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Preface
Zhongwen (Mandarin Chinese Language) course materi als of tri al editi on were written for overseas Chinese and their children in 1996 by College of Chinese Language and Culture, Jinan University, under the commission of Overseas Chinese Affairs Office of the State Council of People s Republic of China. The entire course materials consist of 48 books, including 12 text books, 24 exercise books (book A and book B), and 12 teacher s reference books. Publication started in June, 1997 and completed in November, 1999 with more than 5.6 million copies distributed up to this day. H owever, supply was not able t o keep up with demand. Between 2000 and 2003, entrusted by Overseas Chinese A ffairs Offi ce of the State Council of Peoples Republi c of China, we developed teacher s Zhongwen VCD and online edition Chinese Onli ne (see www.chinaqw.com or http ; //hwy.j nu.edu.cn ), and arranged a tr aditi onal Chi nese character edition. All these products have gained a wide popularity among Chinese language teachers, students and their parents abroad. This revision of Zhongwen materials was authorized by Overseas Chinese Affairs Office of the State Council of P. R. China to College of Chinese Language and Culture and Education I nstitute of Chinese Language and Culture, Jinan University. This revised edition reflects actual needs and characteristics of overseas Chinese language education and takes in constructi ve advice from many sid es and research fin dings on language teaching and textbook studies. The new editi on of Zhongwen is now a collection of 52 books, with additional four books- one Study Pinyin textbook, two Study Pinyin exercise books and one Study Pinyin teacher s reference book- to the original 48 books. The instructional goal of Zhongwen i s to enable students to acquire basic li stening, speaking, r eading and wri ting capabili ties of Putonghua (Mandarin Chinese) through a pr ocess of learni ng and traini ng, to expose students to Chi nese cul ture and lay a solid ground for their further study of Chinese language and culture. The revision was carried out under the guidelines of Standard of Chinese Language Level and General Outline of Chinese Grammar (1996) issued by
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Department of Testing Affairs of China N ational Office for Teaching Chinese as a Foreign L anguage(NOCFL), General Outline of Chinese Language Level of Glossaries and Characters(2001) issued by China National Committee for Chinese Proficiency Test (HSK), and List of Frequently Used Characters in Modern Chinese (1988) issued jointl y by State Language Commission and Mini stry of Educati on of Chi na. Based on all above, an effort has been made at enhancing learning experience and development with a careful choice of characters, words, sentences, and texts. The homework exercise has been modified and arranged i n order of i ncreasin g di fficul ties and advancement. These improvements are expected to be of enormous benefits to both teachers and students alik e, in improving their Chinese l anguage skil ls, raising their learning motivation, stimulating their active thinking and increasing their overall proficiency in the use of Chinese language. Meanwhile, extensive research was made in the existing Chinese textbooks that are used overseas which provided much helpful experience to the revision. The revised edition closely integrates instruction and practice, learning and application. Creative innovations have been incorporated in the course content, general arrangements, page design, questi on format and instructi onal concepts. The following is a summary of major changes including reorganization, deletion and addition of new materials in the revised edition: 1. In light of the shorter term or semester in overseas Chinese schools, the number of l essons in each b ook has been reduced from 14 to 12, with a moderate simpli fication of the texts. The 12 lessons are now subdivided into four units of three lessons each, which are followed by a comprehensive exercise. In addition, each book includes a general exercise. Every text book is attached an alphabetic vocabulary which contains all the new words in the texts of the book, i ncludi ng sin gle!syll abl es and mul ti !syllables. Each new word is marked with serial number of the text where it belongs. 2. Lessons one to six of Book 1 are designed for character learning. The main texts are followed by a list of new Chinese characters without words or sentences. Beginning with Lesson seven in Book 1, the main texts are followed by a list of disyllabic and multi !syllabic words and sentences, in contrast to the monosyllabic words found in the previous lessons. Some of the main texts are also followed by a list of proper names, such as, names of people, places and countries. 3. For teaching convenience, a Study Pinyin course book and two Study Pinyin exercise books are incl uded i n the r evised edi tion. Therefore, instructional materials for
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4
