HSK 4

Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

all全quán + Noun (the whole / all of)

Identify the whole group

• All members of a family arrive at a gathering.
• whole family全家quán jiāall / both都dōuto come来lái(completed / change)了le。 — whole family全家quán jiā includes the entire family being discussed.

Build the form

• The pattern in this lesson is all全quán + Noun (the whole / all of). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

the whole family全家quán jiāall都dōucome来lái了le。

Read examples in context

• In the opening example, whole family全家quán jiāall / both都dōuto come来lái(completed / change)了le。: whole family全家quán jiā includes the entire family being discussed.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The group is defined by context.
• whole family全家quán jiā does not refer to every family in the world.

Use the distinction

• whole family全家quán jiā includes the entire family being discussed.
• The group is defined by context. whole family全家quán jiā does not refer to every family in the world.

Try it with help closed

All members of a family arrive at a gathering. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: whole family全家quán jiāall / both都dōuto come来lái(completed / change)了le。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The group is defined by context.
• whole family全家quán jiā does not refer to every family in the world.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Adj + to die死sǐ(completed / change)了le (extremely …)

Recognise an expressive complaint

• After a long walk, a friend exaggerates their tiredness.
• I / me我wǒ累死lèi sǐ(completed / change)了le。 — The speaker means extremely tired in this conversational context.

Build the form

• The pattern in this lesson is Adj + to die死sǐ(completed / change)了le (extremely …). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I我wǒhungry饿èto death死sǐ了le。

Read examples in context

today今天jīn tiānhot热rèto death死sǐ了le！

• In the opening example, I / me我wǒ累死lèi sǐ(completed / change)了le。: The speaker means extremely tired in this conversational context.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This use is hyperbole.
• to die死sǐ can be literal in other contexts, so do not decide meaning from the characters alone.

Use the distinction

• The speaker means extremely tired in this conversational context.
• This use is hyperbole. to die死sǐ can be literal in other contexts, so do not decide meaning from the characters alone.

Try it with help closed

After a long walk, a friend exaggerates their tiredness. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: I / me我wǒ累死lèi sǐ(completed / change)了le。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This use is hyperbole.
• to die死sǐ can be literal in other contexts, so do not decide meaning from the characters alone.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Use the examples with their context and limits. Recall a sentence before reading the model. Original teaching additions accompany examples adapted from Chinese Grammar Wiki (AllSet Learning, CC BY-NC-SA); see the course reference provenance.

about the same差不多chà bu duō (almost / about the same)

Approximate rather than identify exactly

• Two boxes look similar in size, without a precise measurement.
• this这zhè两个liǎng gèabout the same差不多chà bu duō。 — The speaker judges the two as about the same.

Build the form

• The pattern in this lesson is about the same差不多chà bu duō (almost / about the same). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

time时间shí jiānalmost差不多chà bu duō了le。

Read examples in context

these这zhètwo两liǎng(measure word)个geabout the same差不多chà bu duō。

• In the opening example, this这zhè两个liǎng gèabout the same差不多chà bu duō。: The speaker judges the two as about the same.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• about the same差不多chà bu duō allows a small difference.
• It does not assert exact equality or supply a numerical tolerance.

Use the distinction

• The speaker judges the two as about the same.
• about the same差不多chà bu duō allows a small difference. It does not assert exact equality or supply a numerical tolerance.

Try it with help closed

Two boxes look similar in size, without a precise measurement. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: this这zhè两个liǎng gèabout the same差不多chà bu duō。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• about the same差不多chà bu duō allows a small difference.
• It does not assert exact equality or supply a numerical tolerance.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

apparently看来kàn lái (it seems / in one's view)

An inference can still be wrong

• Dark clouds lead you to expect rain.
• apparently看来kàn láiwant / will / need要yàoto rain下雨xià yǔ(completed / change)了le。 — apparently看来kàn lái marks the rain prediction as an inference.

