Original teaching practice. Read one pattern, cover its model and try the questions before checking the separate answer section. Examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA) retain the course-reference provenance.
among当中 (among / in the middle of)
The tallest classmate is not automatically the tallest pupil
- In a class comparison, to study at the same school同学among当中，he / him他tallest最高。 says he is tallest among the classmates being discussed. A pupil in another class could still be taller: the sentence supplies a comparison group, not a school-wide survey.
- If you mean all the pupils in the school, name that wider group. Keeping the same adjective while changing the group changes the claim; the tallest classmate has not quietly grown taller during the sentence.
Put the group before among当中 in this pattern
- Group + among当中 + comment gives a frame for the statement. You can also use at / in在 + group + among当中: at / in在these这些student学生among当中，she / her她most最to have / there is有experience经验。 — Among these students, she has the most experience.
- The pattern describes position within a group. It does not say that every member shares the stated quality, or that the group is physically standing in the middle of a room.
classmates同学among当中，he他most最tall高。
A physical middle is another reading
- table桌子放在room房间among当中。 places a table in the middle of the room. Here among当中 concerns location; there is no comparison between pupils.
- Choose the reading from the surrounding noun phrase and statement. A room can supply a physical space, while classmates supply a group. The English word “among” will not fit every occurrence.
table桌子placed放in在room房间the middle当中。
Distinguish one member from all members
- these这些student学生among当中，to have / there is有三个人会swimming游泳。 reports that three people in this group can swim. It does not say that all students can swim or identify which three without more information.
- he / him他tallest最高 makes a maximum claim within the named group. he / him他degree / adjective linker很high高 describes him as tall without the same ranking. among当中 supplies the group frame; most最 supplies the superlative comparison in the opening example.
Transfer the frame without widening the evidence
- Original situation: four submitted designs are compared, and design B is cheapest. this这四个to design设计among当中，Bmost最cheap便宜。 keeps the claim within those four designs; it does not prove B is cheapest among every design available.
- When a new design enters the comparison, check its cost before repeating the ranking. Changing the group can change which member is cheapest, even when B’s own price stays the same.
Recall the frame, then check the scope
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Ask what group or space the noun phrase names, then what the comment actually claims. A group reading, a physical-middle reading and a statement about three members require different interpretations.
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Meaning reference: Ministry of Education dictionary: among當中. The class and design cases here are original practice. Read the full grammar reference for the unit map.
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Name the comparison group; do not turn a within-group claim into a wider ranking or a claim about every member.
Practise this pattern step by step.
each other彼此 (each other / one another)
Mutual trust runs in both directions
- Two teammates each trust the other: we / us我们each other彼此to trust信任。 fits that relationship. “I trust her, but she does not trust me” describes one-way trust and does not support the same mutual claim.
- Identify the participants before describing reciprocity. Knowing that both people joined a team does not prove that they trust each other; the membership list has not read their minds.
Use each other彼此 before the action or as its object
- we / us我们each other彼此to trust信任。 and we / us我们each other互相to trust信任。 can both describe mutual trust. Before this verb, the two expressions overlap in meaning.
- we / us我们to understand了解each other彼此。 uses each other彼此 as the object: we understand each other. Do not replace that object mechanically with each other互相; the usual action-modifying pattern is we / us我们each other互相to understand了解。
we我们each other彼此trust信任。
Read the same relationship in a different arrangement
- we / us我们each other彼此to understand了解。 and we / us我们to understand了解each other彼此。 both express understanding of one another. A changed position can change the construction without changing this basic reciprocal meaning.
- we / us我们all / both都to understand了解teacher老师。 has a different object: each of us understands the teacher. It does not itself state that we understand one another. Identify who is related to whom rather than selecting a familiar word alone.
we我们understand了解each other彼此。
Mutual does not mean identical in amount
- they他们each other彼此assistance帮助。 describes helping one another. It does not establish that each person spent the same number of minutes, gave equal money or performed the same task.
- In a larger group, context identifies the reciprocal relationship. Do not infer from each other彼此 alone that every possible pair performed every action equally often; that stronger description needs more detail.
you and me both彼此彼此 can acknowledge a shared situation
- In a friendly exchange, one learner says “My handwriting is messy”; the other replies you and me both彼此彼此. In that context, the reply means roughly “same here”, acknowledging a similar situation.
