Original teaching practice. Read one pattern, cover its model and try the questions before checking the separate answer section. Examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA) retain the course-reference provenance.
Verb + what什么 (a rebuke)
A challenge is different from choosing a film
- Someone is staring angrily; the other person snaps to see看what什么to see看！ — What are you staring at?! The repeated phrase challenges the staring.
- A friend at the cinema asks you你want / think / miss想to see看what什么？ — What would you like to watch? That question asks for a viewing choice.
Read the action with what什么
- Verb + what什么 can challenge an action in context: you你urgent急what什么！ — What’s the rush?! The repeated verb + what什么 + verb also appears: to see看what什么to see看！
- Do not treat every what什么 as a rebuke. Read the surrounding exchange and delivery, not just the question word or punctuation.
you你rush急what for什么！
The same action can have two conversational jobs
- to laugh笑what什么to laugh笑！ said sharply after unwanted laughter rebukes it. you你at / in在to laugh笑what什么？ asked with genuine curiosity requests the reason for laughter.
- The action is laughing in both exchanges. The intended response differs: stop or justify the action, versus provide information.
A written phrase does not fix one tone
- you你urgent急what什么？(concept of) time时间still / also还early早。 can reassure someone who is rushing: there is still time. The opening staring exchange is confrontational.
- A speaker’s tone and relationship matter. Do not label every you你urgent急what什么 as an angry insult or every question mark as sincere curiosity.
Choose a question that fits your purpose
- A teacher wants to know a student’s reading choice: you你want / think / miss想to see看what什么book书？ makes the information request explicit.
- to see看what什么to see看！ would challenge looking instead. Reusing the same what什么 without checking the complete phrase can change the interaction.
Use the exchange to interpret the phrase
- Identify the action, repetition, surrounding words and intended response. A sharp challenge and a genuine question can contain the same what什么.
- Preserve context when translating. The phrase alone does not prove universal anger, politeness or a particular speaker relationship.
Practise this pattern step by step.
不像 … like that那么 … (not as … as)
Height is one property
- Two classmates measure 170 cm and 180 cm. The shorter one says I / me我not不to resemble像he / him他like that那么high高。 — I am not as tall as him.
- The height comparison fits these measurements. It makes no claim about their speed, kindness or grades.
Keep the reference and property together
- Use A + 不像 + B + like that那么 / so much这么 + adjective. In I / me我not不to resemble像he / him他like that那么high高, he / him他 supplies the reference and high高 supplies the property.
- 这杯tea茶not不to resemble像那杯like that那么to warm up热。 — This tea is not as hot as that tea. Now the property is heat, not height.
I我not as不像him他so那么tall高。
The sentence does not supply the gap
- In the opening measurements, 180 minus 170 is 10 cm. That number comes from the measurements, not from 不像…like that那么high高 alone.
- Without measured values, the sentence gives the comparison but no exact centimetre difference.
A different adjective reverses the physical reading
- In a stated two-person height comparison, I / me我not不to resemble像he / him他like that那么low矮。 means I am not as short as him. The speaker is taller in that context.
- The pattern compares the adjective’s degree. Do not keep a “speaker shorter” answer after high高 changes to low矮.
Similarity without a degree is broader
- I / me我not不to resemble像he / him他。 says I am unlike him, with the relevant similarity left to context. It does not name height.
- I / me我not不to resemble像he / him他like that那么high高。 specifically compares height. Do not invent an adjective when the shorter sentence never supplies one.
Follow the property before drawing a conclusion
- Locate A, the reference B, and the adjective. Check whether the sentence compares tallness, shortness, heat or something else.
- Keep other qualities and exact numerical gaps separate unless the situation explicitly gives them.
Practise this pattern step by step.
compared with比起 … to come来 (compared with)
An improvement needs a baseline
- A club compares its results with last year and says compared with比起last year去年，this year今年many好多(completed / change)了。 — Compared with last year, this year is much better.
- last year去年 is the baseline; this year今年 is evaluated against it. The sentence gives no score, percentage or exact size of improvement.
Name the baseline before the new comment
- Use compared with比起 + B (+ to come来)，A + comment. compared with比起last year去年 introduces last year; this year今年many好多(completed / change)了 gives the new comparison.
- In these examples, compared with比起last year去年 and compared with比起last year去年to come来 both work. Adding to come来 does not swap the years or add a numerical amount.
compared with比起last year去年，this year今年good好much more多了。
Numbers come from the stated data
- A fictional score table gives last year 60 and this year 75. compared with比起last year去年，this year今年to raise提高(completed / change)了十五分。 states a fifteen-point increase.
- 75 minus 60 is 15. This measured claim differs from the original many好多(completed / change)了, which supplies no number.
Swap the baseline, then check direction
- With the same scores, compared with比起this year今年，last year去年low低十五分。 compares last year with this year and reports it fifteen points lower.
- compared with比起 introduces the reference; the following comment determines higher, lower, better or worse. compared with比起 alone does not mean improvement.