Build the form

• The pattern in this lesson is apparently看来kàn lái (it seems / in one's view). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

it seems看来kàn láigoing to要yàorain下雨xià yǔ了le。

Read examples in context

in在zàimy我wǒview看来kàn lái，he他tāis是shìright对duì的de。

• In the opening example, apparently看来kàn láiwant / will / need要yàoto rain下雨xià yǔ(completed / change)了le。: apparently看来kàn lái marks the rain prediction as an inference.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The speaker has a basis for the judgment.
• The wording itself does not guarantee that rain will occur.

Use the distinction

• apparently看来kàn lái marks the rain prediction as an inference.
• The speaker has a basis for the judgment. The wording itself does not guarantee that rain will occur.

Try it with help closed

Dark clouds lead you to expect rain. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: apparently看来kàn láiwant / will / need要yàoto rain下雨xià yǔ(completed / change)了le。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The speaker has a basis for the judgment.
• The wording itself does not guarantee that rain will occur.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

just (in time)正好zhèng hǎo (just right / exactly)

An exact amount need not be lucky

• The bill totals exactly one hundred yuan.
• altogether一共yī gòngjust (in time)正好zhèng hǎo一百块yì bǎi kuài。 — just (in time)正好zhèng hǎo states an exact match to the amount here.

Build the form

• The pattern in this lesson is just (in time)正好zhèng hǎo (just right / exactly). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

you你nǐcome来lái(degree)得dejust right正好zhèng hǎo。

Read examples in context

in total一共yí gòngexactly正好zhèng hǎoone hundred一百yì bǎiyuan块kuài。

• In the opening example, altogether一共yī gòngjust (in time)正好zhèng hǎo一百块yì bǎi kuài。: just (in time)正好zhèng hǎo states an exact match to the amount here.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• just (in time)正好zhèng hǎo can also mean timely or coincidental.
• A precise total does not automatically describe good luck.

Use the distinction

• just (in time)正好zhèng hǎo states an exact match to the amount here.
• just (in time)正好zhèng hǎo can also mean timely or coincidental. A precise total does not automatically describe good luck.

Try it with help closed

The bill totals exactly one hundred yuan. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: altogether一共yī gòngjust (in time)正好zhèng hǎo一百块yì bǎi kuài。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• just (in time)正好zhèng hǎo can also mean timely or coincidental.
• A precise total does not automatically describe good luck.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

to have no other option but…只好zhǐ hǎo (have no choice but to)

Accept the remaining option

• Tickets are sold out, leaving you to return home.
• not have / haven't没有méi yǒuticket票piào，to have no other option but…只好zhǐ hǎoto return home回家huí jiā。 — The speaker accepts returning home as the available fallback.

Build the form

• The pattern in this lesson is to have no other option but…只好zhǐ hǎo (have no choice but to). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

there's no没有méi yǒuticket票piào，have to只好zhǐ hǎogo home回家huí jiā。

Read examples in context

• In the opening example, not have / haven't没有méi yǒuticket票piào，to have no other option but…只好zhǐ hǎoto return home回家huí jiā。: The speaker accepts returning home as the available fallback.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• to have no other option but…只好zhǐ hǎo highlights a constrained choice.
• have no choice or option…不得不bù dé bù may also fit a necessity context; the meanings are not mutually exclusive.

Use the distinction

• The speaker accepts returning home as the available fallback.
• to have no other option but…只好zhǐ hǎo highlights a constrained choice. have no choice or option…不得不bù dé bù may also fit a necessity context; the meanings are not mutually exclusive.

Try it with help closed

Tickets are sold out, leaving you to return home. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: not have / haven't没有méi yǒuticket票piào，to have no other option but…只好zhǐ hǎoto return home回家huí jiā。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• to have no other option but…只好zhǐ hǎo highlights a constrained choice.
• have no choice or option…不得不bù dé bù may also fit a necessity context; the meanings are not mutually exclusive.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

again又yòu + not不bù / not / haven't没méi (emphatic negation)

Push back on an assumption

• Someone treats you as incapable of deciding for yourself.
• I / me我wǒagain又yòuno不是bú shìchild小孩xiǎo hái。 — again又yòu reinforces the rejection of being treated as a child.