- The repeated expression does not require an object after it in this reply. This conversational use differs from to understand了解each other彼此. Interpret the exchange before translating every occurrence as a verb phrase with “each other”.
Transfer reciprocity to a new situation
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Two colleagues give each other reminders: they他们each other彼此to remind提醒。 can describe reciprocal reminders. If only one sends reminders, state that direction instead; a reciprocal word cannot supply missing participation.
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Meaning reference: Ministry of Education dictionary: each other彼此. The teammate and reminder cases are original. Compare the unit reference with the earlier each other互相 lesson.
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Check participants, direction and construction; mutual action does not establish equal quantities.
Practise this pattern step by step.
… since (a previous event)以来 (ever since)
A period from graduation is not a list of nonstop work
- At the present point in an original conversation, graduation毕业since (a previous event)以来，I / me我all along一直degree / adjective linker很busy忙。 describes being busy over the period since graduation. The graduation event sets the start; the current conversation supplies the endpoint.
- This ordinary description does not claim that every second contained work or that the speaker never slept. since (a previous event)以来 frames the period; the rest of the sentence says what happened within it.
Place since (a previous event)以来 after the time or event expression
- graduation毕业since (a previous event)以来 means since graduation in the modern use taught here. 三年since (a previous event)以来 refers to the period over the past three years, reaching the current reference point.
- The preceding expression can name an event, a date or a duration. since (a previous event)以来 is not an English-style preposition placed before graduation毕业. Read the whole time phrase before deciding where its period begins.
graduation毕业since以来，I我all along一直very很busy忙。
The predicate supplies frequency, not since (a previous event)以来 alone
- graduation毕业since (a previous event)以来，I / me我variant of 回回school学校third三次(completed / change)了。 describes three returns during the period since graduation. It does not turn those returns into a continuous action.
- Compare graduation毕业since (a previous event)以来，I / me我all along一直degree / adjective linker很busy忙。 The ongoing description comes from all along一直degree / adjective linker很busy忙, while the counted events come from third三次. The same period marker can frame different kinds of events or states.
graduation毕业since以来，I我return回school学校three times三次了。
Separate since, after and before
- graduation毕业after以后，I / me我to move (i.e. relocate…搬to / arrive到(completed / change)了Shanghai municipality…上海。 locates a move after graduation; it does not itself describe a period continuing to now. graduation毕业since (a previous event)以来，I / me我variant of 回回school学校third三次(completed / change)了。 counts returns across the since-period.
- graduation毕业before以前 concerns time before graduation. These forms can describe events in the same life story but give different time relationships. Do not substitute them merely because the nearby nouns match.
A dated report supplies its own present
- A report written in 2024 says 2020grain年since (a previous event)以来，school学校to open (transitive or…开(completed / change)了Sanmen county in Taizhou…三门新课。 Its count reaches the report’s reference point, not automatically the day you read it in 2026.
- When updating that report, check later course openings before repeating the count. since (a previous event)以来 does not silently update the evidence, just as a printed timetable cannot notice that you missed the bus.
Transfer the period while preserving the count
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Original statement: this这个moon月since (a previous event)以来，我读(completed / change)了两本书。 frames two books read during the period since this month began. It does not claim two books every day or identify the titles without further information.
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Meaning reference: Ministry of Education concise dictionary: since (a previous event)以來. Our dates, counts and examples are original teaching cases. See the unit reference.
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Read start, reference endpoint and predicate separately; the period marker does not supply a frequency or a new current count.
Practise this pattern step by step.
at or in the very same...当 … (modifier / structural particle)的time时候 (when …)
A phone call during cooking is not a call after dinner
- Original account: at or in the very same...当I / me我to prepare a meal做饭(modifier / structural particle)的time时候，电话响(completed / change)了。 places the ringing phone within the time when I was cooking. It does not say that cooking had finished before the phone rang.
- I / me我to make做完饭after以后，电话响(completed / change)了。 instead places the call after I finished cooking. The phone is the same, but the time relation has changed; grammar cannot rescue the dinner from an interruption.
