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Unit 3: Where Do You Work? Dialogue: Part I: Listen and Learn 1

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Unit 3: Where Do You Work? Dialogue: Part I: Listen and Learn 1

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                                                                                  [Link].

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Unit 3: Where Do You Work?

Dialogue

Part I: Listen and Learn


1.
Nǐ hǎo.
Hello.
你好。
Zhè shì wǒ bàba.
This is my father.
这是我爸爸。
Tā zài Zhōngguó.
He is in China.
他在中国。
Tā bù gōngzuò, tuìxiū le.
He doesn't work. He retired.
他不工作,退休了。
2.
Zhè shì wǒ dìdi.
This is my brother.
这是我弟弟。
Tā yě zài Zhōngguó.
He is in China, too.
他也在中国。
Tā shì gōngchéngshī.
He is an engineer.
他是工程师。
Tā zài Shànghǎi gōngzuò.
He works in Shanghai.
他在上海工作。
3.
Zhè shì wǒ tàitai.
This is my wife.
这是我太太。
Tā yě shì lǎoshī.
She is a teacher, too.
她也是老师
Tā zài Davis gōngzuò.
She works in Davis.

  Copyright 2007~2008 [Link] 
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她在Davis 工作。
Tā zài Shànghǎi gōngzuò.
He works in Shanghai.
他在上海工作。
4.
A: Zhè shì shéi?
A: Who is this?
A:这是谁?
B: Zhè shì Wáng Xiǎohuá. Tā shì xuésheng.
B: This is Wang Xiaohua. He is a student.
B:这是王小华。他是学生。
A: Tā yǒu jiějie ma?
A: Does he have sisters?
A:他有姐姐吗?
B: Yǒu. Tā yǒu yí ge jiějie, méiyǒu mèimei, gēge, dìdi.
B: Yes, he has a elder sister. She doesn't have younger sister and brothers.
B:有。他有一个姐姐,没有妹妹、哥哥、弟弟。
A: Tā jiějie zài nǎlǐ gōngzuò?
A: Where does his sister work?
A:他姐姐在哪里工作?
B: Tā zài Běijīng gōngzuò, shì gōngchéngshī.
B: She works in Beijing. She is an engineer.
B:她在北京工作,是工程师。
Tā zài Shànghǎi gōngzuò.
He works in Shanghai.
他在上海工作。
5.
A: Zhè shì shéi?
A: Who is this?
A:这是谁?
B: Zhè shì Xiè lǎoshī de érzi.
B: This is Prof. Xie's son.
B:这是谢老师的儿子。
A: Tā zài nǎlǐ gōngzuò?
A: Where does he work?
A:他在哪里工作?
B: Tā zài ohio gōngzuò.
B: He works in ohio.
B:他在Ohio 工作。

  Copyright 2007~2008 [Link] 
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Speech Pattern
Part II. Utterances and Notes
z 'zài ... gōngzuò' means 'to work somewhere'. 'zài' here serves as a
preposition.
z 'de' is a possessive marker. 'Xiè lǎoshī de érzi' means Prof. Xie's son. When
the relationship is very close, the word 'de' is optional. For example, 'wǒ
bàba, wǒ māma, tā péngyou, (my father, my mother, his/her friend) and
etc.
z Pay particular attention to the position of location words. In Chinese location
words usually occur before the verb. This is very different from English.
Please compare the following Chinese and English counterparts:
He works in Shanghai.
Tā zài Shanghai gōngzuò.
z The following are some useful words you may need in order to talk about
your family members. If you need a specific word, please ask your
instructor or tutor.
dàifu a doctor, a physician
jīnglǐ a manager
lǎobǎn a boss, an owner of a business
Bālí Paris
Lúndūn London
Běijīng Beijing

Part III: New Sentence Modules


1. He is in...
Tā zài (Zhōngguó) (Shànghǎi) (Běijīng) (ohio) (Davis)

2. Where does he work ...? He works in...


Tā zài (nǎlǐ) (Zhōngguó) (Shànghǎi) (Běijīng) (ohio) (Davis) gōngzuò
3. Does (s)he have ...?
Tā yǒu jiějie ma?
Tā yǒu méiyǒu jiějie?
Tā yǒu (yí ge jiějie) (yí ge érzi) (liǎng ge mèimei) (liǎng ge dìdi) (yí ge gēge)
Tā méiyǒu (jiějie) (érzi) (mèimei) (dìdi) (gēge)