A preference is not every possible comparison
- compared with比起to drive a car开车，I / me我more更to like喜欢坐地铁。 — Compared with driving, I prefer taking the metro. This is a personal preference.
- It does not prove the metro is cheaper or faster on every route. A new comparison needs the particular property and relevant evidence.
Preserve the baseline and the kind of claim
- Find the item after compared with比起, then what is compared with it. Read the actual comment rather than automatically adding “better”.
- Distinguish qualitative improvement, a measured gap and a preference. Do not invent a number or universal advantage.
Practise this pattern step by step.
A not equal to不如 B (not as good as)
Suggest an alternative to a slow bus
- The bus wait is long, and walking is an available option. not equal to不如to walk走路(suggestion)吧。 — We might as well walk. The speaker proposes the alternative.
- The suggestion does not report that anyone has started walking or that everyone agrees.
Compare a property or propose an action
- In A + not equal to不如 + B (+ property), A falls short of B in the stated comparison: this这个not equal to不如that那个good好 — this is not as good as that.
- For a suggestion, the other option can be understood: not equal to不如to walk走路(suggestion)吧。 The proposed action follows not equal to不如.
this这个not as good as不如that那个good好。
A favourable comparison has a named angle
- 这家inn店not equal to不如那家店cheap便宜。 — This shop is not as cheap as that shop. The other shop has the price advantage in this comparison.
- The sentence does not rate service, freshness or distance. Cheaper on this comparison does not mean better in every respect.
A suggestion can be declined
- A: not equal to不如to walk走路(suggestion)吧。 B: 我太累(completed / change)了，or / still还是to wait for等war chariot (archaic)车(suggestion)吧。 The second speaker is tired and prefers waiting for the bus.
- The original proposal remains a suggestion. The reply supplies disagreement rather than evidence that walking already happened.
Keep the alternative when the plan changes
- The group is choosing between eating out and cooking. not equal to不如to be at home在家to prepare a meal做饭(suggestion)吧。 proposes cooking at home instead.
- It does not ban restaurants or prove cooking always costs less. Evaluate the proposal against this particular situation.
Read comparison and suggestion separately
- For A not equal to不如 B, preserve the named property. For not equal to不如 + action, recover the alternative from the discussion.
- A comparison is limited to its angle; a proposal is not an order, a completed action or universal agreement.
Practise this pattern step by step.
Noun / Adj + to make into化 (-ize / -ify)
A process becomes simpler
- An office reduces a process from six steps to four. course流程to simplify简化(completed / change)了。 — The process has been simplified. to simplify简化 is an established change word.
- The new process has two fewer steps in this situation. to simplify简化 alone does not state its time saving or whether every user prefers it.
Learn established words ending in to make into化
- to make into化 appears in established change words: to simplify简化 — simplify; to make more beautiful美化 — beautify; modernization现代化 — modernise.
- Use complete words in real sentence frames. Do not attach to make into化 freely to every adjective or assume the English ending always translates directly.
city城市modernize现代化了。
Compare changes rather than equating them
- to simplify简化course流程 makes the process simpler. 美化环境 makes the surroundings more attractive. city城市modernization现代化(completed / change)了。 describes modernisation.
- These are different changes. Making a form prettier does not necessarily reduce its steps; reducing steps does not establish prettier design.
The sentence determines the word’s job
- we / us我们to simplify简化(completed / change)了course流程。 uses to simplify简化 as an action. to impel推进modernization现代化 treats modernisation as the process being advanced.
- Recognising to make into化 helps recognise change vocabulary. It does not make every resulting word only a verb in every sentence.
A simpler process still needs its checks
- The four-step process keeps an identity check. “Simplified” does not mean that every check was removed or that no mistakes can occur.
- If the user now completes it in eight minutes instead of ten, that separate measurement gives the time saving. The suffix itself supplies no minutes.
Check the complete word and its use
- Learn the established change word, its sentence frame and the particular change being described.
- Keep simplification, beautification and modernisation distinct. Count, time and successful outcomes need their own information.
Practise this pattern step by step.
to regard as算 + Adj + (modifier / structural particle)的 (counts as / considered)
Tall within a class is a judgement
- A student is fairly tall compared with classmates. he / him他at / in在班里to regard as算high高(modifier / structural particle)的。 — He counts as tall in the class.
- The speaker places him in a tall category for that group. The sentence does not make him the tallest or compare him with every adult.
State the category being assigned
- Use to regard as算 + adjective (+ (modifier / structural particle)的) in this judgement: to regard as算high高(modifier / structural particle)的. The class phrase gives the reference group.
- 这算cheap便宜。 — This counts as cheap. (modifier / structural particle)的 is not required in that example; do not add it to every to regard as算 expression as a fixed rule.
he他in在the class班里counts as算tall高的。
A category differs from first place
- A fictional class has heights 168, 175 and 182 cm. In this example the teacher calls both 175 and 182 “tall”.
- The 175 cm student can count as tall without being tallest. Category membership and the maximum height are different claims.
The reference can change the judgement
- The same person joins a group of much taller players. A speaker’s judgement of whether he counts as tall may change with that group.