Frame a time with at or in the very same...当 … (modifier / structural particle)的time时候
- at or in the very same...当 + clause + (modifier / structural particle)的time时候，main clause provides a when/while frame. In at or in the very same...当I / me我to return home回家(modifier / structural particle)的time时候，to get dark天黑(completed / change)了。, the homecoming is the time frame for the statement about darkness.
- This taught full pattern ends its time clause with (modifier / structural particle)的time时候. Chinese also has shorter time expressions such as I / me我to return home回家(modifier / structural particle)的time时候 and at once当时; this is not a rule that every use of at or in the very same...当 must contain the same closing words.
when当I我get home回家when的时候，sky天dark黑了。
Let the actions determine moment or interval
- In at or in the very same...当I / me我to prepare a meal做饭(modifier / structural particle)的time时候，电话响(completed / change)了, cooking supplies an interval and ringing happens within that frame. at or in the very same...当I / me我to / arrive到home家(modifier / structural particle)的time时候 can frame the point of arrival instead.
- at or in the very same...当…(modifier / structural particle)的time时候 does not impose one fixed action duration. Read whether the event is a process, an arrival or a repeated situation; do not translate every example as either “after” or a long continuous action.
while当I我cook做饭when的时候，phone电话ring响了。
A time frame does not establish a cause
- at or in the very same...当I / me我to / arrive到home家(modifier / structural particle)的time时候，to rain下雨(completed / change)了。 puts rain and arrival in a time relationship. It does not prove that my arrival caused the rain.
- Likewise, the phone ringing during cooking does not say who called or why. Timing, cause and identity are separate claims; additional words are needed to establish the latter two.
Keep the relationship in a new scene
- You were reading when a friend arrived: at or in the very same...当I / me我to read看书(modifier / structural particle)的time时候，friend朋友to come来(completed / change)了。 fits that frame. If the friend came only after you finished the book, use a completion-plus-after expression instead.
- For a future or recurring situation, the surrounding sentence supplies its time: at or in the very same...当you你to need需要assistance帮助(modifier / structural particle)的time时候，to / for / give给I / me我to make a telephone call打电话。 — Call me when you need help. at or in the very same...当…(modifier / structural particle)的time时候 alone is not a past-tense marker.
Ask when, then check what remains unknown
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Identify the time-frame clause and the main event. Choose when/while versus after from their stated relationship, without inventing causation or an exact duration.
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The cooking, rain and reading scenes are original examples. Compare the full unit reference and the since (a previous event)以来 lesson: a during-event frame and a since-period do different jobs.
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A time clause locates the event; it does not itself identify a cause, a caller or a tense.
Practise this pattern step by step.
Noun + this这个 + Category (sizing up)
A person frame can introduce praise as well as criticism
- In an original team discussion, he / him他this这个person人degree / adjective linker很cordial热情。 presents a comment about him as a person: he is warm and welcoming. this这个person人 helps frame the person being discussed; it does not make the comment negative.
- Compare he / him他this这个person人slightly有点儿careless粗心。 — He is a little careless. The evaluation changes with the predicate. The same frame can introduce praise or a reservation; it has not decided the verdict before hearing the evidence.
Read the topic and its category together
- he / him他 + this这个person人 + comment frames “him as a person” for the following statement. In Beijing, capital of the…北京this这个city城市很大, the city category frames a comment about Beijing.
- Choose a category that fits what you are discussing. This is not an instruction to insert this这个 before every noun. Pronouns and names can take such a frame, so “noun” in a lesson label is a useful shorthand rather than a complete grammar rule.
he他this这个person人very很warm热情。
The following words supply the actual comment
- he / him他this这个person人degree / adjective linker很cordial热情 describes his manner, while he / him他this这个person人slightly有点儿careless粗心 describes carelessness. Neither sentence by itself tells you his age, job or the number of people who agree.
- In this discussion the longer person frame can emphasise the person as the topic. he / him他degree / adjective linker很cordial热情 is also grammatical. Tone depends on the predicate, delivery and context; the frame alone does not guarantee a hostile or intimate attitude.
he他this这个person人a little有点儿careless粗心。
Distinguish a frame from an ordinary demonstrative
- this这个person人to be / is是I / me我(modifier / structural particle)的teacher老师。 can simply identify this person as my teacher. There is no earlier he / him他 topic followed by a personal assessment in that sentence.