Build the form

• The pattern in this lesson is again又yòu + not不bù / not / haven't没méi (emphatic negation). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I我wǒ(emphatic)又yòunot不bùam是shìchild小孩xiǎo hái。

Read examples in context

• In the opening example, I / me我wǒagain又yòuno不是bú shìchild小孩xiǎo hái。: again又yòu reinforces the rejection of being treated as a child.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This is the emphatic use of again又yòu.
• Other again又yòu-negative combinations can describe repetition, so read the intended attitude in context.

Use the distinction

• again又yòu reinforces the rejection of being treated as a child.
• This is the emphatic use of again又yòu. Other again又yòu-negative combinations can describe repetition, so read the intended attitude in context.

Try it with help closed

Someone treats you as incapable of deciding for yourself. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: I / me我wǒagain又yòuno不是bú shìchild小孩xiǎo hái。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This is the emphatic use of again又yòu.
• Other again又yòu-negative combinations can describe repetition, so read the intended attitude in context.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

used in 可汗可kě + Adj (emphatic)

Emphasise a firm refusal

• Friends ask you to join an outing, and you refuse firmly.
• I / me我wǒsee 可不是可不kě bùto go去qù。 — used in 可汗可kě adds emphasis to the negative decision.

Build the form

• The pattern in this lesson is used in 可汗可kě + Adj (emphatic). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

today今天jīn tiānreally可kěcold冷lěng了le！

Read examples in context

• In the opening example, I / me我wǒsee 可不是可不kě bùto go去qù。: used in 可汗可kě adds emphasis to the negative decision.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This use differs from used in 可汗可kě as a short contrast connector.
• It does not add permission or ability to the sentence.

Use the distinction

• used in 可汗可kě adds emphasis to the negative decision.
• This use differs from used in 可汗可kě as a short contrast connector. It does not add permission or ability to the sentence.

Try it with help closed

Friends ask you to join an outing, and you refuse firmly. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: I / me我wǒsee 可不是可不kě bùto go去qù。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This use differs from used in 可汗可kě as a short contrast connector.
• It does not add permission or ability to the sentence.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

original原来yuán lái (so it turns out / all along)

New information explains what you missed

• You find a friend in a room after looking elsewhere.
• original原来yuán láiyou你nǐat / in在zàihere这儿zhè ér。 — The speaker has just realised where the friend is.

Build the form

• The pattern in this lesson is original原来yuán lái (so it turns out / all along). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

so it turns out原来yuán láiyou你nǐare在zàihere这儿zhèr。

Read examples in context

• In the opening example, original原来yuán láiyou你nǐat / in在zàihere这儿zhè ér。: The speaker has just realised where the friend is.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• original原来yuán lái can also describe an earlier state, as in original原来yuán láito live住zhùat / in在zàihere这里zhè lǐ.
• Not every use is a sudden discovery.

Use the distinction

• The speaker has just realised where the friend is.
• original原来yuán lái can also describe an earlier state, as in original原来yuán láito live住zhùat / in在zàihere这里zhè lǐ. Not every use is a sudden discovery.

Try it with help closed

You find a friend in a room after looking elsewhere. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: original原来yuán láiyou你nǐat / in在zàihere这儿zhè ér。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• original原来yuán lái can also describe an earlier state, as in original原来yuán láito live住zhùat / in在zàihere这里zhè lǐ.
• Not every use is a sudden discovery.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

almost差点chà diǎn (almost / nearly)

An almost-event has not quite occurred

• You arrive just before the bell after a hurried journey.
• I / me我wǒalmost差点chà diǎnto arrive late迟到chí dào。 — The speaker came close to being late but avoided it here.

