Particles, nouns & numbers

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.

Time / Verb + 以前 (before …)

A deadline comes before a named time

• You ask a friend to return before three o'clock.
• 三点以前回来。 — The return should happen before the stated three-o'clock boundary.

Build the form

• The pattern in this lesson is Time / Verb + 以前 (before …). 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 o'clock三点sān diǎnbefore以前yǐ qiáncome back回来huí lái。

Read examples in context

sleep睡觉shuì jiàobefore以前yǐ qiánbrush teeth刷牙shuā yá。

• In the opening example, 三点以前回来。: The return should happen before the stated three-o'clock boundary.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 以前 follows its reference time or action.
• 睡觉以前刷牙 places brushing before sleeping, not after it; separate a deadline from a duration.

Use the distinction

• The return should happen before the stated three-o'clock boundary.
• 以前 follows its reference time or action. 睡觉以前刷牙 places brushing before sleeping, not after it; separate a deadline from a duration.

Try it with help closed

You ask a friend to return before three o'clock. 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: 三点以前回来。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 以前 follows its reference time or action.
• 睡觉以前刷牙 places brushing before sleeping, not after it; separate a deadline from a duration.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

以前，… (in the past, …)

An earlier home differs from a current one

• You explain that you used to live in Beijing but now live elsewhere.
• 以前我住在北京。 — 以前 introduces an earlier period of residence.

Build the form

• The pattern in this lesson is 以前，… (in the past, …). 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 the past以前yǐ qián，I我wǒlive住zhùin在zàiBeijing北京Běi jīng。

Read examples in context

• In the opening example, 以前我住在北京。: 以前 introduces an earlier period of residence.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The current contrast comes from context.
• The sentence alone need not tell us the exact dates or all later homes. Compare 三点以前, where 以前 follows a specific reference point.

Use the distinction

• 以前 introduces an earlier period of residence.
• The current contrast comes from context. The sentence alone need not tell us the exact dates or all later homes. Compare 三点以前, where 以前 follows a specific reference point.

Try it with help closed

You explain that you used to live in Beijing but now live elsewhere. 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: 以前我住在北京。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The current contrast comes from context.
• The sentence alone need not tell us the exact dates or all later homes. Compare 三点以前, where 以前 follows a specific reference point.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

刚才 (a moment ago)

A friend asks you to repeat the earlier news

• You did not hear a friend's last sentence clearly.
• 你刚才说什么？ — 刚才 asks about speech in the recent past.

Build the form

• The pattern in this lesson is 刚才 (a moment ago). 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.

a moment ago刚才gāng cáihe他tācome来lái了le。

Read examples in context

you你nǐa moment ago刚才gāng cáisay说shuōwhat什么shén me？

• In the opening example, 你刚才说什么？: 刚才 asks about speech in the recent past.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 刚才 is a time expression: 刚才他在这儿 and 他刚才在这儿 both work.
• It can describe a state or a negated action, as in 刚才没听见; 了 is not compulsory.

Use the distinction

• 刚才 asks about speech in the recent past.
• 刚才 is a time expression: 刚才他在这儿 and 他刚才在这儿 both work. It can describe a state or a negated action, as in 刚才没听见; 了 is not compulsory.

Try it with help closed

You did not hear a friend's last sentence clearly. 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: 你刚才说什么？

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 刚才 is a time expression: 刚才他在这儿 and 他刚才在这儿 both work.
• It can describe a state or a negated action, as in 刚才没听见; 了 is not compulsory.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Time / Verb + 时 (when …)

Attach an event to a time

• You reached a friend's home when the friend was out.
• 我来时，他不在。 — 时 ties the absence to the time of your arrival.

Build the form

• The pattern in this lesson is Time / Verb + 时 (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.

I我wǒcome来láiwhen时shí，he他tānot不bùbe in在zài。

Read examples in context

• In the opening example, 我来时，他不在。: 时 ties the absence to the time of your arrival.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 时 is a shorter, often more formal version of 的时候.
• It can also occur in a future instruction, as in 你来时告诉我; it does not itself supply past tense.