pinyin are removed from the 12 textbooks. However, exercises on pinyin are included from exercise book 5 to above. 4. Pinyin annotations are provided to all the main texts and reading materials i n textbooks one to four. Beginning with Book Five, the application is limited to only new characters. In general, the annotations are applied character by character, except in the list of words or expressions and proper names following the main texts, where they are applied word by word. The characters are normall y annotated in their original tone, with the exception of the neutral tones. Characters generally of light pronunciation, are annotated with tones when they are stressed. The characters WXY (yi) and WZY (bu) are annotated in their actual tones accordi ng to the context. 5. In retroflex finals, where the retroflex is unnecessary in written Chinese, the character or word is not presented in its retroflexed form; and where the r etroflex is necessary, the characterW[Y(er) is attached, e.g., W\[Y,WX][Y. 6. English translation or explanation is provided for titles of texts and exercises. Proper names in teacher s reference books are also attached with their English equivalents. 7. New strokes or radicals are listed with new characters, with the exception of lessons for character learning where only strokes are listed, but not radicals. In the classroom exercise of W Learn to writeY in textbooks one to four, new radicals, components and characters are presented with their stroke order, and writing directions are noted in red arrows. In textbooks five and above, new characters in the classroom exercises are not presented with their stroke order. The stroke order is based on Stroke Or der R egulation of Frequently Used Characters in Modern Chinese , which was issued by the State Language Commission and the General A dmin istrati on of Press and Publ ication of P. R. C. i n 1997. 8. For the convenience of teaching and self !i nstruction, li sts of new characters, words and some proper names are added to the reading comprehensions. Their references and resources are also added to the teacher s reference books accordi ngly. 9. To meet the need of certain students for traditional Chinese characters, the main text b ook is attached with a comparative l ist of new characters i n simpl ifi ed and traditi onal forms arranged in alphabeti cal order, and each new word is marked with serial number of the text where it belongs. In Book 2 and above, the alphabetical vocabulary list is accumulative wi th new words of the pr evious text books. T he tr aditional characters are based on the 1986 version of General List of Traditional Chinese Characters issued by
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the State L anguage Commission. Since variant characters li sted in Appendix 1 to General List of Traditional Chinese Characters are no longer used officially, they are no longer included as traditional characters or variant characters in this edition. The traditi onal characters also suppl ement the revised teacher s reference books accordingly. In addition, text books one to six are attached with character learning cards for convenience. 10. Practice in communicative functions in Chinese is further enhanced in the revised editi on to i mprove the communication ski ll s of the students. We are greatly indebted to Chinese linguists, experts in Chinese language teaching, overseas Chinese teachers, and researchers of Chinese language that have all generously provided us very useful advi ce and suggesti ons i n th e revision of thi s course. Finally, given the magnitude of this project and the ti me constraint, it is possibl e that certain omissions or errors may be observed. However, we will be very open to any suggestions and advice from experts, researchers, teachers, students and their parents on further improvement.
Chief Compiler Jia Yimin June 28, 2006
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89
Contents !"#
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Text ;At a Chinese School
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Reading;What a Great Chinese School 2 ^_!;3•
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Reading;Magic Chinese Characters 6 ^_!;p]qrs
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Text;Things I Can Do
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Reading;Tongue Twister
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Text ;Two Precious Organs of Man
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Reading;Make a Guess 8 ^_!;R,]Z]-&.
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Text ;Does the M oon Follow U s
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Contents
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F G H IJKL Review 1
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35
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20
D1H ef!ghn)Rf!gh'}Nf!gh'} 67#8 ;F
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25( 7#8" "/
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67/8" 4+
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F G H IJUL Review 2
47= B+
45 n y( o qi- ti < n bi & o
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1.