Build the form

• The pattern in this lesson is almost差点chà diǎn (almost / nearly). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I我wǒalmost差点chà diǎnlate迟到chí dào。

Read examples in context

• In the opening example, I / me我wǒalmost差点chà diǎnto arrive late迟到chí dào。: The speaker came close to being late but avoided it here.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• almost差点chà diǎn also works with desirable events, as in almost差点chà diǎnto beat赢yíng(completed / change)了le.
• almost差点chà diǎnnot / haven't没méi is sensitive to the verb and context; learn the whole sentence rather than cancelling negatives mechanically.

Use the distinction

• The speaker came close to being late but avoided it here.
• almost差点chà diǎn also works with desirable events, as in almost差点chà diǎnto beat赢yíng(completed / change)了le. almost差点chà diǎnnot / haven't没méi is sensitive to the verb and context; learn the whole sentence rather than cancelling negatives mechanically.

Try it with help closed

You arrive just before the bell after a hurried journey. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: I / me我wǒalmost差点chà diǎnto arrive late迟到chí dào。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• almost差点chà diǎn also works with desirable events, as in almost差点chà diǎnto beat赢yíng(completed / change)了le.
• almost差点chà diǎnnot / haven't没méi is sensitive to the verb and context; learn the whole sentence rather than cancelling negatives mechanically.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

always从来cóng lái + not不bù / not / haven't没méi (never)

A habit differs from an experience

• You describe your normal punctual behaviour.
• I / me我wǒnever从来不cóng lái bùto arrive late迟到chí dào。 — The speaker claims never being late within the relevant period.

Build the form

• The pattern in this lesson is always从来cóng lái + not不bù / not / haven't没méi (never). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I我wǒnever从来cóng láinot不bùbe late迟到chí dào。

Read examples in context

• In the opening example, I / me我wǒnever从来不cóng lái bùto arrive late迟到chí dào。: The speaker claims never being late within the relevant period.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• always从来cóng láinot / haven't没méi去过qù guò instead denies an experience.
• always从来cóng lái can also occur positively, as in 从来如此cóng lái rú cǐ, and need not describe an entire lifetime literally.

Use the distinction

• The speaker claims never being late within the relevant period.
• always从来cóng láinot / haven't没méi去过qù guò instead denies an experience. always从来cóng lái can also occur positively, as in 从来如此cóng lái rú cǐ, and need not describe an entire lifetime literally.

Try it with help closed

You describe your normal punctual behaviour. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: I / me我wǒnever从来不cóng lái bùto arrive late迟到chí dào。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• always从来cóng láinot / haven't没méi去过qù guò instead denies an experience.
• always从来cóng lái can also occur positively, as in 从来如此cóng lái rú cǐ, and need not describe an entire lifetime literally.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

outcome结果jié guǒ (as a result / in the end)

Report the outcome of an earlier action

• A student did not revise and then received a poor result.
• he / him他tānot / haven't没méivariant of 复习复习fù xí，outcome结果jié guǒ考得kǎo dédegree / adjective linker很hěnused in 参差差chà。 — outcome结果jié guǒ introduces the outcome in the narrative.

Build the form

• The pattern in this lesson is outcome结果jié guǒ (as a result / in the end). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

he他tādidn't没méirevise复习fù xí，as a result结果jié guǒexam考kǎo(degree)得devery很hěnbadly差chà。

Read examples in context

• In the opening example, he / him他tānot / haven't没méivariant of 复习复习fù xí，outcome结果jié guǒ考得kǎo dédegree / adjective linker很hěnused in 参差差chà。: outcome结果jié guǒ introduces the outcome in the narrative.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• outcome结果jié guǒ may also introduce a favourable or expected outcome.
• It does not by itself prove that the earlier event was the sole cause.

Use the distinction

• outcome结果jié guǒ introduces the outcome in the narrative.
• outcome结果jié guǒ may also introduce a favourable or expected outcome. It does not by itself prove that the earlier event was the sole cause.