Use the distinction

• 时 ties the absence to the time of your arrival.
• 时 is a shorter, often more formal version of 的时候. It can also occur in a future instruction, as in 你来时告诉我; it does not itself supply past tense.

Try it with help closed

You reached a friend's home when the friend was out. 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: 我来时，他不在。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 时 is a shorter, often more formal version of 的时候.
• It can also occur in a future instruction, as in 你来时告诉我; it does not itself supply past tense.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

以后 (after / in the future)

Class ends before the trip home

• You plan to go home after class.
• 下课以后回家。 — Class ending is the reference point before going home.

Build the form

• The pattern in this lesson is 以后 (after / in the future). 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 the future以后yǐ hòu，I我wǒwant想xiǎngbe当dāngteacher老师lǎo shī。

Read examples in context

finish class下课xià kèafter以后yǐ hòugo home回家huí jiā。

• In the opening example, 下课以后回家。: Class ending is the reference point before going home.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 以后 may relate two past events too: 毕业以后，我去了上海.
• Alone, 以后 often means in the future; after a reference event it means after that event.

Use the distinction

• Class ending is the reference point before going home.
• 以后 may relate two past events too: 毕业以后，我去了上海. Alone, 以后 often means in the future; after a reference event it means after that event.

Try it with help closed

You plan to go home after class. 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: 下课以后回家。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 以后 may relate two past events too: 毕业以后，我去了上海.
• Alone, 以后 often means in the future; after a reference event it means after that event.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

… ，后来 … (afterwards / later — past)

A past story has a later turn

• You tell someone that you visited Beijing and later visited Shanghai.
• 先去了北京，后来去了上海。 — 后来 links the later part of the past story to the earlier visit.

Build the form

• The pattern in this lesson is … ，后来 … (afterwards / later — past). 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wǒfirst先xiāngo去qù了leBeijing北京Běi jīng，later后来hòu láigo去qù了leShanghai上海Shàng hǎi。

Read examples in context

• In the opening example, 先去了北京，后来去了上海。: 后来 links the later part of the past story to the earlier visit.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• For a future plan prefer 然后 or 以后.
• Later does not require immediate succession; 后来 can cover a gap whose length the sentence leaves unspecified.

Use the distinction

• 后来 links the later part of the past story to the earlier visit.
• For a future plan prefer 然后 or 以后. Later does not require immediate succession; 后来 can cover a gap whose length the sentence leaves unspecified.

Try it with help closed

You tell someone that you visited Beijing and later visited Shanghai. 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: 先去了北京，后来去了上海。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• For a future plan prefer 然后 or 以后.
• Later does not require immediate succession; 后来 can cover a gap whose length the sentence leaves unspecified.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Approximating with sequential numbers

An estimate differs from a sum

• You did not count the visitors exactly but saw roughly five or six.
• 来了五六个人。 — 五六 estimates about five or six people.

Build the form

• The pattern in this lesson is Approximating with sequential numbers. 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.

come来lái了lefive or six五六wǔ liù(measure word)个gepeople人rén。

Read examples in context

here这儿zhèrhave有yǒuten-something十几shí jǐ(measure word)本běnbook书shū。

• In the opening example, 来了五六个人。: 五六 estimates about five or six people.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Adjacent-number estimates are not addition: 五六 is not eleven.
• The common estimate 两三个 uses 两. Learn established forms instead of concatenating any pair of numerals.

Use the distinction

• 五六 estimates about five or six people.
• Adjacent-number estimates are not addition: 五六 is not eleven. The common estimate 两三个 uses 两. Learn established forms instead of concatenating any pair of numerals.

Try it with help closed

You did not count the visitors exactly but saw roughly five or six. 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: 来了五六个人。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Adjacent-number estimates are not addition: 五六 is not eleven.
• The common estimate 两三个 uses 两. Learn established forms instead of concatenating any pair of numerals.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Big numbers: 万 / 亿

Convert a large population by groups of four digits

• A city has ten million residents in this invented example.
• 这个城市有一千万人。 — 一千万 equals 1,000 groups of 10,000, or 10,000,000.

