / a一yī + Peristiwa 1，then / just就jiù + Peristiwa 2

    I / me我wǒ(used after a verb) give it…一下yī xiàsubject课kèthen / just就jiùto go去qùvariant of 吃吃chīlunch午饭wǔ fàn。 (Wǒ yí xiàkè jiù qù chī wǔfàn.) — Saya akan makan siang segera setelah pelajaran selesai.

    he / him他tāone / a一yīto drink (alcohol)喝酒hē jiǔthen / just就jiùto blush脸红liǎn hóng。 (Tā yì hējiǔ jiù liǎnhóng.) — Wajahnya memerah segera setelah ia minum alkohol.

    one / a一yī A then / just就jiù B mengikat dua peristiwa erat: B mengikuti A segera atau secara otomatis, dan untuk hubungan kebiasaan, frasa ini juga berfungsi sebagai "setiap kali A, B". Dua klausa bahkan bisa memiliki subjek yang berbeda: teacher老师lǎo shīfirstly, ...一来yī lái，everyone大家dà jiāthen / just就jiùquiet安静ān jìng(completed / change)了le — segera setelah guru masuk, semua orang menjadi diam.

    Hati-hati: kata one / a一yī ini bukan berarti "satu" — melainkan pemicu instan, dan then / just就jiù adalah pasangannya.

    Cobalah. Akui reaksi otomatis: I / me我wǒone / a一yīto see看到kàn dàocat猫māothen / just就jiùwant / think / miss想xiǎngvariant of 摹摸mō。(Wǒ yí kàndào māo jiù xiǎng mō.) — Segera setelah saya melihat kucing, saya ingin membelaiinya.

    on the one hand一方面yì fāng miàn … (other另lìng)on the one hand一方面yì fāng miàn …: dua sisi

    Struktur: on the one hand一方面yì fāng miàn + A，(other另lìng)on the one hand一方面yì fāng miàn + B

    Memasak sendirion the one hand一方面yì fāng miàn sehat,on the other hand另一方面lìng yì fāng miàn juga bisa menghemat uang. (Zìjǐ zuòfàn yìfāngmiàn jiànkāng, yìfāngmiàn hái néng shěngqián.) — Memasak sendiri sehat di satu sisi, dan menghemat uang di sisi lainnya.

    Diaon the one hand一方面yì fāng miàn ingin berubah,on the other hand另一方面lìng yì fāng miàn juga takut akan perubahan. (Tā yìfāngmiàn xiǎng gǎibiàn, yìfāngmiàn yòu hàipà gǎibiàn.) — Di satu sisi dia ingin berubah; di sisi lain, dia takut dengan hal itu.

    on the one hand一方面yì fāng miàn = "satu sisi" (square方fāng sisi + flour面miàn wajah). Kerangka ini menimbang dua aspek dari satu situasi — mungkin saling mendukung (dua keuntungan memasak sendiri) atau saling bertentangan (ingin vs takut), dan aspek kedua yang bertentangan sering membawa again又yòu ("tetapi"). on the one hand一方面yì fāng miàn kedua bisa mengambil other另lìng (on the other hand另一方面lìng yì fāng miàn) untuk kejelasan tambahan.

    Cobalah. Timbang pekerjaan paruh waktu: to work a temporary or…打工dǎ gōngon the one hand一方面yì fāng miàn bisa menghasilkan uang,on the other hand另一方面lìng yì fāng miàn juga sangat melelahkan。(Dǎgōng yìfāngmiàn néng zhuànqián, yìfāngmiàn yòu hěn lèi.) — Pekerjaan paruh waktu menghasilkan uang di satu sisi, dan membuat Anda kelelahan di sisi lainnya.

    Tinjauan

    1. Dalam kalimat busy忙mángto be / is是shìbusy忙máng，but但是dàn shì……, apa yang telah diakui oleh pembicara dan apa yang datang selanjutnya?
    2. Haruskah dua kata sifat di sekitar to be / is是shì cocok?
    3. (used after a verb) give it…一下yī xiàsubject课kèthen / just就jiùto go去qù — apakah one / a一yī berarti "satu"?
    4. Kata manakah yang sering menandai sisi kedua yang bertentangan dalam on the one hand一方面yì fāng miàn…on the one hand一方面yì fāng miàn…?
    5. Bangun kalimat: "Segera setelah saya sampai rumah, saya tidur."