Try it with help closed

A student did not revise and then received a poor result. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: he / him他tānot / haven't没méivariant of 复习复习fù xí，outcome结果jié guǒ考得kǎo dédegree / adjective linker很hěnused in 参差差chà。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• outcome结果jié guǒ may also introduce a favourable or expected outcome.
• It does not by itself prove that the earlier event was the sole cause.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

enough (sufficient)够gòu (enough / sufficient)

Enough requires a purpose

• A room fits everyone invited to a meeting.
• this这个zhè geroom房间fáng jiānenough (sufficient)够gòusee 大夫大dà。 — The room is sufficiently large for the relevant need.

Build the form

• The pattern in this lesson is enough (sufficient)够gòu (enough / sufficient). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

time时间shí jiānenough够gòu了le。

Read examples in context

this这zhè(measure word)个geroom房间fáng jiānenough够gòubig大dà。

• In the opening example, this这个zhè geroom房间fáng jiānenough (sufficient)够gòusee 大夫大dà。: The room is sufficiently large for the relevant need.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The requirement comes from context.
• enough (sufficient)够gòusee 大夫大dà does not mean the room is the largest available or large enough for every possible group.

Use the distinction

• The room is sufficiently large for the relevant need.
• The requirement comes from context. enough (sufficient)够gòusee 大夫大dà does not mean the room is the largest available or large enough for every possible group.

Try it with help closed

A room fits everyone invited to a meeting. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: this这个zhè geroom房间fáng jiānenough (sufficient)够gòusee 大夫大dà。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The requirement comes from context.
• enough (sufficient)够gòusee 大夫大dà does not mean the room is the largest available or large enough for every possible group.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

even甚至shèn zhì (even / to the point that)

Choose the striking extra case

• Someone is so busy that even meals are difficult to fit in.
• he / him他tādegree / adjective linker很hěnbusy忙máng，even甚至shèn zhìnot / haven't没méi(concept of) time时间shí jiānto have a meal吃饭chī fàn。 — even甚至shèn zhì makes the lack of mealtime a striking additional point.

Build the form

• The pattern in this lesson is even甚至shèn zhì (even / to the point that). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

he他tāvery很hěnbusy忙máng，even甚至shèn zhìdon't have没méitime时间shí jiāneat吃饭chī fàn。

Read examples in context

• In the opening example, he / him他tādegree / adjective linker很hěnbusy忙máng，even甚至shèn zhìnot / haven't没méi(concept of) time时间shí jiānto have a meal吃饭chī fàn。: even甚至shèn zhì makes the lack of mealtime a striking additional point.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The scale comes from the context.
• A striking example is not necessarily the mathematically greatest possible case.

Use the distinction

• even甚至shèn zhì makes the lack of mealtime a striking additional point.
• The scale comes from the context. A striking example is not necessarily the mathematically greatest possible case.

Try it with help closed

Someone is so busy that even meals are difficult to fit in. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: he / him他tādegree / adjective linker很hěnbusy忙máng，even甚至shèn zhìnot / haven't没méi(concept of) time时间shí jiānto have a meal吃饭chī fàn。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The scale comes from the context.
• A striking example is not necessarily the mathematically greatest possible case.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

or / still还是hái shì + Verb (had better)

Settle on a preferred action

• After discussing options, a group decides leaving is better.
• we / us我们wǒ menor / still还是hái shìto walk走zǒu(suggestion)吧ba。 — or / still还是hái shì recommends leaving after weighing the options.

Build the form

• The pattern in this lesson is or / still还是hái shì + Verb (had better). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

we我们wǒ menhad better还是hái shìgo走zǒu吧ba。

Read examples in context

• In the opening example, we / us我们wǒ menor / still还是hái shìto walk走zǒu(suggestion)吧ba。: or / still还是hái shì recommends leaving after weighing the options.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This is the recommendation use.
• or / still还是hái shì can also join alternatives in a question or describe something continuing.

Use the distinction

• or / still还是hái shì recommends leaving after weighing the options.
• This is the recommendation use. or / still还是hái shì can also join alternatives in a question or describe something continuing.