Exercise

Part IV. Practice makes perfect


Now you have studied a new unit. Can you figure out how to say the

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following words or phrases in Chinese?
she, son, daughter, to work, to be at (somewhere), to retire, an engineer, a
teacher, wife, younger sister, an elder brother

do not work, do not have,

where, in Beijing, in Shanghai, in China

Prof. Xie's, Wang Xiaoping's, my father's


Answer the following questions based on your own situation. Please be
sure to give real answers.
Nǐ xìng shénme?
Nǐ jiào shénme?
Nǐ shì xuésheng ma?
Nǐ yǒu méiyǒu gēge, jiějie, dìdi, mèimei?
Nǐ bàba zài nǎlǐ gōngzuò?
Nǐ māma zài nǎlǐ gōngzuò?
Nǐ bāba shì gōngchéngshī ma?
Nǐ māma shì lǎoshī ma?

Communicative Tasks
1. Prepare a short presentation to talk about yourself and your family. Please
use all sentence patterns in Unit 1 through Unit 3.
2. Conduct a conversation with one of your classmates asking each other's
information, family members and etc.

  Copyright 2007~2008 [Link] 

Common questions

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Question structure in Chinese often places the focus initially, which allows the listener to quickly identify the subject of inquiry. For instance, to ask if someone has sisters, 'Tā yǒu jiějie ma?' uses the structure '[Subject] yǒu [possessed item] ma?' This structure, focusing on possession and status, can streamline communication by directly addressing what is of interest, aiding clarity and efficiency in conversational contexts .

Common roles and titles in Chinese related to work status and family roles include 'gōngchéngshī' (engineer), 'lǎoshī' (teacher), 'dàifu' (doctor), and 'jīnglǐ' (manager). Family roles are expressed with terms like 'bàba' (father), 'māma' (mother), 'tàitai' (wife), and 'xuésheng' (student). These roles are typically mentioned following the name or relation, such as 'wǒ dìdi' (my brother) being 'shì gōngchéngshī' (is an engineer).

Omitting grammatical particles like 'de' in close familial relationships often signifies intimacy and familiarity, reflecting cultural norms that value brevity and clarity in personal contexts. This omission can convey closeness and an unspoken understanding between the speaker and the listener. In formal contexts, however, including 'de' might be preferred to denote respect and formality .

Understanding sentence modules like 'He is in...' or 'Where does he work?' is crucial for constructing coherent and meaningful sentences in Chinese. These modules allow learners to frame sentences that are integral for daily communication, aiding in the identification of subjects, verbs, and locations or actions. This understanding facilitates effective interactions regarding location, identity, and actions, which are foundational to conversational fluency .

In Chinese, the verb for 'to work', 'gōngzuò', appears after the location, as in 'Tā zài Shànghǎi gōngzuò' (He works in Shanghai), which highlights the place where the action occurs. In English, 'works' generally comes before the location ('He works in Shanghai'), placing more immediate focus on the action. These structural differences emphasize varied levels of priority on action vs. location in the two languages .

The sentence 'Tā zài Shànghǎi gōngzuò' (He works in Shanghai) follows the Chinese syntactic structure of subject-location-verb. 'Tā' (he) is the subject, 'zài Shànghǎi' (in Shanghai) is the location before the verb 'gōngzuò' (works). This structure places emphasis on location prior to action, differing from English, where the verb typically precedes the locational phrase .

Cultural elements in China place significant emphasis on family and professional status, reflected in language as specific terms denote roles and hierarchies. For instance, familial roles are explicitly stated, such as 'wǒ tàitai' (my wife) and 'tā jiějie' (his sister), highlighting their importance. Similarly, occupations like 'gōngchéngshī' (engineer) and 'lǎoshī' (teacher) are often included in introductions, reflecting societal values that prioritize career as part of identity and respect .

Sentence patterns and modules offer a scaffolded approach to language teaching, providing learners with ready frameworks for constructing sentences. This aids non-native speakers by enhancing comprehension and production skills through repetitive, structured practice, allowing them to internalize grammar and syntax. Such patterns facilitate gradual, contextual language mastery, increasing linguistic competence and confidence in real-life communication scenarios .

In Chinese, possession is often marked by the particle 'de'. For example, 'Xiè lǎoshī de érzi' means 'Prof. Xie's son' . However, when the relationship is very close, such as with immediate family members, the particle 'de' can be omitted, as in 'wǒ bàba' (my father) instead of 'wǒ de bàba' .

In Chinese, location words usually occur before the verb, whereas in English, location words typically follow the verb. For example, in Chinese, one would say 'Tā zài Shànghǎi gōngzuò' (He works in Shanghai), with 'zài Shànghǎi' (in Shanghai) coming before 'gōngzuò' (works).

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