    (Jawaban: 1. Mengakui "sibuk, ya memang" — pengecualian datang setelah but但是dàn shì / exactly就是jiù shì. 2. Ya — tepatnya: good-looking好看hǎo kànto be / is是shìgood-looking好看hǎo kàn. 3. Tidak — itu adalah pemicu instan; then / just就jiù melengkapinya. 4. again又yòu ("tetapi"). 5. Saya langsung tidur begitu sampai di rumah。(Wǒ yí dàojiā jiù shuìjiào.)

  • 26

    Tidak hanya... tetapi juga...

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    not only (... but also ...)不但bù dàn / not just不仅bù jǐn … ，moreover而且ér qiě / still / also还hái / also也yě … (not only … but also)

    Add another fact without making it stronger

    • A person speaks Chinese and also English.
    • he / him他tānot only (... but also ...)不但bù dàncan / will会huìChinese language中文zhōng wén，还会hái huìEnglish (language)英文yīng wén。 — The second ability is added to the first.

    Build the form

    • The pattern in this lesson is not only (... but also ...)不但bù dàn / not just不仅bù jǐn … ，moreover而且ér qiě / still / also还hái / also也yě … (not only … but also). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tānot only不但bú dàncan会huìChinese中文Zhōng wén，also还háican会huìBahasa Inggris英文Yīng wén。

    Read examples in context

    • In the opening example, he / him他tānot only (... but also ...)不但bù dàncan / will会huìChinese language中文zhōng wén，还会hái huìEnglish (language)英文yīng wén。: The second ability is added to the first.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • The added point need not be stronger or more positive.
    • moreover而且ér qiě, still / also还hái dan also也yě require suitable word order and are not freely swapped in every sentence position.

    Use the distinction

    • The second ability is added to the first.
    • The added point need not be stronger or more positive. moreover而且ér qiě, still / also还hái dan also也yě require suitable word order and are not freely swapped in every sentence position.

    Try it with help closed

    A person speaks Chinese and also English. 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.

    One possible response: he / him他tānot only (... but also ...)不但bù dàncan / will会huìChinese language中文zhōng wén，还会hái huìEnglish (language)英文yīng wén。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • The added point need not be stronger or more positive.
    • moreover而且ér qiě, still / also还hái dan also也yě require suitable word order and are not freely swapped in every sentence position.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 27

    Membandingkan kata keterangan serupa

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    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    asli本来běn lái vs asli原来yuán lái (originally vs it turns out)

    An earlier state differs from a new discovery

    • You had intended to go, while a friend's identity has just become clear.
    • I / me我wǒasli本来běn láiwant / think / miss想xiǎngto go去qù；asli原来yuán láito be / is是shìyou你nǐ。 — asli本来běn lái marks the earlier intention and asli原来yuán lái marks the discovery in these contexts.

    Build the form

    • The pattern in this lesson is asli本来běn lái vs asli原来yuán lái (originally vs it turns out). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    I我wǒoriginally本来běn láiwant想xiǎnggo去qù的de。

    Read examples in context

    so it turns out原来yuán láiis是shìyou你nǐ！

    • In the opening example, I / me我wǒasli本来běn láiwant / think / miss想xiǎngto go去qù；asli原来yuán láito be / is是shìyou你nǐ。: asli本来běn lái marks the earlier intention and asli原来yuán lái marks the discovery in these contexts.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • asli原来yuán lái can also mean originally, and asli本来běn lái can mark an inherent fact.
    • These useful examples are not mutually exclusive dictionary definitions.

    Use the distinction

    • asli本来běn lái marks the earlier intention and asli原来yuán lái marks the discovery in these contexts.
    • asli原来yuán lái can also mean originally, and asli本来běn lái can mark an inherent fact. These useful examples are not mutually exclusive dictionary definitions.

    Try it with help closed

    You had intended to go, while a friend's identity has just become clear. 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.

    One possible response: I / me我wǒasli本来běn láiwant / think / miss想xiǎngto go去qù；asli原来yuán láito be / is是shìyou你nǐ。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • asli原来yuán lái can also mean originally, and asli本来běn lái can mark an inherent fact.
    • These useful examples are not mutually exclusive dictionary definitions.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    often常常cháng cháng vs usually往往wǎng wǎng (often vs tends to)

    Frequency and a tendency can overlap

    • You observe that weekends tend to be busy.
    • weekend周末zhōu mòusually往往wǎng wǎngdegree / adjective linker很hěnbusy忙máng。 — usually往往wǎng wǎng presents a recurring tendency tied to weekends.