Try it with help closed

After discussing options, a group decides leaving is better. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: we / us我们wǒ menor / still还是hái shìto walk走zǒu(suggestion)吧ba。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This is the recommendation use.
• or / still还是hái shì can also join alternatives in a question or describe something continuing.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

best最好zuì hǎo (had best / it's best to)

Advice takes its tone from context

• A friend recommends an early night before a busy day.
• you你nǐbest最好zuì hǎobreakfast早点zǎo diǎnto sleep睡shuì。 — best最好zuì hǎo presents sleeping early as the preferred course.

Build the form

• The pattern in this lesson is best最好zuì hǎo (had best / it's best to). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

you你nǐhad best最好zuì hǎoearlier早点zǎo diǎnsleep睡shuì。

Read examples in context

• In the opening example, you你nǐbest最好zuì hǎobreakfast早点zǎo diǎnto sleep睡shuì。: best最好zuì hǎo presents sleeping early as the preferred course.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Tone can make best最好zuì hǎo friendly advice or a warning.
• It does not always imply a threat or rank as stronger than every or / still还是hái shì suggestion.

Use the distinction

• best最好zuì hǎo presents sleeping early as the preferred course.
• Tone can make best最好zuì hǎo friendly advice or a warning. It does not always imply a threat or rank as stronger than every or / still还是hái shì suggestion.

Try it with help closed

A friend recommends an early night before a busy day. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: you你nǐbest最好zuì hǎobreakfast早点zǎo diǎnto sleep睡shuì。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Tone can make best最好zuì hǎo friendly advice or a warning.
• It does not always imply a threat or rank as stronger than every or / still还是hái shì suggestion.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

have no choice or option…不得不bù dé bù (have no choice but to)

Explain the pressure behind necessity

• A last bus is departing, so you must leave now.
• I / me我wǒhave no choice or option…不得不bù dé bùto walk走zǒu(completed / change)了le。 — The speaker presents leaving as compelled by the circumstances.

Build the form

• The pattern in this lesson is have no choice or option…不得不bù dé bù (have no choice but to). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I我wǒhave to不得不bù dé bùleave走zǒu了le。

Read examples in context

• In the opening example, I / me我wǒhave no choice or option…不得不bù dé bùto walk走zǒu(completed / change)了le。: The speaker presents leaving as compelled by the circumstances.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• have no choice or option…不得不bù dé bù highlights necessity rather than a freely chosen preference.
• to have no other option but…只好zhǐ hǎo can overlap while foregrounding a fallback; neither word guarantees an objectively unique option.

Use the distinction

• The speaker presents leaving as compelled by the circumstances.
• have no choice or option…不得不bù dé bù highlights necessity rather than a freely chosen preference. to have no other option but…只好zhǐ hǎo can overlap while foregrounding a fallback; neither word guarantees an objectively unique option.

Try it with help closed

A last bus is departing, so you must leave now. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: I / me我wǒhave no choice or option…不得不bù dé bùto walk走zǒu(completed / change)了le。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• have no choice or option…不得不bù dé bù highlights necessity rather than a freely chosen preference.
• to have no other option but…只好zhǐ hǎo can overlap while foregrounding a fallback; neither word guarantees an objectively unique option.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

finally到底dào dǐ (on earth / after all)

Ask for a settled answer

• Someone has repeatedly avoided saying whether they will attend.
• you你nǐfinally到底dào dǐ去不去qù bù qù？ — finally到底dào dǐ presses for a definite answer to the attendance question.

Build the form

• The pattern in this lesson is finally到底dào dǐ (on earth / after all). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

you你nǐon earth到底dào dǐwant想xiǎnggo去qùnot不bùgo去qù？

Read examples in context

• In the opening example, you你nǐfinally到底dào dǐ去不去qù bù qù？: finally到底dào dǐ presses for a definite answer to the attendance question.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This can sound impatient or simply seek clarification.
• finally到底dào dǐ also has a statement use meaning after all, so it is not restricted to questions.