- The person need not have become shorter. The comparison standard changed; to regard as算high高(modifier / structural particle)的 does not set a universal height threshold.
to regard as算 also appears in other constructions
- 这算cheap便宜。 is a judgement about price. to regard as算(used after a verb) give it…一下三加two二。 asks for a calculation.
- The shared character does not give both sentences a category judgement. Read the surrounding words to identify the job.
Keep the category and reference group
- Find the property judged with to regard as算 and the relevant group or comparison standard. Preserve that limit in the paraphrase.
- Counting as tall is not being tallest. A category judgement is also different from calculating a numerical answer.
Practise this pattern step by step.
(it's) no wonder (that...)难怪 (no wonder)
A reason makes an absence understandable
- A friend did not attend. You learn that he was ill: (it's) no wonder (that...)难怪he / him他not / haven't没to come来，original原来illness病(completed / change)了。 — No wonder he did not come; it turns out he was ill.
- (it's) no wonder (that...)难怪 expresses the speaker’s understanding of the absence. It does not itself rule out every other reason for staying away.
React to an observation with (it's) no wonder (that...)难怪
- Use (it's) no wonder (that...)难怪 + observation. The reason may appear nearby: original原来他病(completed / change)了，(it's) no wonder (that...)难怪not / haven't没to come来。 reverses the order of the two ideas.
- The original not不to come来 example can describe not coming in its context. For this completed absence, not / haven't没to come来 makes the event’s non-occurrence explicit.
no wonder难怪he他not不come来。
Name the observation and its explanation
- original原来他考(completed / change)了第一名，(it's) no wonder (that...)难怪so much这么happy高兴。 — He came first; no wonder he is so happy. Coming first explains the happiness to the speaker.
- This is a reaction of understanding, not an instruction to be happy or proof that winning is his only source of happiness.
A reaction does not establish the evidence
- Someone guesses the absent friend is ill and says (it's) no wonder (that...)难怪he / him他not / haven't没to come来. The phrase does not turn that guess into a confirmed medical fact.
- Check whether the reason was known or only proposed. A confident reaction and reliable evidence are different things.
Choose a real question for missing information
- If you still do not know why he missed the meeting, he / him他why?为什么not / haven't没to come来？ asks for a reason.
- (it's) no wonder (that...)难怪he / him他not / haven't没to come来。 presents the absence as understandable given a reason. It does not simply ask the same question.
Separate the reaction from proof
- Locate the observation, the proposed or known reason, and the speaker’s reaction of understanding. The reason can precede or follow it.
- Do not infer an order, exclusive causation or verified evidence from (it's) no wonder (that...)难怪 alone. Ask a reason question when the information is missing.
Practise this pattern step by step.
Practice without the models
Verb + what什么 (a rebuke)
1001.1 Use the lesson target what什么 in this demonstrated example: What's the rush?! you你urgent急 …………!
1001.2 In the stated sharp exchange after unwanted staring, to see看what什么to see看 means…
- A. {'en': 'what are you looking at?! (a rebuke)', 'zh': 'to see看what什么to see看?!(to demand an explanation责问)'}
- B. {'en': 'what would you like to watch?', 'zh': 'you你want / think / miss想to see看what什么?'}
1001.3 In the sharp staring exchange, to see看what什么to see看 is a genuine request to choose a film.
True or false? Explain or repair the statement.
1001.4 A person tells someone to stop staring angrily. What does to see看what什么to see看！ communicate?
- A. Every what什么 sentence is a rebuke.
- B. The repeated phrase challenges the staring rather than requesting a viewing choice.
1001.5 Every what什么 sentence must be an angry rebuke.
True or false? Explain or repair the statement.
1001.6 Match each stated exchange to its conversational job.
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- Sharp to see看what什么to see看！ after unwanted staring
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- Curious you你at / in在to laugh笑what什么？ seeking a reason
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A. Request information about laughter
-
B. Rebuke the staring
1001.7 you你urgent急what什么？(concept of) time时间still / also还early早 must be an angry insult.
True or false? Explain or repair the statement.
1001.8 A teacher genuinely asks which book a student wants to read. Which wording fits?
- A. to see看what什么to see看！
- B. you你want / think / miss想to see看what什么book书？
1001.9 Recall the situation: A challenge is different from choosing a film. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
不像 … like that那么 … (not as … as)
1002.1 Use the lesson target 不像 in this demonstrated example: I'm not as tall as him: I / me我 ………… he / him他like that那么high高。
1002.2 {'en': 'What do so much这么 / like that那么 mark here?', 'zh': 'so much这么 / like that那么 at / in在here这里sign标记what什么?'}
- A. {'en': 'the time of the comparison', 'zh': 'fairly / rather比较(modifier / structural particle)的(concept of) time时间'}
- B. {'en': 'the standard / degree being compared to', 'zh': 'to be used for用来fairly / rather比较(modifier / structural particle)的degree程度 / standard标准'}
1002.3 In I / me我not不to resemble像he / him他like that那么high高, the stated property being compared is tallness.
True or false? Explain or repair the statement.