    Build the form

    • The pattern in this lesson is often常常cháng cháng vs usually往往wǎng wǎng (often vs tends to). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tāoften常常cháng chángbe late迟到chí dào。

    Read examples in context

    weekends周末zhōu mòtend to往往wǎng wǎngvery很hěnbusy忙máng。

    • In the opening example, weekend周末zhōu mòusually往往wǎng wǎngdegree / adjective linker很hěnbusy忙máng。: usually往往wǎng wǎng presents a recurring tendency tied to weekends.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • often常常cháng cháng can also describe frequent busy weekends.
    • usually往往wǎng wǎng is unsuitable for a single intended action such as I / me我wǒtomorrow明天míng tiānusually往往wǎng wǎngto go去qù, but the words can overlap in repeated-event contexts.

    Use the distinction

    • usually往往wǎng wǎng presents a recurring tendency tied to weekends.
    • often常常cháng cháng can also describe frequent busy weekends. usually往往wǎng wǎng is unsuitable for a single intended action such as I / me我wǒtomorrow明天míng tiānusually往往wǎng wǎngto go去qù, but the words can overlap in repeated-event contexts.

    Try it with help closed

    You observe that weekends tend to be busy. 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.

    One possible response: weekend周末zhōu mòusually往往wǎng wǎngdegree / adjective linker很hěnbusy忙máng。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • often常常cháng cháng can also describe frequent busy weekends.
    • usually往往wǎng wǎng is unsuitable for a single intended action such as I / me我wǒtomorrow明天míng tiānusually往往wǎng wǎngto go去qù, but the words can overlap in repeated-event contexts.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    just now刚gāng vs just now (variant of 刚才)刚才gāng cái (adverb vs time-word)

    An adverb differs from a time expression

    • A friend left recently, and you describe the timing.
    • he / him他tājust now刚gāngto walk走zǒu；just now (variant of 刚才)刚才gāng cáihe / him他tāat / in在zàidi sini这儿zhè ér。 — just now刚gāng modifies the departure, while just now (variant of 刚才)刚才gāng cái names a recent time.

    Build the form

    • The pattern in this lesson is just now刚gāng vs just now (variant of 刚才)刚才gāng cái (adverb vs time-word). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tājust刚gāngleave走zǒu。

    Read examples in context

    a moment ago刚才gāng cáihe他tāwas在zàidi sini这儿zhèr。

    • In the opening example, he / him他tājust now刚gāngto walk走zǒu；just now (variant of 刚才)刚才gāng cáihe / him他tāat / in在zàidi sini这儿zhè ér。: just now刚gāng modifies the departure, while just now (variant of 刚才)刚才gāng cái names a recent time.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • just now (variant of 刚才)刚才gāng cái can move before the subject or after it in suitable sentences.
    • just now刚gāng is not a standalone time noun, and (completed / change)了le is not universally forbidden after a just now刚gāng-modified verb.

    Use the distinction

    • just now刚gāng modifies the departure, while just now (variant of 刚才)刚才gāng cái names a recent time.
    • just now (variant of 刚才)刚才gāng cái can move before the subject or after it in suitable sentences. just now刚gāng is not a standalone time noun, and (completed / change)了le is not universally forbidden after a just now刚gāng-modified verb.

    Try it with help closed

    A friend left recently, and you describe the timing. 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.

    One possible response: he / him他tājust now刚gāngto walk走zǒu；just now (variant of 刚才)刚才gāng cáihe / him他tāat / in在zàidi sini这儿zhè ér。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • just now (variant of 刚才)刚才gāng cái can move before the subject or after it in suitable sentences.
    • just now刚gāng is not a standalone time noun, and (completed / change)了le is not universally forbidden after a just now刚gāng-modified verb.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 28

    Membandingkan preposisi mirip

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    Lembar Kerja

    Apa yang dipelajari dalam topik ini

    Dua pasangan preposisi yang diterjemahkan sama tetapi memiliki makna berbeda: pertaining to关于guān yú vs to / towards / correct对duì (of time or place) in于yú (dua "tentang" — topik vs target) dan away from离lí vs from从cóng (dua "dari" — jarak vs awal). Satu pertanyaan menyelesaikan setiap pasangan.

    pertaining to关于guān yú vs regarding对于duì yú: topik vs target

    pertaining to关于guān yúthis这个zhè gequestion问题wèn tí，everyone大家dà jiāto have / there is有yǒuwhat什么shén meway of looking at a thing看法kàn fǎ？ (Guānyú zhège wèntí, dàjiā yǒu shénme kànfǎ?) — Pada pertanyaan ini, apa pendapat semua orang?

    regarding对于duì yúwe / us我们wǒ men(modifier / structural particle)的deto work工作gōng zuò，boss老板lǎo bǎndegree / adjective linker很hěnsatisfied满意mǎn yì。 (Duìyú wǒmen de gōngzuò, lǎobǎn hěn mǎnyì.) — Sang bos sangat puas dengan pekerjaan kita.