Build the form

• The pattern in this lesson is Big numbers: 万 / 亿. 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gecity城市chéng shìhave有yǒuten million一千万yì qiān wànpeople人rén。

Read examples in context

• In the opening example, 这个城市有一千万人。: 一千万 equals 1,000 groups of 10,000, or 10,000,000.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 万 is 10,000 and 亿 is 100,000,000.
• 一百万 is 1,000,000; read the multiplier and unit together instead of importing English three-digit grouping.

Use the distinction

• 一千万 equals 1,000 groups of 10,000, or 10,000,000.
• 万 is 10,000 and 亿 is 100,000,000. 一百万 is 1,000,000; read the multiplier and unit together instead of importing English three-digit grouping.

Try it with help closed

A city has ten million residents in this invented example. 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: 这个城市有一千万人。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 万 is 10,000 and 亿 is 100,000,000.
• 一百万 is 1,000,000; read the multiplier and unit together instead of importing English three-digit grouping.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Times to the minute (点 … 分)

A meeting starts halfway through the hour

• A meeting begins at 2:30 rather than lasting for half an hour.
• 会议两点半开始。 — 两点半 names the clock time 2:30.

Build the form

• The pattern in this lesson is Times to the minute (点 … 分). 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.

now现在xiàn zàithree o'clock三点sān diǎnfifteen minutes十五分shí wǔ fēn。

Read examples in context

• In the opening example, 会议两点半开始。: 两点半 names the clock time 2:30.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 半 after 点 means half past the hour.
• 半个小时 is a duration of thirty minutes; 三点十五分 is 3:15. Do not confuse a clock time with elapsed time.

Use the distinction

• 两点半 names the clock time 2:30.
• 半 after 点 means half past the hour. 半个小时 is a duration of thirty minutes; 三点十五分 is 3:15. Do not confuse a clock time with elapsed time.

Try it with help closed

A meeting begins at 2:30 rather than lasting for half an hour. 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: 会议两点半开始。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 半 after 点 means half past the hour.
• 半个小时 is a duration of thirty minutes; 三点十五分 is 3:15. Do not confuse a clock time with elapsed time.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Telling the hour (Number + 点)

Read the hour in a natural spoken form

• You tell a friend that class finishes at three o'clock.
• 三点下课。 — 三点 gives the clock hour, not the duration of class.

Build the form

• The pattern in this lesson is Telling the hour (Number + 点). 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wǒthree o'clock三点sān diǎnfinish class下课xià kè。

Read examples in context

now现在xiàn zàitwo o'clock两点liǎng diǎn。

• In the opening example, 三点下课。: 三点 gives the clock hour, not the duration of class.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Use 两点 as the usual spoken form for two o'clock and 三点钟 as a full form for three.
• Numbers read as digits in codes are a different task from ordinary clock speech.

Use the distinction

• 三点 gives the clock hour, not the duration of class.
• Use 两点 as the usual spoken form for two o'clock and 三点钟 as a full form for three. Numbers read as digits in codes are a different task from ordinary clock speech.

Try it with help closed

You tell a friend that class finishes at three o'clock. 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: 三点下课。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Use 两点 as the usual spoken form for two o'clock and 三点钟 as a full form for three.
• Numbers read as digits in codes are a different task from ordinary clock speech.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Verb + 着 (ongoing state)

A door remains in a state

• You describe a door that is standing open, without saying who opened it.
• 门开着。 — 着 presents the continuing open state.

Build the form

• The pattern in this lesson is Verb + 着 (ongoing state). 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.

door门ménopen开kāi(state)着zhe。

Read examples in context

he他tāsit坐zuò(state)着zheread看书kàn shū。

• In the opening example, 门开着。: 着 presents the continuing open state.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Compare 他正在开门, which focuses on the opening action.
• 着 is not restricted to still positions: 他笑着说 describes speaking while smiling. Its neutral-tone reading zhe differs from 睡着的 zháo.