1002.4 You describe yourself as shorter than a classmate. What does I / me我not不to resemble像he / him他like that那么high高。 communicate?
- A. The classmate's height provides the degree you do not reach.
- B. The sentence says the two people differ in every quality.
1002.5 The height sentence shows the classmates differ in every quality.
True or false? Explain or repair the statement.
1002.6 In the given measurements, one classmate is 170 cm and the other 180 cm. What is the height difference in cm?
1002.7 In this two-person height comparison, I / me我not不to resemble像he / him他like that那么low矮 means the speaker is…
- A. Taller than the other person
- B. Shorter than the other person
1002.8 I / me我not不to resemble像he / him他 explicitly names height as the property being compared.
True or false? Explain or repair the statement.
1002.9 Recall the situation: Height is one property. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
compared with比起 … to come来 (compared with)
1003.1 Use the lesson target compared with比起 in this demonstrated example: Compared with last year, this year's much better: ………… last year去年，this year今年many好多(completed / change)了。
1003.2 {'en': 'In compared with比起last year去年to come来，this year今年…, which is the benchmark?', 'zh': 'compared with比起last year去年to come来,this year今年…… li, ancient measure of…里,(surveying) datum基准to be / is是which哪个?'}
- A. {'en': 'this year今年 (this year)', 'zh': 'this year今年'}
- B. {'en': 'last year去年 (last year)', 'zh': 'last year去年'}
1003.3 In the demonstrated year comparison, compared with比起last year去年 and compared with比起last year去年to come来 both introduce last year as the baseline.
True or false? Explain or repair the statement.
1003.4 You compare this year's results with last year's. What does compared with比起last year去年，this year今年many好多(completed / change)了。 communicate?
- A. this year今年 is the baseline introduced directly after compared with比起.
- B. Last year is the baseline for saying this year is better.
1003.5 compared with比起last year去年，this year今年many好多(completed / change)了 supplies an exact fifteen-point increase without any numerical data.
True or false? Explain or repair the statement.
1003.6 Last year’s fictional score was 60 and this year’s is 75. How many points did it increase?
1003.7 In compared with比起this year今年，last year去年low低十五分, which is the baseline after compared with比起?
- A. Last year
- B. This year
1003.8 compared with比起to drive a car开车，I / me我more更to like喜欢坐地铁 shows the metro is faster on every route.
True or false? Explain or repair the statement.
1003.9 Recall the situation: An improvement needs a baseline. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
A not equal to不如 B (not as good as)
1004.1 Use the lesson target not equal to不如 in this demonstrated example: This isn't as good as that: this这个 ………… that那个good好。
1004.2 {'en': 'not equal to不如to walk走(suggestion)吧 means…', 'zh': 'not equal to不如to walk走(suggestion)吧 to be / is是what什么idea意思?'}
- A. {'en': 'might as well just go', 'zh': 'not equal to不如to walk走(suggestion)吧 / or / still还是to walk走(suggestion)吧'}
- B. {'en': "definitely don't go", 'zh': '千万别to walk走'}
1004.3 In this这个not equal to不如that那个good好, that那个 is judged better on the stated good好 comparison.
True or false? Explain or repair the statement.
1004.4 Two travel options are available; walking seems preferable. What does not equal to不如to walk走路(suggestion)吧。 communicate?
- A. The speaker suggests walking as the better alternative.
- B. not equal to不如to walk走路(suggestion)吧 means walking is forbidden.
1004.5 not equal to不如to walk走路(suggestion)吧 shows the listener has already agreed to walk.
True or false? Explain or repair the statement.
1004.6 这家inn店not equal to不如那家店cheap便宜 compares which property?
- A. Every aspect of both shops
- B. Price / cheapness
1004.7 A suggests not equal to不如to walk走路(suggestion)吧. B replies 我太累(completed / change)了，or / still还是to wait for等war chariot (archaic)车(suggestion)吧. B agrees to walk.
True or false? Explain or repair the statement.
1004.8 In a discussion of eating out versus cooking, not equal to不如to be at home在家to prepare a meal做饭(suggestion)吧 proposes…
- A. Forbidding every restaurant
- B. Cooking at home
1004.9 Recall the situation: Suggest an alternative to a slow bus. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
Noun / Adj + to make into化 (-ize / -ify)
1005.1 Use the lesson target to make into化 in this demonstrated example: The city has modernized: city城市modern times现代 ………… (completed / change)了。
1005.2 {'en': 'to make more beautiful美化 means…', 'zh': 'to make more beautiful美化 to be / is是what什么idea意思?'}
- A. {'en': 'to make ugly', 'zh': 'to defame丑化'}
- B. {'en': 'to beautify (make beautiful)', 'zh': 'to make more beautiful美化(to make使变美)'}
1005.3 In we / us我们to simplify简化(completed / change)了course流程, to simplify简化 is the action of making the process simpler.
True or false? Explain or repair the statement.
1005.4 A process has been made simpler. What does course流程to simplify简化(completed / change)了。 communicate?
- A. to simplify简化 means simplifying the process.
- B. Adding to make into化 to any adjective always creates a natural word.