    Satu pertanyaan: apakah perasaan atau reaksi melekat?

    • pertaining to关于guān yú menamai topik — "tentang X, mengenai subjek X". Anda hanya menempatkan subjek di atas meja.
    • regarding对于duì yú menamai target sikap — "terhadap X, sehubungan dengan X". Ada sudut pandang atau reaksi yang muncul: puas terhadap, ketat terhadap, keras terhadap.

    Sehingga regarding对于duì yúwe / us我们wǒ men(modifier / structural particle)的deto work工作gōng zuò，boss老板lǎo bǎndegree / adjective linker很hěnsatisfied满意mǎn yì harus menggunakan regarding对于duì yú — kepuasan sang bos tertuju pada bekerja. Dan judul seperti pertaining to关于guān yúenvironmental protection环保huán bǎo(modifier / structural particle)的deto inform报告bào gào ("laporan tentang lingkungan") adalah pertaining to关于guān yú — tidak ada yang dirasakan, hanya dinamai.

    Hati-hati: di mana hanya topik yang dimaksud, keduanya tumpang tindih (pertaining to关于guān yú/regarding对于duì yúthis这个zhè gequestion问题wèn tí…) — pemisahan terjadi ketika sikap terlibat.

    Cobalah. Umumkan diskusi: pertaining to关于guān yúweekend周末zhōu mò(modifier / structural particle)的deplan计划jì huà，everyone大家dà jiāto have / there is有yǒuwhat什么shén meway of thinking想法xiǎng fǎ？(Guānyú zhōumò de jìhuà, dàjiā yǒu shénme xiǎngfǎ?) — Tentang rencana akhir pekan, ada ide apa?

    away from离lí vs from从cóng: kesenjangan vs awal

    from从cóngtomorrow明天míng tiānto start开始kāi shǐ，I / me我wǒnot不bùto smoke (a cigarette…抽烟chōu yān(completed / change)了le。 (Cóng míngtiān kāishǐ, wǒ bù chōuyān le.) — Mulai dari besok, saya berhenti merokok.

    我家wǒ jiāaway from离lícompany公司gōng sī很近hěn jìn。 (Wǒ jiā lí gōngsī hěn jìn.) — Rumah saya sangat dekat dengan kantor.

    Satu pertanyaan utama: apakah Anda mengukur, atau berangkat?

    • away from离lí mengukur kesenjangan antara dua titik — "jauh dari" — dan berpasangan dengan to distance oneself from…远yuǎn / near近jìn： away from离lícompany公司gōng sī很近hěn jìn， away from离lícity center市中心shì zhōng xīndegree / adjective linker很hěnto distance oneself from…远yuǎn.
    • from从cóng menandai titik awal dalam ruang atau waktu — "dari" — dan berpasangan dengan rute atau awal: 从家cóng jiāto walk走zǒu "berangkat dari rumah", from从cóngtomorrow明天míng tiānto start开始kāi shǐ "mulai besok".

    Kata jarak di dekatnya → away from离lí; awal di dekatnya → from从cóng.

    Cobalah. Dua kalimat tentang perjalanan yang sama: 我家wǒ jiāaway from离líschool学校xué xiào两公里liǎng gōng lǐ，I / me我wǒevery day每天měi tiān从家cóng jiāto ride a bike (motorbike…骑车qí chē to go去qù。(Wǒ jiā lí xuéxiào liǎng gōnglǐ, wǒ měitiān cóng jiā qíchē qù.) — Rumah saya 2 km dari sekolah; saya bersepeda dari rumah setiap hari.