- he / him他this这个person人degree / adjective linker很cordial热情。 frames him for a comment. Both contain this这个person人, but the wider sentence tells you what it is doing; the string alone is not a reliable tone detector.
A hesitation use needs the spoken exchange
- this这个……I / me我still / also还not / haven't没to decide (to do something)决定。 can use this这个 as a hesitation before “I have not decided yet”. It is not the person-frame pattern and supplies no named category such as person人 or city城市 here.
- A pause alone does not make every this这个 a filler: someone could pause while pointing to a real object. Check the exchange and referent. Written examples illustrate possible uses; actual delivery may clarify the meaning.
Transfer the frame without assuming a verdict
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Beijing, capital of the…北京this这个城市交通degree / adjective linker很convenient方便。 frames Beijing for a comment about transport convenience. It does not claim that every aspect of life there is convenient; the following words identify what is assessed.
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Our team and city examples are original practice. See the unit reference; identify the topic, category and comment before choosing an interpretation.
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Read what is framed and what is said about it; this这个 alone does not establish criticism or hesitation.
Practise this pattern step by step.
Practice without the models
among当中 (among / in the middle of)
0501.1 Using the lesson pattern in this demonstrated example: Among the classmates, he's tallest: to study at the same school同学 …………，he / him他tallest最高。
0501.2 Where does among当中 occur in the group-frame pattern taught here?
- A. {'en': 'after the group it points into', 'zh': 'it它the objects indicated所指community群体after之后'}
- B. {'en': 'before the group, like English “among”', 'zh': 'community群体before之前,to resemble像English (language)英语 among'}
0501.3 {'en': 'among当中 means “among / in the middle of”.', 'zh': 'among当中 to express / indicate表示“among当中 / inside之中”。'}
True or false? Explain or repair the statement.
0501.4 You compare height within your own class. What does to study at the same school同学among当中，he / him他tallest最高。 communicate?
- A. He is tallest within the classmates being discussed.
- B. The sentence proves he is tallest in the entire school.
0501.5 to study at the same school同学among当中，he / him他tallest最高 shows that he is tallest in the whole school.
True or false? Explain or repair the statement.
0501.6 What does among当中 refer to in table桌子放在room房间among当中?
- A. All classmates
- B. The table’s price
- C. The middle of the room
0501.7 Match each part of to study at the same school同学among当中，he / him他tallest最高 to its job.
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- to study at the same school同学among当中
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- he / him他
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- tallest最高
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A. Person being compared
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B. Comparison group
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C. Maximum-height claim
0501.8 Four submitted designs are compared, and B is cheapest. Which sentence keeps that scope?
- A. All four designs have the same price
- B. this这四个to design设计among当中，Bmost最cheap便宜。
- C. B is the cheapest design anywhere
0501.9 Recall the situation: The tallest classmate is not automatically the tallest pupil. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
each other彼此 (each other / one another)
0502.1 Using the lesson pattern in this demonstrated example: We trust each other: we / us我们 ………… to trust信任。
0502.2 {'en': 'How does each other彼此 differ from each other互相?', 'zh': 'each other彼此 and / with和 each other互相 有何different不同?'}
- A. each other彼此 can be an object, as in to understand了解each other彼此; each other互相 normally modifies an action
- B. The two cannot ever express mutual action
0502.3 In the two-teammate case, each other彼此to trust信任 describes trust in both directions.
True or false? Explain or repair the statement.
0502.4 Two teammates both trust the other. What does we / us我们each other彼此to trust信任。 communicate?
- A. The trust runs in both directions within the group.
- B. each other彼此to trust信任 describes only one person's trust.
0502.5 each other彼此to trust信任 describes only one person's trust.
True or false? Explain or repair the statement.
0502.6 Which sentence uses each other彼此 as the object of to understand了解?
- A. we / us我们all / both都to understand了解teacher老师。
- B. we / us我们each other互相to understand了解。
- C. we / us我们to understand了解each other彼此。
0502.7 they他们each other彼此assistance帮助 shows that each person spent exactly the same number of minutes helping.
True or false? Explain or repair the statement.
0502.8 After a friend says “My handwriting is messy”, you and me both彼此彼此 is used as a friendly reply. What does it acknowledge here?