DFill in the form after the model.H
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47
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7
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48
67/8" 4+
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;5<= :i ;5<= 1
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52
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8d8 Make a Guess y +
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67/8" 4+
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l m n o pDN O - PH A lphabetic V ocabulary JComparisonbetw een Simpli fi edand Traditi onal ChineseCharactersL
b1
b( n"
b( o
b& o
b*n
b 0
bi #
b3
B d10 /12D9H I5 1D AD -2 7 :H 82 2 ;H g 6 ch< n"
ch n"
cMn"
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C
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T 8 pD -12D>H TD 9 ?H 1 H
du +
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f < n"
F j10DBH j6 " o
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b3 VD 9 CH
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P5
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A9 /D 4 EH h< i
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h n
A12
aD 1 GH R9
hu
h#
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hu +
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.12 eD !11DHH nD gD 1 "H 1 IH 6 JH j +
ji
ji ( n
ji n
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zuM
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•11 N5 &7 103
zuD
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2
y 'n x 3 sh/n" c% bi & o
lmnqp
A lphabetic Glossary
H1
H(8"
H&=
/12
17
H0
H5#
H3
A2
g6
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978"
978""/
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r8 Sentences
w$
z i zh!n" w #n xu # xi o xu # x %
1.{H* +FxFMR zh@
sh +
n 0 d e shE m1
2.c2hQbI[ t ( sh + sh#i
3.Y2Z[ xi & o p#n" you ji & n" l 0
m o
4.3W X GnoR m( m1 m& i le mi n b( o
5.""•$_&R w $ hu + sh!u shi xi& o f < n" j i ( n
6.{=+738JR yDn" sh$u b- yDn" n& o
"!n" zuD zuD b3 h& o
7..{w.KVLuvw@R yu@ li 1 n" hu + bu
hu + "/n r #n z$u
8.eR=w=U6j[ w @i sh#n me h# shu 0 hu + li - dDn"
9.GSTf5=gh[ w$
y o zhDn" "u(
10 . { V t ! R ch< n" ji ( n" cMn" x '
li -
d o d!n"
11 . = * ( ! g j R w $ x i & n" q3 zh!n" "uM l N
yMu
12 . { n ~ * : 6 m R
107
!
2
h n
z +
b 0
hu m%n" ch/n" bi & o
so5 t u v p Table of Chinese Characters Strokes b 0 hu
HI
m%n" ch/n"
LM di & n
2
z +
b 0 hu
m%n" ch/n"
NE HI
L M
li 3
h#n" pi * w ( n "!u
l +
z +
NE n
E
-
U
h#n"
y '
sh3 "!u
shu 0
]
8
nm
5
sh3
n
sh%
w ( n "!u
ji (
|
Dm
[
pi *
l
r #n
sh3
m%n
6
no
7
n
d
sh3 zh#
s
E
np
sh( n
t%
x%
sh3 w ( n
o
M
nD
!
h#n" "!u
xi *
sh3 w ( n "!u
di n
]m
P
nDm
Q
h#n" zh#
k$u
sh3 zh# zh#
d 0n"
]p
c
npp
R
h#n" zh# "!u
yu@
sh3 zh# zh# "!u
ni & o
]pm
e
nppm
j
h#n" pi *
yDu
xi # "!u
w$
]l
}
qm
{
r @n
w D "!u
x 'n
]po
n
rm
/
h#n" zh# w ( n "!u
ji )
pi * zh#
"*i
]pDm
m
lp
#
h#n" zh# zh# pi *
ji n
pi * di & n
nN
]ppl
a
l-
h#n" zh# zh# zh# "!u
n& i
]pppm
(
h#n" zh# t %
!
l +
10 8
]lDm
t%
P x '
S
xi *
z +
b 0 sh3n "u ' z# bi & o
%o5&'(p Tableof StrokeOrder "u '
z#
O P
l +
b 0
z +
NE
sh3n
H Q
sh%
xi ( n h#n" h Du sh3
#]7n
w " n
x
b(
xi ( n pi * hDu n
#l7s cMn" sh n" d o xi
dmr cMn" zu$ d o yDu
d$%
cMn" w i d o n@i
d]t
cMn" n@i d o w i
dt]
xi ( n l 0 tou hDu f /n" k $u
#;m 7u s xi ( n zh!n" ji ( n hDu li & n" bi ( n
#k7~v
y
ti ( n
z
s( n
d
z& o
{ d +
| shu!
}
t Mn"
~
xi n"
•
sh( n
zh@
' r +
!
yu< n
"
xi & o
#
shu 0
$
ij FJklmnopqr2 'r JstuvwQUVWxT2 y zuz{QUg|2}(
)~•(
)~(
)~!( 109
)"g !