    Tinjauan

    1. "Ketat terhadap PR" — pertaining to关于guān yú atau regarding对于duì yú?
    2. "A book about history" — mana yang tepat, dan mengapa?
    3. Isi kedua bagian ini: 我家wǒ jiā____subway station地铁站dì tiě zhàn很近hěn jìn，I / me我wǒevery day每天měi tiān____subway station地铁站dì tiě zhànto take the car, bus, train…坐车zuò chē。
    4. Manakah di antara away from离lí / from从cóng yang dapat memulai frasa waktu seperti from从cóngnext week下周xià zhōuto rise起qǐ？

    (Jawaban: 1. regarding对于duì yú — sikap ditujukan padanya. 2. pertaining to关于guān yú — hanya topik yang dinamakan, tidak ada perasaan yang melekat. 3. away from离lí (gap + near近jìn), lalu from从cóng (titik awal perjalanan). 4. from从cóng — menandai permulaan; away from离lí hanya mengukur jarak.)

  • 29

    Membandingkan fungsi serupa

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    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    on the contrary反而fǎn ér vs opposite相反xiāng fǎn (instead vs on the contrary)

    A reversal differs from a contrasting proposition

    • An explanation was expected to help but instead made things less clear.
    • explanation解释jiě shìkembali后hòu，I / me我wǒon the contrary反而fǎn érmore更gèngmuddled糊涂hú tú(completed / change)了le。 — on the contrary反而fǎn ér marks a result opposite to the expected improvement.

    Build the form

    • The pattern in this lesson is on the contrary反而fǎn ér vs opposite相反xiāng fǎn (instead vs on the contrary). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    illness病bìnginstead反而fǎn érmore更gèngserious重zhòng了le。

    Read examples in context

    on the contrary相反xiāng fǎn，I我wǒagree同意tóng yì。

    • In the opening example, explanation解释jiě shìkembali后hòu，I / me我wǒon the contrary反而fǎn érmore更gèngmuddled糊涂hú tú(completed / change)了le。: on the contrary反而fǎn ér marks a result opposite to the expected improvement.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • opposite相反xiāng fǎn can open a contrasting statement or describe opposite properties.
    • In this frame on the contrary反而fǎn ér modifies the predicate, rather than merely naming any difference.

    Use the distinction

    • on the contrary反而fǎn ér marks a result opposite to the expected improvement.
    • opposite相反xiāng fǎn can open a contrasting statement or describe opposite properties. In this frame on the contrary反而fǎn ér modifies the predicate, rather than merely naming any difference.

    Try it with help closed

    An explanation was expected to help but instead made things less clear. 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.

    One possible response: explanation解释jiě shìkembali后hòu，I / me我wǒon the contrary反而fǎn érmore更gèngmuddled糊涂hú tú(completed / change)了le。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • opposite相反xiāng fǎn can open a contrasting statement or describe opposite properties.
    • In this frame on the contrary反而fǎn ér modifies the predicate, rather than merely naming any difference.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to be certain肯定kěn dìng vs definite确定què dìng vs definitely一定yí dìng (sure / certain)

    Confidence differs from confirming a detail

    • A friend predicts an arrival, while you have not confirmed the time.
    • he / him他tādefinitely一定yí dìngcan / will会huìto come来lái；I / me我wǒstill / also还háinot / haven't没méidefinite确定què dìng(concept of) time时间shí jiān。 — definitely一定yí dìng expresses a confident prediction and definite确定què dìng refers to confirming the time.

    Build the form

    • The pattern in this lesson is to be certain肯定kěn dìng vs definite确定què dìng vs definitely一定yí dìng (sure / certain). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    he他tācertainly一定yí dìngwill会huìcome来lái。

    Read examples in context

    I我wǒyet还háitidak没méiconfirm确定què dìng。

    • In the opening example, he / him他tādefinitely一定yí dìngcan / will会huìto come来lái；I / me我wǒstill / also还háinot / haven't没méidefinite确定què dìng(concept of) time时间shí jiān。: definitely一定yí dìng expresses a confident prediction and definite确定què dìng refers to confirming the time.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • to be certain肯定kěn dìng can also express confidence, and it has verb uses such as to be certain肯定kěn dìngachievement成绩chéng jì.
    • Word class depends on the construction; confident wording is not proof of the future.

    Use the distinction

    • definitely一定yí dìng expresses a confident prediction and definite确定què dìng refers to confirming the time.
    • to be certain肯定kěn dìng can also express confidence, and it has verb uses such as to be certain肯定kěn dìngachievement成绩chéng jì. Word class depends on the construction; confident wording is not proof of the future.

    Try it with help closed

    A friend predicts an arrival, while you have not confirmed the time. 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.