- A. A polite denial that the handwriting is messy
- B. That the speaker’s own handwriting is neater
- C. A similar situation for the speaker
0502.9 Recall the situation: Mutual trust runs in both directions. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
… since (a previous event)以来 (ever since)
0503.1 Using the lesson pattern in this demonstrated example: Since graduating, I've been busy: graduation毕业 …………，I / me我all along一直degree / adjective linker很busy忙。
0503.2 In a conversation taking place now, graduation毕业since (a previous event)以来 frames which period?
- A. The period just before graduation
- B. From graduation to the present reference point
- C. A single moment at graduation
0503.3 {'en': 'since (a previous event)以来 attaches after the time / event.', 'zh': 'since (a previous event)以来 to receive接at / in在(concept of) time时间 / event事件after之后。'}
True or false? Explain or repair the statement.
0503.4 You describe your workload from graduation to the present. What does graduation毕业since (a previous event)以来，I / me我all along一直degree / adjective linker很busy忙。 communicate?
- A. The relevant period starts at graduation and extends to now.
- B. since (a previous event)以来 places the whole period in the future.
0503.5 since (a previous event)以来 means that an action occurred continuously at every moment.
True or false? Explain or repair the statement.
0503.6 In graduation毕业since (a previous event)以来，I / me我variant of 回回school学校third三次(completed / change)了, how many returns to school are stated?
0503.7 A report written in 2024 counts courses opened since 2020. You read it in 2026. What needs checking before updating its count?
- A. since (a previous event)以来 means every day
- B. The count automatically updated itself
- C. Course openings after the report’s reference date
0503.8 Match each time phrase to its taught relation.
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- graduation毕业since (a previous event)以来
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- graduation毕业after以后
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- graduation毕业before以前
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A. Period since graduation
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B. Before graduation
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C. After graduation
0503.9 Recall the situation: A period from graduation is not a list of nonstop work. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
at or in the very same...当 … (modifier / structural particle)的time时候 (when …)
0504.1 Using the lesson pattern in this demonstrated example: When I got home, it was dark: ………… I / me我to return home回家(modifier / structural particle)的time时候，to get dark天黑(completed / change)了。
0504.2 Which expression closes the full at or in the very same...当…(modifier / structural particle)的time时候 pattern taught here?
- A. {'en': 'after以后', 'zh': 'after以后'}
- B. {'en': '(modifier / structural particle)的time时候', 'zh': '(modifier / structural particle)的time时候'}
0504.3 {'en': 'at or in the very same...当 … (modifier / structural particle)的time时候 means “after it happened”.', 'zh': 'at or in the very same...当……(modifier / structural particle)的time时候 to express / indicate表示“……after之后”。'}
True or false? Explain or repair the statement.
0504.4 You describe darkness at the time of homecoming. What does at or in the very same...当I / me我to return home回家(modifier / structural particle)的time时候，to get dark天黑(completed / change)了 communicate?
- A. The homecoming provides the time frame for the darkness.
- B. (modifier / structural particle)的time时候 always means after the event has finished.
0504.5 (modifier / structural particle)的time时候 means after the event has finished.
True or false? Explain or repair the statement.
0504.6 at or in the very same...当I / me我to / arrive到home家(modifier / structural particle)的time时候，to rain下雨(completed / change)了 shows that arriving home caused the rain.
True or false? Explain or repair the statement.
0504.7 In at or in the very same...当you你to need需要assistance帮助(modifier / structural particle)的time时候，to / for / give给I / me我to make a telephone call打电话, what is the instruction?
- A. Wait until help is no longer needed
- B. Call when you need help
- C. The sentence must describe a completed past call
0504.8 Match the accounts to their time relations.
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- at or in the very same...当I / me我to prepare a meal做饭(modifier / structural particle)的time时候，电话响(completed / change)了。
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- I / me我to make做完饭after以后，电话响(completed / change)了。
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- graduation毕业since (a previous event)以来，I / me我variant of 回回school学校third三次(completed / change)了。
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A. Phone rang after cooking finished
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B. Three returns during the since-period
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C. Phone rang during cooking
0504.9 Recall the situation: A phone call during cooking is not a call after dinner. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
Noun + this这个 + Category (sizing up)
0505.1 Using the lesson pattern in this demonstrated example: He's a warm-hearted person: he / him他 ………… person人degree / adjective linker很cordial热情。
0505.2 In the team’s assessment he / him他this这个person人degree / adjective linker很cordial热情, what does this这个person人 help do?