2
78 4+ L5(8 L<8" ;%8" 97/8" H5&=
so)*u vp Names of Radicals of Chinese Characters 1. 8wxydz{h|ac|}"~~)6•USj (This table lists some of the common radicals of Chinese characters for the convenience of teaching and learning.) 2. 8wh"ac |})R
0!"`c•7n~b")&v•u•i•:•'•[•())-hj (Most of the radicals this table includes are not characters by themselves)or difficult to name) or have confusing names. The radicals that are Chinese characters by themselves and easily pronounced) such as v 67(8) u ;& ) i .+) : :C@)' 67%) [ 85&=)( 97M8" ) etc.) have not been listed here.) 3. 1"|}1'h-@"M*)8w\+,9-0"~~j (Some radicals have different names)but this table only offers the most commonly used ones.)
R S Radical
!
L M Name
N E Examples
.
|.o D L5(897&8". H
/•0•1
2
3c4o DJE4+?C8". HC k4o D6(8?C8". H
3•5•6
7
89}o DB+,(=L<8". HC 89o DB+,(=. H
x•g•8
:D H
@c4o DAM8"4+?C8". H
;•<•G
=
!"}o D,(8.#8L<8". HC !8"o D,(8B+.#8. H
>•?•z
@
Icmo DH(=4+AMC. H
A•B•C
D G
Gcmo ( 2'8"4+AMC. ) ~-wo DB5&8",5&867C0. H
n•E•F H•I•J
K
L1Mo DAEH&="5. H
O•2•N
O
Pc}o D:<84+L<8". H
Q•R•S
T
!#}o D,(8K*.L<8". HC !#9o D,(8K*.,(=. H
U•V•W
2
11 0
R S Radical
X
L M Name
# }o D67C(8"K*.L<8". HC #9o D67C(8"K*.,(=. H $#9o D4C$K*.,(=. H %#9o D:DCK*.,(=. H
N E Examples
Y•Z•( [•>•\
D\$H D\%H
]
^co D6'4+. H
9•x•_
`
1a}o D 25847'L<8". H
b•c•1
f
od}o DA%A)L<8". H oA}o DA%67$CL<8". H
l•e•` g•h•i
kcmo D9&=4+AMC. HC kmo D9&=AMC. H
k•_•<
lcmo DnD8"4+,0. H
x•n•o
p t
qc}o D:MC4+L<8". H &c4o D"CM4+?C8". H
q•r•s u•&•v
w
"}o D67C(8".#8L<8". HC 8"o D67C(8"B+.#8. H
0•x•y
j
z ~
{•|•}
klo D6(8L5*. H •}o DG&8JC&8L<8". HC ! o DJC&8:MC. H
"•"•#
$
pTo D47#I#8. H
%•~•q
&
'c}o D67%4+L<8". H
(•)•*
+ DH
,c}o D 258"4+L<8". H
-•.•/
Z
Zc}o D"C&8"4+L<8". H
0•1•2
3
k-wo D6(8,5&867C0. H
"•4•.
5
nc}o D673>'8L<8". HC nco D673>'8. H
6•T•7
8
1Mo DH&="5. H
D•X•9
:
2ao D4$C47'. H
;•_•<
=
Dc}o D404+L<8". H
>•t•4
D
EF }o D 25&=6'L<8". HC UEF o DBC825&=6'. H
l•G•H
?
k@o D6(8"C&5. H
A•B•C
111
!
2
R S Radical
z•L•P
nc}o D;34+L<8". H
M•9•N
&c}o D85-4+L<8". H
O•+•P
•T}o DG&8I#8L<8". HC •To DG&8I#8. H
h•0•U
Qcmo D47&=4+AMC. H
R•S•T
kc}o D7C$4+L<8". H
U•V•W
X
l-o D6+,5&8. H
]•-•
+
,c}o D67+4+L<8". ) C ,~o D67+H). H
5•-•.
scmo D97E84+AMC. H
Y•Z•[
lcmo D6+4+AMC. H
\•]•^
'
'cmo D;084+,0. HC '(o D;08,E8. H
)•e•*
_
Nc}o D 2'84+L<8". H
`•a•b
mn }o D7#;3L<8". H
%•c•h
"
#c}o DH+8"4+L<8". HC #}o DH+8"L<8". H
$•%•&
}
pc}o D:'4+L<8". HC p~o D:'H). H
•••!
dcmo D,/8"4+AMC. H
e•d•f
Wcmo D>'4+AMC. H
L•d•g
hcmo D7)4+AMC. H
i•j•k
lcmo D47-4+AMC. H
4•A•m
6c}o D:<8"4+L<8". H
n•o•p
qcmo D 2C84+AMC. H
r•s•t
uc}o D;04+L<8". H
v•w•x
yc}o D4-4+L<8". )
z•{•|
Icmo D;<=4+AMC. H
I•J•K
q
2
N E Examples
0c}o DI<8"4+L<8". HC qw}o D>5#:3L<8". H
/
!