1005.5 course流程to simplify简化(completed / change)了 shows the new process is exactly two minutes faster without any timing data.
True or false? Explain or repair the statement.
1005.6 The process changes from six steps to four. How many steps have been removed?
1005.7 Match the established change word to its meaning.
-
- to simplify简化course流程
-
- 美化环境
-
- city城市modernization现代化(completed / change)了
-
A. Make the surroundings more attractive
-
B. The city has modernised
-
C. Make the process simpler
1005.8 The four-step process still has an identity check. to simplify简化 shows that check has been removed.
True or false? Explain or repair the statement.
1005.9 Recall the situation: A process becomes simpler. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
to regard as算 + Adj + (modifier / structural particle)的 (counts as / considered)
1006.1 Use the lesson target to regard as算 in this demonstrated example: He counts as tall in the class: he / him他at / in在班里 ………… high高(modifier / structural particle)的。
1006.2 {'en': '这算cheap便宜 means…', 'zh': '这算cheap便宜 to be / is是what什么idea意思?'}
- A. {'en': 'this is definitely expensive', 'zh': 'this这to be certain肯定expensive贵'}
- B. {'en': 'this counts as cheap (is considered cheap)', 'zh': '这算cheap便宜(considered to be算是cheap便宜)'}
1006.3 {'en': 'to regard as算 makes a judgement that the subject fits a category.', 'zh': 'to regard as算 to judge判断subject (in grammar)主语to be classified as属于some某same type一类。'}
True or false? Explain or repair the statement.
1006.4 A student is fairly tall compared with classmates. What does he / him他at / in在班里to regard as算high高(modifier / structural particle)的。 communicate?
- A. The speaker places him in the tall group within this class.
- B. to regard as算high高(modifier / structural particle)的 proves he is tall compared with every adult.
1006.5 he / him他at / in在班里to regard as算high高(modifier / structural particle)的 shows he is the tallest student.
True or false? Explain or repair the statement.
1006.6 A teacher calls 175 cm and 182 cm tall in a class whose heights are 168, 175 and 182. Can 175 count as tall without being tallest?
- A. Yes: category membership differs from first place
- B. No: to regard as算high高(modifier / structural particle)的 always means tallest
1006.7 If a person counts as tall in one group but not another, their own measured height must have decreased.
True or false? Explain or repair the statement.
1006.8 Match the two to regard as算 constructions to their jobs.
-
- 这算cheap便宜。
-
- to regard as算(used after a verb) give it…一下三加two二。
-
A. Calculate three plus two
-
B. Judge the price as cheap
1006.9 Recall the situation: Tall within a class is a judgement. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
(it's) no wonder (that...)难怪 (no wonder)
1007.1 Use the lesson target (it's) no wonder (that...)难怪 in this demonstrated example: No wonder he didn't come: ………… he / him他not不to come来，original原来illness病(completed / change)了。
1007.2 In the stated absence example, (it's) no wonder (that...)难怪 expresses…
- A. A new order to attend
- B. Understanding of the absence given a reason
1007.3 {'en': '(it's) no wonder (that...)难怪 often appears with original原来 (turns out).', 'zh': '(it's) no wonder (that...)难怪 always常and / with和 original原来 in the same place一起to appear出现。'}
True or false? Explain or repair the statement.
1007.4 You learn that an absent friend is ill. What does (it's) no wonder (that...)难怪he / him他not / haven't没to come来，original原来illness病(completed / change)了。 communicate?
- A. (it's) no wonder (that...)难怪 is evidence that rules out every other explanation.
- B. The new information explains the absence to the speaker.
1007.5 (it's) no wonder (that...)难怪he / him他not / haven't没to come来 shows that illness was the only possible reason for the absence.
True or false? Explain or repair the statement.
1007.6 Match each part of original原来他考(completed / change)了第一名，(it's) no wonder (that...)难怪so much这么happy高兴 to its role.
-
- 他考(completed / change)了第一名
-
- so much这么happy高兴
-
A. Observation made understandable
-
B. Reason supplied
1007.7 A speaker guesses a friend is ill. Saying (it's) no wonder (that...)难怪he / him他not / haven't没to come来 confirms the illness as a fact.
True or false? Explain or repair the statement.
1007.8 You still do not know why someone missed the meeting. Which directly asks for the reason?
- A. he / him他why?为什么not / haven't没to come来？
- B. (it's) no wonder (that...)难怪he / him他not / haven't没to come来。
1007.9 Recall the situation: A reason makes an absence understandable. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
Answers and explanations
Verb + what什么 (a rebuke)
1001.1 {'en': 'what什么', 'zh': 'what什么'}
{'en': 'Verb + what什么 challenges the action: urgent急what什么!', 'zh': 'verb动词 + what什么 to question质问 / to negate否定movement动作:urgent急what什么!'}
1001.2 A. {'en': 'what are you looking at?! (a rebuke)', 'zh': 'to see看what什么to see看?!(to demand an explanation责问)'}
{'en': 'Here what什么 dismisses, not asks: to see看what什么to see看!', 'zh': 'here这里 what什么 to be / is是to lash out斥责,no不是to question提问:to see看what什么to see看!'}
1001.3 False.
It challenges the staring in this context; what什么 can form information questions elsewhere.