    One possible response: he / him他tādefinitely一定yí dìngcan / will会huìto come来lái；I / me我wǒstill / also还háinot / haven't没méidefinite确定què dìng(concept of) time时间shí jiān。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • to be certain肯定kěn dìng can also express confidence, and it has verb uses such as to be certain肯定kěn dìngachievement成绩chéng jì.
    • Word class depends on the construction; confident wording is not proof of the future.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

    to fit适合shì hé vs suitable合适hé shì (to suit vs suitable)

    Use the object with the right suitable-word

    • A job suits someone's abilities.
    • this这个zhè geto work工作gōng zuòto fit适合shì héyou你nǐ。 — to fit适合shì hé takes you你nǐ as its object in the suitability relation.

    Build the form

    • The pattern in this lesson is to fit适合shì hé vs suitable合适hé shì (to suit vs suitable). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    this这zhè(measure word)个gejob工作gōng zuòsuit适合shì héyou你nǐ。

    Read examples in context

    this这zhè(measure word)个geharga价格jià gévery很hěnsuitable合适hé shì。

    • In the opening example, this这个zhè geto work工作gōng zuòto fit适合shì héyou你nǐ。: to fit适合shì hé takes you你nǐ as its object in the suitability relation.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • suitable合适hé shì instead functions as an adjective, as in to / towards / correct对duìyou你nǐdegree / adjective linker很hěnsuitable合适hé shì.
    • Shared meaning does not allow the same word order everywhere.

    Use the distinction

    • to fit适合shì hé takes you你nǐ as its object in the suitability relation.
    • suitable合适hé shì instead functions as an adjective, as in to / towards / correct对duìyou你nǐdegree / adjective linker很hěnsuitable合适hé shì. Shared meaning does not allow the same word order everywhere.

    Try it with help closed

    A job suits someone's abilities. 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.

    One possible response: this这个zhè geto work工作gōng zuòto fit适合shì héyou你nǐ。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • suitable合适hé shì instead functions as an adjective, as in to / towards / correct对duìyou你nǐdegree / adjective linker很hěnsuitable合适hé shì.
    • Shared meaning does not allow the same word order everywhere.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

  • 30

    Membandingkan kata waktu serupa

    Tonton pelajaran
    Buka topik ini di halaman sendiri

    Program pembelajaran segera hadir

    Lembar Kerja

    Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

    setelah以后yǐ hòu vs (modifier / structural particle)的dewaktu时候shí hòu (after vs when)

    After an event differs from during it

    • You leave when class has finished.
    • to finish class下课xià kèsetelah以后yǐ hòu，I / me我wǒto return home回家huí jiā。 — setelah以后yǐ hòu locates the going home after the class ends.

    Build the form

    • The pattern in this lesson is setelah以后yǐ hòu vs (modifier / structural particle)的dewaktu时候shí hòu (after vs when). Locate it in the original interlinear examples below.
    • Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

    finish class下课xià kèsetelah以后yǐ hòu，I我wǒgo home回家huí jiā。

    Read examples in context

    eat吃饭chī fànwhen的时候de shí hou，don't别biétalk说话shuō huà。

    • In the opening example, to finish class下课xià kèsetelah以后yǐ hòu，I / me我wǒto return home回家huí jiā。: setelah以后yǐ hòu locates the going home after the class ends.
    • Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

    Know the boundary

    • to go to class上课shàng kè(modifier / structural particle)的dewaktu时候shí hòu instead locates an action during class.
    • The relation comes from the chosen event; (modifier / structural particle)的dewaktu时候shí hòu can refer to an event moment as well as an extended activity.

    Use the distinction

    • setelah以后yǐ hòu locates the going home after the class ends.
    • to go to class上课shàng kè(modifier / structural particle)的dewaktu时候shí hòu instead locates an action during class. The relation comes from the chosen event; (modifier / structural particle)的dewaktu时候shí hòu can refer to an event moment as well as an extended activity.

    Try it with help closed

    You leave when class has finished. 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.

    One possible response: to finish class下课xià kèsetelah以后yǐ hòu，I / me我wǒto return home回家huí jiā。

    • My response conveys a message that fits the opening situation.
    • I can explain the meaning of the pattern, rather than only naming it.
    • to go to class上课shàng kè(modifier / structural particle)的dewaktu时候shí hòu instead locates an action during class.
    • The relation comes from the chosen event; (modifier / structural particle)的dewaktu时候shí hòu can refer to an event moment as well as an extended activity.
    • I tried a second response with a name, time, place, or description changed.

    Practise this pattern step by step.

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