L M Name
11 2
78 :) L'8 :'8 G(8" 8
s+,l%Phonetic System of the Chinese Language D1957 & 11 : 1 i&'(71e23 60 He2-;H DEndorsed at the 60th meeting of the Plenary Session of the State Council on November 1st ) 1957.H D1958 & 2 : 11 i3d47&"#5wRe3mHe26JH DApproved at the 5th Session of the 1st National Peoples Congress of February 11st)1958.H
TUEVW The A lphabet EV (Alphabet)
!
LM (Name)
7
%$&'
()
*+
,-
89
:9
;9
<
9=
>9
./
01
23
45
67
89
:;
?7
@
A@9
B9
9C
9D
E9
<=
>?
@A
BC
DE
FG
F
G9
H@I
7J
9K
L9
HI
JK
LM
NO
PQ
RS
M7
N@
@7
O9
M
"#
9
V \)1PO]1b•.Q#RbP%yPj The letter v is onlyused inloanwords )ethnic minority languages and dialects.
c""AO1SPCTc" "dUrOhVj Theletters are writtenin the same way as the Latinalphabets.
XUYVW The I nitials b 8W
p GX
m DY
g >P
k B^
h ?_
zh c]
ch de
sh fg
f =Z
d ;*
t L[
n E\
j A`
q Ha
x Nb
c :j \Oackl"Om)9QnPoNp) zhchsh ,6q& O P Qj
s K'
r hi
z Oi
l C]
When phonetic notations are given to Chinese characters ) zh) ch and sh can be abbreviated as O) P and Q to simplify the spelling. 113
!
2
ZU[VW The Finals i
@
1 %
p
51 9
&%
+i ,
S
% &
&#
SF x
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',
( * + ,
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)
t
&/
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&0
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58 .
&1
1
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u
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D
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0
C18" {
58" 2"s"
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518"
=8" D'3H
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518
F8" 3
5=C
18" 2
G
51=
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CF5
18 0
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*3
|
1. >]•e•g•i•i•j•'?)P?lr"s") i)t]•e•g•i•i•j• ')cP& zhi )chi)shi)ri )zi)ci)sij Thefinal i i s used in the seven syll ables of >]•e•g•i•i•j?and>'?)and thus theyarespelledrespectivelyaszhi)chi)shi )ri )zi)ci and si. 2. s"" O` er))&su"OmO` rjg&M >_o?P& hu1 r j >ov?P& ert =8") Thefinal " is written as er )but as r when used as a tail fi nal )i.e.>o v?ert =8" and >_o? hu1 r. 3. s"#!)"OmO` $j Thefinal #iswrittenas R when usedi ndependently. 4. 5 0"s")RH.1w""Om)O` yi DpH)y1 DSH)ye DxH)y1 o DtH)you DyH)y1 n DzH)yin DuH)y1 n" D{H)yin " D
!
2
11 4
D)H) I18 DDH)Ie8D/H) I18"D4H) Ie8"D3Hj The finals in the u row are wri tten as IuD}H) I1 D~H) Io D•H)I15DH) Ie5D)H)
I18DDH)Ie8 D/H) I18"D4H and Ie8"D3H if no initi alsprecede them. S 0"s")RH.1w""Om)O` :uD$H):CeDGH):C18D-H):u8 D0HCS m~-q5j Thefi nals in the S row are written as :uD$H):CeDGH):C18D-H and :u8 D0H if noinitials precede them)and the twodots of S areomitted.