- A. Point to him among other people
- B. Show that he is new to the team
- C. Frame him as a person for the following comment
0505.3 {'en': 'this这个 can also work as a spoken filler (“um, this…”).', 'zh': 'this这个 also也能作colloquial speech口语to fill up填充word词(“interjection indicating…嗯,this这个……”)。'}
True or false? Explain or repair the statement.
0505.4 You are describing someone's usual warm manner. What does he / him他this这个person人degree / adjective linker很cordial热情。 communicate?
- A. he / him他this这个person人 must introduce criticism.
- B. this这个person人 frames him as the person being evaluated.
0505.5 Because he / him他this这个person人 appears, the following comment must be negative.
True or false? Explain or repair the statement.
0505.6 Match the phrases to the comment actually supplied.
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- he / him他this这个person人degree / adjective linker很cordial热情。
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- he / him他this这个person人slightly有点儿careless粗心。
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- Beijing, capital of the…北京this这个city城市很大。
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A. Some carelessness
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B. City size
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C. Warm manner
0505.7 What does this这个person人to be / is是I / me我(modifier / structural particle)的teacher老师 directly identify?
- A. Everyone’s negative opinion
- B. This person as my teacher
- C. The teacher’s exact age
0505.8 Beijing, capital of the…北京this这个城市交通degree / adjective linker很convenient方便 comments on which aspect?
- A. Proof that every aspect of life there is convenient
- B. The exact number of residents
- C. Transport convenience
0505.9 Recall the situation: A person frame can introduce praise as well as criticism. Decide what the speaker wanted to communicate. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.
Write or say your own response before reading the key.
Answers and explanations
among当中 (among / in the middle of)
0501.1 {'en': 'among当中', 'zh': 'among当中'}
{'en': '(Group) + among当中 = among: to study at the same school同学among当中,he / him他tallest最高.', 'zh': '(community群体)+ among当中 = ……among当中:to study at the same school同学among当中,he / him他tallest最高。'}
0501.2 A. {'en': 'after the group it points into', 'zh': 'it它the objects indicated所指community群体after之后'}
The demonstrated pattern names the group first, then among当中. This is a construction pattern, not a claim that the word has only one position in all Chinese sentences.
0501.3 True.
{'en': 'Yes – these这些person人among当中 (among these people).', 'zh': 'to / towards / correct对 –– these这些person人among当中。'}
0501.4 A. He is tallest within the classmates being discussed.
He is tallest within the classmates being discussed. among当中 follows the group expression. Being tallest in this group does not mean being tallest in the school.
0501.5 False.
The classmates are the stated comparison group. A school-wide ranking needs information about the wider group.
0501.6 C. The middle of the room
The room supplies a physical space; this is not a group ranking.
0501.7 1–B: to study at the same school同学among当中 = Comparison group; 2–A: he / him他 = Person being compared; 3–C: tallest最高 = Maximum-height claim
The group and superlative do different jobs. The claim stays inside the stated group.
0501.8 B. this这四个to design设计among当中，Bmost最cheap便宜。
The first retains the four-design comparison. The others widen or change the claim.
0501.9 One possible response: to study at the same school同学among当中，he / him他tallest最高。
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.
- these这些student学生among当中，to have / there is有三个人会swimming游泳。 reports that three people in this group can swim. It does not say that all students can swim or identify which three without more information.
- he / him他tallest最高 makes a maximum claim within the named group. he / him他degree / adjective linker很high高 describes him as tall without the same ranking. among当中 supplies the group frame; most最 supplies the superlative comparison in the opening example.
- 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.
each other彼此 (each other / one another)
0502.1 {'en': 'each other彼此', 'zh': 'each other彼此'}
{'en': 'each other彼此 + Verb = each other: each other彼此to trust信任.', 'zh': 'each other彼此 + verb动词 = each other彼此:each other彼此to trust信任。'}
0502.2 A. each other彼此 can be an object, as in to understand了解each other彼此; each other互相 normally modifies an action
each other彼此 is a reciprocal pronoun; each other互相 is normally an adverb. Both can occur before to trust信任.