Use the distinction

• 着 presents the continuing open state.
• Compare 他正在开门, which focuses on the opening action. 着 is not restricted to still positions: 他笑着说 describes speaking while smiling. Its neutral-tone reading zhe differs from 睡着的 zháo.

Try it with help closed

You describe a door that is standing open, without saying who opened 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: 门开着。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Compare 他正在开门, which focuses on the opening action.
• 着 is not restricted to still positions: 他笑着说 describes speaking while smiling. Its neutral-tone reading zhe differs from 睡着的 zháo.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Sentence-final 了 (change of state)

Hunger becomes a new situation

• You were not hungry before, but now want food.
• 我饿了。 — Final 了 marks hunger as a new relevant state.

Build the form

• The pattern in this lesson is Sentence-final 了 (change of state). 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.

rain下雨xià yǔ了le。

Read examples in context

I我wǒhungry饿è了le。

• In the opening example, 我饿了。: Final 了 marks hunger as a new relevant state.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This 了 does not mean finished being hungry.
• Verb-了 marks perfective aspect in other uses; do not translate every 了 as a past-tense or completed-action ending.

Use the distinction

• Final 了 marks hunger as a new relevant state.
• This 了 does not mean finished being hungry. Verb-了 marks perfective aspect in other uses; do not translate every 了 as a past-tense or completed-action ending.

Try it with help closed

You were not hungry before, but now want food. 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: 我饿了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This 了 does not mean finished being hungry.
• Verb-了 marks perfective aspect in other uses; do not translate every 了 as a past-tense or completed-action ending.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Questions with 呢 (and you? / where?)

A short follow-up relies on context

• A friend says where they live and then asks about you.
• 我住在上海，你呢？ — 你呢 asks where you live, borrowing the topic from the preceding clause.

Build the form

• The pattern in this lesson is Questions with 呢 (and you? / where?). 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wǒfine很好hěn hǎo，you你nǐ呢ne？

Read examples in context

my我wǒ的dekeys钥匙yào shi呢ne？

• In the opening example, 我住在上海，你呢？: 你呢 asks where you live, borrowing the topic from the preceding clause.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The same 你呢 can ask about your health after 我很好.
• 我的钥匙呢 can ask where the keys are. The noun and 呢 do not determine the full question without context.

Use the distinction

• 你呢 asks where you live, borrowing the topic from the preceding clause.
• The same 你呢 can ask about your health after 我很好. 我的钥匙呢 can ask where the keys are. The noun and 呢 do not determine the full question without context.

Try it with help closed

A friend says where they live and then asks about you. 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: 我住在上海，你呢？

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The same 你呢 can ask about your health after 我很好.
• 我的钥匙呢 can ask where the keys are. The noun and 呢 do not determine the full question without context.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

的 / 得 / 地 (the three “de”)

One pronunciation fills three different roles

• You describe a careful student's careful reading.
• 认真的学生认真地读书，读得很清楚。 — 的 modifies 学生; 地 marks the manner of 读; 得 introduces the quality of reading.

Build the form

• The pattern in this lesson is 的 / 得 / 地 (the three “de”). 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.

my我wǒ('s)的debook书shū。

Read examples in context

he他tārun跑pǎo(degree)得devery很hěnfast快kuài。

• In the opening example, 认真的学生认真地读书，读得很清楚。: 的 modifies 学生; 地 marks the manner of 读; 得 introduces the quality of reading.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Find the grammatical role rather than relying only on the next character.
• 我说的是实话 contains 的 before 是, because 的 closes a noun-like phrase; the simple before-noun rule is a beginner guide.

Use the distinction

• 的 modifies 学生; 地 marks the manner of 读; 得 introduces the quality of reading.
• Find the grammatical role rather than relying only on the next character. 我说的是实话 contains 的 before 是, because 的 closes a noun-like phrase; the simple before-noun rule is a beginner guide.