1001.4 B. The repeated phrase challenges the staring rather than requesting a viewing choice.
The repeated phrase challenges the staring rather than requesting a viewing choice. what什么 can also form genuine information questions. Context, repetition and tone distinguish this rebuke from you你want / think / miss想to see看what什么？
1001.5 False.
A genuine film-choice question also uses what什么; the complete exchange determines its job.
1001.6 1–B: Sharp to see看what什么to see看！ after unwanted staring = Rebuke the staring; 2–A: Curious you你at / in在to laugh笑what什么？ seeking a reason = Request information about laughter
Use repetition and the supplied delivery and purpose, rather than treating every what什么 alike.
1001.7 False.
In the stated reassuring exchange it can calm someone; delivery and context matter.
1001.8 B. you你want / think / miss想to see看what什么book书？
you你want / think / miss想to see看what什么book书 asks for the book choice. to see看what什么to see看 challenges the looking action.
1001.9 One possible response: to see看what什么to see看！
Check meaning and form:
- My response conveys a message that fits the opening situation.
- I can explain the meaning of the pattern, rather than only naming it.
- you你urgent急what什么？(concept of) time时间still / also还early早。 can reassure someone who is rushing: there is still time. The opening staring exchange is confrontational.
- A speaker’s tone and relationship matter. Do not label every you你urgent急what什么 as an angry insult or every question mark as sincere curiosity.
- I tried a second response with a name, time, place, or description changed.
This is supported productive practice. Compare meaning and structure; your answer need not copy the model. A partner or teacher must hear the spoken response to comment on pronunciation.
不像 … like that那么 … (not as … as)
1002.1 {'en': '不像', 'zh': '不像'}
{'en': 'N1 + 不像 + N2 + like that那么 + Adj = not as … as: I / me我not不to resemble像he / him他like that那么high高.', 'zh': 'N1 + 不像 + N2 + like that那么 + adjective形容词 = not equal to不如like that那么……:I / me我not不to resemble像he / him他like that那么high高。'}
1002.2 B. {'en': 'the standard / degree being compared to', 'zh': 'to be used for用来fairly / rather比较(modifier / structural particle)的degree程度 / standard标准'}
{'en': '不像he / him他like that那么high高 – like that那么 points at his level of tallness.', 'zh': '不像he / him他like that那么high高 –– like that那么 finger指he / him他(modifier / structural particle)的height高度。'}
1002.3 True.
high高 names tallness. A different adjective such as low矮 changes the property and interpretation.
1002.4 A. The classmate's height provides the degree you do not reach.
The classmate's height provides the degree you do not reach. The comparison is about height, not every quality. 不像he / him他 can also mean being unlike him more generally when no degree phrase follows.
1002.5 False.
Only height is named; grades and other traits remain separate.
1002.6 10
The explicit measurements give 180 minus 170 = 10 cm; the grammar alone supplies no exact gap.
1002.7 A. Taller than the other person
The speaker does not reach the other person’s degree of shortness: the speaker is taller in this context.
1002.8 False.
No height adjective occurs; the relevant similarity must come from context.
1002.9 One possible response: I / me我not不to resemble像he / him他like that那么high高。
Check meaning and form:
- My response conveys a message that fits the opening situation.
- I can explain the meaning of the pattern, rather than only naming it.
- In a stated two-person height comparison, I / me我not不to resemble像he / him他like that那么low矮。 means I am not as short as him. The speaker is taller in that context.
- The pattern compares the adjective’s degree. Do not keep a “speaker shorter” answer after high高 changes to low矮.
- I tried a second response with a name, time, place, or description changed.
This is supported productive practice. Compare meaning and structure; your answer need not copy the model. A partner or teacher must hear the spoken response to comment on pronunciation.
compared with比起 … to come来 (compared with)
1003.1 {'en': 'compared with比起', 'zh': 'compared with比起'}
{'en': 'compared with比起 + B (+ to come来)，A … = compared with B: compared with比起last year去年,this year今年many好多(completed / change)了.', 'zh': 'compared with比起 + B (+ to come来),A…… = compared with比起……:compared with比起last year去年,this year今年many好多(completed / change)了。'}
1003.2 B. {'en': 'last year去年 (last year)', 'zh': 'last year去年'}
{'en': 'compared with比起 + B names the benchmark; A is then compared to it.', 'zh': 'compared with比起 + B to be / is是(surveying) datum基准;again / then再to hold拿 A and / with与(of — literary)之than / compared to比。'}
1003.3 True.
to come来 is optional in these two forms; it does not change the baseline.
1003.4 B. Last year is the baseline for saying this year is better.
Last year is the baseline for saying this year is better. to come来 is often optional in compared with比起…to come来. many好多(completed / change)了 expresses a substantial improvement here without supplying a numerical amount.
1003.5 False.
many好多(completed / change)了 is qualitative. The separate 60/75 score case supplies fifteen points.