S0"s";w" j )q) > P"Om)O` ju D6H)qu D3H)xu DkH)S m~-Bq 5C7!;w" n)l P"Om)89O`nS D:H)l S D6Hj When the finals in the S row are used together with the initials of j )q and x)they are written as ju D6H)qu D3H)xu DkH with the two dots of S being omittedCwhen they are used together withtheinitialsof n and l )thetwodotsof S are retained asin nS D:H and l S D6H. 5. iou)uei)uen RH\w""Om)O` iu)ui)unjg&:niuD&H)"ui D;H)lun DRHj When iou)uei and uen arepr eceded by ini tials)they are written asiu)ui and un)such asi n niu D&H)"ui D;H and lun DRH. 6. \Oackl"Om)9QnPoNp)n" ,6q& Tj Wh en phonetic notations are added to Chi nese characters)n" may be abbreviated as T to simpl ify the spelli ng.
KUY\]^ The Symbols of Tones <@ high and level tone
!
t@
mw
xw
risingtone
falling!risingtone
falling tone
4
5
w=>^?\lr"@L"lm)Aw-?jg&M The symbol of each tone is marked on the main vowel of a syllable) but it is omitted when the pro! nunciation is light. For example:
a 67 D<@H
B 68 Dt@H
high and level tone
rising tone
u 69
| 6+
DmwH
C 6: DxwH
DAwH
falling!rising tone
falling tone
light pronunciation
_U`a]^ The Syllable ! dividing Mark
1 )o)e xm"lrDE\FClr7H"Om)&Jlr"GHj}IJ))Kl >^ DH Kx)g&Mpi 1 o DLMHj When a syllable beginning with
1 ) o ) e follows another syllable ) and the boundary of
the two syllables are confusing ) the syllable !dividing mark DH is used to separate them ) i . e . pi 1 o DL MH. 115
!
2
.K/ y 'n x 3 sh/n" z + bi & o
ji & n f < n du + zh o
l m n o p" + , - . # A lphabetic Vocabul ary 1 DComparison between Simplified and Traditional Chinese CharactersH
i
A YD 7 NH b(
b
b< i
b& i
b*i
B >1 H9 @6 O1 F11 c& o ch/
chMn"
chE chu( n chEn
C k6 JD 8 &H (D 6 PH A4 Q12 d
d i
d o
d +
de
di n
s5
d!n"
d!n"
du!
D R2 -12 12 "9 l5 ID DRH ~5 5 'H V11 #r
*r
E o10DSH #2 f ( n"
F y11 "( o
G :8 h& o
H (8 j +
<2
@r
j1
f /n"
?10DUH h#
h#
h/i
hMn"
hDu
hu(
m3 %9 B6 lD DWH _10 6 VH 710 ji (
J X10 ]9 k ( i
ji n
hu< n"
hu$
T6
k3
ji )
|D 8 (H Y1 k n
k $u
K xD s2 8 ZH 310 l < i
l < n
l & o
L 1D 4 [H ID 6 \H #7 m(
m&
l +
le
li 3
lU
Q8 84 n1 ]D 6 )H
m o
m#n
mi n
men
m3
M a9D^H uD .10D`H {D n3 6 _H y12 8 aH H11 n& i
N K9 q '
Q P1 r@
n< n
n o
S
qi< n
qiE
ni -
q3
R10 c5 x4 r #n
r @n
r +
r3
+11DfH i3 g4
sh( n sh n" sh& o sh/n sh/n" s +
eD 8 *H l1 2
ni & o
sh '
sh%
sh%
k1 v3 m4 .2 h12 }7 $D '3 7 iH a 1 shu!
!
ni < n
b2
Q11 !12DcH z8 &10 [D 6 dH &6
R 12DeH "2 s( n
n 0
m3
11 6
sh +
sh$u
shu 0
!7 A2
w3
t (
T
t i w #n
W ]10 T7 x '
Y
ti ( n ti < n
t Mn"
t Mu
t)
C10 s 11 112DjH f5 k3 @7 mD 2 lH d3 w i
X
t 0 w$
w)
i7 m1
x%
xi
xi xi n"
W11 h12D+H r4 q5 u11 y '
xi o
H2 y '
x 'n
y$u
x +n"
s12
^7
y< n"
y< n"
66
t11D,H /D p12 19 %4 9 -H d1
yu@
y#
xi & o
yDu
xu #
xu*
[D 8 mH SD 7 nH }5 y-
y)
XD 6 oH =5
yu< n
`10DpH
y-n
:3 D 5 .H z& o
Z
zh@
zh/n zh!n" zh3
z$u
z-
zu$
zuD
4 S 12 24 y2 $4 +4 :8 FD 9 qH L8
117
!
2