Try it with help closed

You describe a careful student's careful reading. 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: 认真的学生认真地读书，读得很清楚。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Find the grammatical role rather than relying only on the next character.
• 我说的是实话 contains 的 before 是, because 的 closes a noun-like phrase; the simple before-noun rule is a beginner guide.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

有的 (some / some…, others…)

A group contains different preferences

• Several classmates prefer tea while other classmates prefer coffee.
• 有的同学喜欢茶，有的喜欢咖啡。 — 有的 divides the understood group into subsets.

Build the form

• The pattern in this lesson is 有的 (some / some…, others…). 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.

some有的yǒu depeople人rénlike喜欢xǐ huantea茶chá。

Read examples in context

some有的yǒu deexpensive贵guì，some有的yǒu decheap便宜pián yi。

• In the opening example, 有的同学喜欢茶，有的喜欢咖啡。: 有的 divides the understood group into subsets.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• It does not give their sizes, and more than two groups are possible: 有的看书，有的聊天，有的听音乐.
• Do not infer that each group is half the class.

Use the distinction

• 有的 divides the understood group into subsets.
• It does not give their sizes, and more than two groups are possible: 有的看书，有的聊天，有的听音乐. Do not infer that each group is half the class.

Try it with help closed

Several classmates prefer tea while other classmates prefer 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: 有的同学喜欢茶，有的喜欢咖啡。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• It does not give their sizes, and more than two groups are possible: 有的看书，有的聊天，有的听音乐.
• Do not infer that each group is half the class.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

半 (half / and a half)

A duration adds half an hour

• You studied for ninety minutes.
• 我学习了一个半小时。 — 一个半小时 measures one and a half hours.

Build the form

• The pattern in this lesson is 半 (half / and a half). 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.

half半bàn(measure word)个geapple苹果píng guǒ。

Read examples in context

one一yī(measure word)个geand a half半bànhour小时xiǎo shí。

• In the opening example, 我学习了一个半小时。: 一个半小时 measures one and a half hours.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 半个小时 is half an hour.
• Compare 两点半, a clock time, with 两个半小时, a duration. Keep the measure word position: 一个半小时, not 一半个小时.

Use the distinction

• 一个半小时 measures one and a half hours.
• 半个小时 is half an hour. Compare 两点半, a clock time, with 两个半小时, a duration. Keep the measure word position: 一个半小时, not 一半个小时.

Try it with help closed

You studied for ninety minutes. 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: 我学习了一个半小时。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 半个小时 is half an hour.
• Compare 两点半, a clock time, with 两个半小时, a duration. Keep the measure word position: 一个半小时, not 一半个小时.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

以后 vs 然后 vs 后来 (then / after)

A plan's next step differs from a later story

• You first eat and then plan to study; later you describe what actually happened.
• 先吃饭，然后学习。后来我们又复习了一遍。 — 然后 gives the next step, while 后来 introduces the later part of the account.

Build the form

• The pattern in this lesson is 以后 vs 然后 vs 后来 (then / after). 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.

first先xiāneat吃饭chī fàn，then然后rán hòusleep睡觉shuì jiào。

Read examples in context

later后来hòu láiwe我们wǒ mennot没méigo去qù。

• In the opening example, 先吃饭，然后学习。后来我们又复习了一遍。: 然后 gives the next step, while 后来 introduces the later part of the account.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 以后 can follow a reference event: 吃饭以后学习.
• A future plan does not normally use 后来 to mean next; choose from temporal relationship, not the shared English word then.

Use the distinction

• 然后 gives the next step, while 后来 introduces the later part of the account.
• 以后 can follow a reference event: 吃饭以后学习. A future plan does not normally use 后来 to mean next; choose from temporal relationship, not the shared English word then.

Try it with help closed

You first eat and then plan to study; later you describe what actually happened. 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: 先吃饭，然后学习。后来我们又复习了一遍。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 以后 can follow a reference event: 吃饭以后学习.
• A future plan does not normally use 后来 to mean next; choose from temporal relationship, not the shared English word then.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.