1003.6 15
75 minus 60 gives 15 points. This is a measured gap, not a percentage.
1003.7 B. This year
this year今年 follows compared with比起 and supplies the reference; last year去年 is compared with it.
1003.8 False.
The sentence states a preference, not a universal travel-time comparison.
1003.9 One possible response: compared with比起last year去年，this year今年many好多(completed / change)了。
Check meaning and form:
- My response conveys a message that fits the opening situation.
- I can explain the meaning of the pattern, rather than only naming it.
- With the same scores, compared with比起this year今年，last year去年low低十五分。 compares last year with this year and reports it fifteen points lower.
- compared with比起 introduces the reference; the following comment determines higher, lower, better or worse. compared with比起 alone does not mean improvement.
- I tried a second response with a name, time, place, or description changed.
This is supported productive practice. Compare meaning and structure; your answer need not copy the model. A partner or teacher must hear the spoken response to comment on pronunciation.
A not equal to不如 B (not as good as)
1004.1 {'en': 'not equal to不如', 'zh': 'not equal to不如'}
{'en': 'A + not equal to不如 + B + Adj = A is not as good as B: this这个not equal to不如that那个good好.', 'zh': 'A + not equal to不如 + B + adjective形容词 = A not equal to不如 B:this这个not equal to不如that那个good好。'}
1004.2 A. {'en': 'might as well just go', 'zh': 'not equal to不如to walk走(suggestion)吧 / or / still还是to walk走(suggestion)吧'}
{'en': 'not equal to不如 + suggestion = “might as well”: not equal to不如to walk走(suggestion)吧.', 'zh': 'not equal to不如 + to propose建议 = “not equal to不如……”:not equal to不如to walk走(suggestion)吧。'}
1004.3 True.
This judgement is bounded to the stated property, not every attribute.
1004.4 A. The speaker suggests walking as the better alternative.
The speaker suggests walking as the better alternative. A not equal to不如 B compares A unfavourably with B. The suggestion use can omit an explicit A when the alternative is recoverable.
1004.5 False.
It is a proposal, and agreement must come from the reply.
1004.6 B. Price / cheapness
cheap便宜 specifies cheapness; the sentence supplies no judgement about service or freshness.
1004.7 False.
B prefers waiting because they are tired, so the reply declines the proposal.
1004.8 B. Cooking at home
It proposes cooking at home as the alternative; it does not ban all restaurants.
1004.9 One possible response: not equal to不如to walk走路(suggestion)吧。
Check meaning and form:
- My response conveys a message that fits the opening situation.
- I can explain the meaning of the pattern, rather than only naming it.
- A: not equal to不如to walk走路(suggestion)吧。 B: 我太累(completed / change)了，or / still还是to wait for等war chariot (archaic)车(suggestion)吧。 The second speaker is tired and prefers waiting for the bus.
- The original proposal remains a suggestion. The reply supplies disagreement rather than evidence that walking already happened.
- I tried a second response with a name, time, place, or description changed.
This is supported productive practice. Compare meaning and structure; your answer need not copy the model. A partner or teacher must hear the spoken response to comment on pronunciation.
Noun / Adj + to make into化 (-ize / -ify)
1005.1 {'en': 'to make into化', 'zh': 'to make into化'}
{'en': 'Noun / Adj + to make into化 = -ize / -ify: modernization现代化.', 'zh': 'noun名词 / adjective形容词 + to make into化 = ……to make into化:modernization现代化。'}
1005.2 B. {'en': 'to beautify (make beautiful)', 'zh': 'to make more beautiful美化(to make使变美)'}
{'en': 'beautiful美 + to make into化 = beautify; simple简 + to make into化 = simplify.', 'zh': 'beautiful美 + to make into化 = to make more beautiful美化;simple简 + to make into化 = to simplify简化。'}
1005.3 True.
This established word is used as an action here. to make into化 does not create a natural word from every base or force only a verb use everywhere.
1005.4 A. to simplify简化 means simplifying the process.
to simplify简化 means simplifying the process. to make into化 appears in established change words such as modernization现代化 and to simplify简化. It cannot be attached freely to every noun or adjective to create natural Chinese.
1005.5 False.
Time saving requires an actual measurement; to simplify简化 alone supplies no minutes.
1005.6 2
Six minus four is two; the count does not supply a time saving.
1005.7 1–C: to simplify简化course流程 = Make the process simpler; 2–A: 美化环境 = Make the surroundings more attractive; 3–B: city城市modernization现代化(completed / change)了 = The city has modernised
The words describe distinct changes, not a single universal benefit.
1005.8 False.
The stated check remains. Simplification does not imply that all checks disappear.
1005.9 One possible response: course流程to simplify简化(completed / change)了。
Check meaning and form:
- My response conveys a message that fits the opening situation.
- I can explain the meaning of the pattern, rather than only naming it.
- we / us我们to simplify简化(completed / change)了course流程。 uses to simplify简化 as an action. to impel推进modernization现代化 treats modernisation as the process being advanced.