0502.3 True.
In this case each teammate trusts the other; the reciprocal description does not measure equal amounts of trust or prove every possible group relationship.
0502.4 A. The trust runs in both directions within the group.
The trust runs in both directions within the group. each other彼此 can also occur as an object, as in to understand了解each other彼此. each other互相 usually modifies an action; the two often overlap in meaning.
0502.5 False.
each other彼此 can also occur as an object, as in to understand了解each other彼此. each other互相 usually modifies an action; the two often overlap in meaning. The trust runs in both directions within the group.
0502.6 C. we / us我们to understand了解each other彼此。
each other彼此 follows to understand了解 as its object. The second expresses reciprocity with an action modifier; the third names a teacher as the object.
0502.7 False.
Reciprocity does not specify equal quantities.
0502.8 C. A similar situation for the speaker
In this exchange the repeated phrase acknowledges similarity, roughly same here.
0502.9 One possible response: we / us我们each other彼此to trust信任。
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.
- they他们each other彼此assistance帮助。 describes helping one another. It does not establish that each person spent the same number of minutes, gave equal money or performed the same task.
- In a larger group, context identifies the reciprocal relationship. Do not infer from each other彼此 alone that every possible pair performed every action equally often; that stronger description needs more detail.
- 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.
… since (a previous event)以来 (ever since)
0503.1 {'en': 'since (a previous event)以来', 'zh': 'since (a previous event)以来'}
{'en': 'Time / Event + since (a previous event)以来 = ever since: graduation毕业since (a previous event)以来,I / me我all along一直degree / adjective linker很busy忙.', 'zh': '(concept of) time时间 / event事件 + since (a previous event)以来 = ……since (a previous event)以来:graduation毕业since (a previous event)以来,I / me我all along一直degree / adjective linker很busy忙。'}
0503.2 B. From graduation to the present reference point
The event graduation is the start, and the current conversation supplies the reference endpoint. A dated report can have its own reference point.
0503.3 True.
{'en': 'Yes – graduation毕业since (a previous event)以来, for a long time长期以来.', 'zh': 'to / towards / correct对 –– graduation毕业since (a previous event)以来、for a long time长期以来。'}
0503.4 A. The relevant period starts at graduation and extends to now.
The relevant period starts at graduation and extends to now. The reference endpoint may be the narrative present in a report. since (a previous event)以来 does not itself claim that every moment contained work.
0503.5 False.
since (a previous event)以来 frames the period. third三次 can count separate events within it; all along一直degree / adjective linker很busy忙 supplies an ongoing description in the opening example.
0503.6 3
third三次 supplies the count; since (a previous event)以来 supplies the period.
0503.7 C. Course openings after the report’s reference date
The dated report’s evidence ends at its reference point. Later changes need new information.
0503.8 1–A: graduation毕业since (a previous event)以来 = Period since graduation; 2–C: graduation毕业after以后 = After graduation; 3–B: graduation毕业before以前 = Before graduation
The event word is shared, but the time relation differs.
0503.9 One possible response: graduation毕业since (a previous event)以来，I / me我all along一直degree / adjective linker很busy忙。
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.
- graduation毕业after以后，I / me我to move (i.e. relocate…搬to / arrive到(completed / change)了Shanghai municipality…上海。 locates a move after graduation; it does not itself describe a period continuing to now. graduation毕业since (a previous event)以来，I / me我variant of 回回school学校third三次(completed / change)了。 counts returns across the since-period.
- graduation毕业before以前 concerns time before graduation. These forms can describe events in the same life story but give different time relationships. Do not substitute them merely because the nearby nouns match.
- 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.
at or in the very same...当 … (modifier / structural particle)的time时候 (when …)
0504.1 {'en': 'at or in the very same...当', 'zh': 'at or in the very same...当'}
{'en': 'at or in the very same...当 + Clause + (modifier / structural particle)的time时候 = when …: at or in the very same...当I / me我to return home回家(modifier / structural particle)的time时候,to get dark天黑(completed / change)了.', 'zh': 'at or in the very same...当 + clause (grammar)分句 + (modifier / structural particle)的time时候 = at or in the very same...当……(modifier / structural particle)的time时候:at or in the very same...当I / me我to return home回家(modifier / structural particle)的time时候,to get dark天黑(completed / change)了。'}
0504.2 B. {'en': '(modifier / structural particle)的time时候', 'zh': '(modifier / structural particle)的time时候'}
(modifier / structural particle)的time时候 closes this full taught time clause. Shorter constructions also exist, so it is not a rule for every occurrence of at or in the very same...当.