- Recognising to make into化 helps recognise change vocabulary. It does not make every resulting word only a verb in every sentence.
- I tried a second response with a name, time, place, or description changed.
This is supported productive practice. Compare meaning and structure; your answer need not copy the model. A partner or teacher must hear the spoken response to comment on pronunciation.
to regard as算 + Adj + (modifier / structural particle)的 (counts as / considered)
1006.1 {'en': 'to regard as算', 'zh': 'to regard as算'}
{'en': 'to regard as算 + Adj + (modifier / structural particle)的 = counts as: to regard as算high高(modifier / structural particle)的.', 'zh': 'to regard as算 + adjective形容词 + (modifier / structural particle)的 = considered to be算是……:to regard as算high高(modifier / structural particle)的。'}
1006.2 B. {'en': 'this counts as cheap (is considered cheap)', 'zh': '这算cheap便宜(considered to be算是cheap便宜)'}
{'en': 'to regard as算 = is considered / counts as: 这算cheap便宜.', 'zh': 'to regard as算 = considered to be算是 / 算作:这算cheap便宜。'}
1006.3 True.
{'en': 'Yes – 他算high高(modifier / structural particle)的 (he falls into the “tall” group).', 'zh': 'to / towards / correct对 –– 他算high高(modifier / structural particle)的(to assign (to a class)归入“high高”this这same type一类)。'}
1006.4 A. The speaker places him in the tall group within this class.
The speaker places him in the tall group within this class. to regard as算 expresses an evaluation against a reference group. (modifier / structural particle)的 is not required in every to regard as算 expression: 这算cheap便宜 is natural too.
1006.5 False.
Counting as tall does not mean having the maximum height.
1006.6 A. Yes: category membership differs from first place
It belongs to the teacher’s stated tall category while 182 is taller.
1006.7 False.
A changed reference group can change the judgement without changing the person’s height.
1006.8 1–B: 这算cheap便宜。 = Judge the price as cheap; 2–A: to regard as算(used after a verb) give it…一下三加two二。 = Calculate three plus two
The complete sentence separates category judgement from calculation.
1006.9 One possible response: he / him他at / in在班里to regard as算high高(modifier / structural particle)的。
Check meaning and form:
- 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 person joins a group of much taller players. A speaker’s judgement of whether he counts as tall may change with that group.
- The person need not have become shorter. The comparison standard changed; to regard as算high高(modifier / structural particle)的 does not set a universal height threshold.
- I tried a second response with a name, time, place, or description changed.
This is supported productive practice. Compare meaning and structure; your answer need not copy the model. A partner or teacher must hear the spoken response to comment on pronunciation.
(it's) no wonder (that...)难怪 (no wonder)
1007.1 {'en': '(it's) no wonder (that...)难怪', 'zh': '(it's) no wonder (that...)难怪'}
{'en': '(it's) no wonder (that...)难怪 + Observation = no wonder: (it's) no wonder (that...)难怪he / him他not不to come来,original原来illness病(completed / change)了.', 'zh': '(it's) no wonder (that...)难怪 + to observe观察 = (it's) no wonder (that...)难怪:(it's) no wonder (that...)难怪he / him他not不to come来,original原来illness病(completed / change)了。'}
1007.2 B. Understanding of the absence given a reason
It makes the observation unsurprising to the speaker. The reason can be known already or newly supplied.
1007.3 True.
{'en': 'Yes – original原来illness病(completed / change)了，(it's) no wonder (that...)难怪not不to come来.', 'zh': 'to / towards / correct对 –– original原来illness病(completed / change)了,(it's) no wonder (that...)难怪not不to come来。'}
1007.4 B. The new information explains the absence to the speaker.
The new information explains the absence to the speaker. (it's) no wonder (that...)难怪 expresses a reaction of understanding. It does not independently prove that the proposed cause is the only possible cause.
1007.5 False.
(it's) no wonder (that...)难怪 expresses understanding, not evidence excluding all other reasons.
1007.6 1–B: 他考(completed / change)了第一名 = Reason supplied; 2–A: so much这么happy高兴 = Observation made understandable
The first-place result is the reason offered for the observed happiness.
1007.7 False.
The reaction does not verify the proposed reason; a guess still needs evidence.
1007.8 A. he / him他why?为什么not / haven't没to come来？
why?为什么 asks for missing information. (it's) no wonder (that...)难怪 expresses understanding rather than requesting that reason.
1007.9 One possible response: (it's) no wonder (that...)难怪he / him他not / haven't没to come来，original原来illness病(completed / change)了。
Check meaning and form:
- My response conveys a message that fits the opening situation.
- I can explain the meaning of the pattern, rather than only naming it.
- Someone guesses the absent friend is ill and says (it's) no wonder (that...)难怪he / him他not / haven't没to come来. The phrase does not turn that guess into a confirmed medical fact.
- Check whether the reason was known or only proposed. A confident reaction and reliable evidence are different things.
- I tried a second response with a name, time, place, or description changed.
This is supported productive practice. Compare meaning and structure; your answer need not copy the model. A partner or teacher must hear the spoken response to comment on pronunciation.