0504.3 False.
{'en': "It means “when / while”, not “after” (that's after以后).", 'zh': 'it它to express / indicate表示“at or in the very same...当……o'clock时”,no不是“after以后”。'}
0504.4 A. The homecoming provides the time frame for the darkness.
Homecoming supplies the time frame. The sentence does not say that (modifier / structural particle)的time时候 always places one action after another has finished.
0504.5 False.
at or in the very same...当…(modifier / structural particle)的time时候 means when or while. Use after以后 to foreground what happens after an event instead. The homecoming provides the time frame for the darkness.
0504.6 False.
A time frame does not itself establish a cause.
0504.7 B. Call when you need help
The surrounding request supplies the intended situation; at or in the very same...当…(modifier / structural particle)的time时候 is not itself a past-tense marker.
0504.8 1–C: at or in the very same...当I / me我to prepare a meal做饭(modifier / structural particle)的time时候，电话响(completed / change)了。 = Phone rang during cooking; 2–A: I / me我to make做完饭after以后，电话响(completed / change)了。 = Phone rang after cooking finished; 3–B: graduation毕业since (a previous event)以来，I / me我variant of 回回school学校third三次(completed / change)了。 = Three returns during the since-period
During, after and since describe different relationships.
0504.9 One possible response: at or in the very same...当I / me我to prepare a meal做饭(modifier / structural particle)的time时候，电话响(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.
- at or in the very same...当I / me我to / arrive到home家(modifier / structural particle)的time时候，to rain下雨(completed / change)了。 puts rain and arrival in a time relationship. It does not prove that my arrival caused the rain.
- Likewise, the phone ringing during cooking does not say who called or why. Timing, cause and identity are separate claims; additional words are needed to establish the latter two.
- 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 + this这个 + Category (sizing up)
0505.1 {'en': 'this这个', 'zh': 'this这个'}
{'en': 'Noun + this这个 + Category sizes someone up: he / him他this这个person人degree / adjective linker很cordial热情.', 'zh': 'noun名词 + this这个 + classification类别 to evaluate评价someone某人:he / him他this这个person人degree / adjective linker很cordial热情。'}
0505.2 C. Frame him as a person for the following comment
The frame identifies what is being discussed; degree / adjective linker很cordial热情 supplies the warm evaluation. Context and delivery also affect tone.
0505.3 True.
{'en': 'Yes – this这个… is a common hesitation filler in speech.', 'zh': 'to / towards / correct对 –– this这个…… to be / is是commonly seen常见(modifier / structural particle)的oral口头to halt停顿word词。'}
0505.4 B. this这个person人 frames him as the person being evaluated.
this这个person人 frames him as the person being evaluated. The evaluation can be positive or negative. this这个 as a hesitation filler is a different conversational use.
0505.5 False.
degree / adjective linker很cordial热情 is positive in this example; slightly有点儿careless粗心 gives a reservation. The following comment and context determine the evaluation.
0505.6 1–C: he / him他this这个person人degree / adjective linker很cordial热情。 = Warm manner; 2–A: he / him他this这个person人slightly有点儿careless粗心。 = Some carelessness; 3–B: Beijing, capital of the…北京this这个city城市很大。 = City size
The category frame does not decide whether the predicate is praise or a reservation.
0505.7 B. This person as my teacher
The sentence identifies a teacher; the demonstrative is not automatically a personal criticism.
0505.8 C. Transport convenience
to be connected交通 identifies transport. The statement does not supply a universal assessment of every aspect or a population count.
0505.9 One possible response: he / him他this这个person人degree / adjective linker很cordial热情。
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.
- this这个person人to be / is是I / me我(modifier / structural particle)的teacher老师。 can simply identify this person as my teacher. There is no earlier he / him他 topic followed by a personal assessment in that sentence.
- he / him他this这个person人degree / adjective linker很cordial热情。 frames him for a comment. Both contain this这个person人, but the wider sentence tells you what it is doing; the string alone is not a reliable tone detector.
- 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.