Use the distinction

• finally到底dào dǐ presses for a definite answer to the attendance question.
• This can sound impatient or simply seek clarification. finally到底dào dǐ also has a statement use meaning after all, so it is not restricted to questions.

Try it with help closed

Someone has repeatedly avoided saying whether they will attend. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: you你nǐfinally到底dào dǐ去不去qù bù qù？

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This can sound impatient or simply seek clarification.
• finally到底dào dǐ also has a statement use meaning after all, so it is not restricted to questions.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

to go to the bottom of a…究竟jiū jìng (exactly / on earth)

Investigate exactly what happened

• A confusing event needs a clear explanation.
• this这zhèto go to the bottom of a…究竟jiū jìngto be / is是shìwhat's the matter?怎么回事zěn me huí shì？ — to go to the bottom of a…究竟jiū jìng focuses attention on the precise explanation.

Build the form

• The pattern in this lesson is to go to the bottom of a…究竟jiū jìng (exactly / on earth). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

this这zhèexactly究竟jiū jìngis是shìhow怎么zěn mematter回事huí shì？

Read examples in context

• In the opening example, this这zhèto go to the bottom of a…究竟jiū jìngto be / is是shìwhat's the matter?怎么回事zěn me huí shì？: to go to the bottom of a…究竟jiū jìng focuses attention on the precise explanation.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• to go to the bottom of a…究竟jiū jìng and finally到底dào dǐ overlap in questions, with register preferences.
• Shared meanings do not make every use of the two interchangeable.

Use the distinction

• to go to the bottom of a…究竟jiū jìng focuses attention on the precise explanation.
• to go to the bottom of a…究竟jiū jìng and finally到底dào dǐ overlap in questions, with register preferences. Shared meanings do not make every use of the two interchangeable.

Try it with help closed

A confusing event needs a clear explanation. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: this这zhèto go to the bottom of a…究竟jiū jìngto be / is是shìwhat's the matter?怎么回事zěn me huí shì？

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• to go to the bottom of a…究竟jiū jìng and finally到底dào dǐ overlap in questions, with register preferences.
• Shared meanings do not make every use of the two interchangeable.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

just now刚gāng + Verb (just did)

Recent is relative to a reference point

• A friend asks when you arrived; it was only a moment ago.
• 我刚wǒ gāngto / arrive到dào。 — just now刚gāng places arrival shortly before the relevant reference time.

Build the form

• The pattern in this lesson is just now刚gāng + Verb (just did). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I我wǒjust刚gāngarrive到dào。

Read examples in context

• In the opening example, 我刚wǒ gāngto / arrive到dào。: just now刚gāng places arrival shortly before the relevant reference time.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The interval depends on context.
• (completed / change)了le is not compulsory, but 刚买gāng mǎi(completed / change)了leone / a一yī本书běn shū is natural; avoid a blanket ban on (completed / change)了le.

Use the distinction

• just now刚gāng places arrival shortly before the relevant reference time.
• The interval depends on context. (completed / change)了le is not compulsory, but 刚买gāng mǎi(completed / change)了leone / a一yī本书běn shū is natural; avoid a blanket ban on (completed / change)了le.

Try it with help closed

A friend asks when you arrived; it was only a moment ago. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: 我刚wǒ gāngto / arrive到dào。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The interval depends on context.
• (completed / change)了le is not compulsory, but 刚买gāng mǎi(completed / change)了leone / a一yī本书běn shū is natural; avoid a blanket ban on (completed / change)了le.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

one / a一yī + MW + one / a一yī + MW (one by one)

Spread an action across individual units

• Students enter through a narrow door separately.
• student学生xué shēng一个yí gè一个yí gèto come in进来jìn lái。 — The students enter one by one.

Build the form

• The pattern in this lesson is one / a一yī + MW + one / a一yī + MW (one by one). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

students学生xué shengone一个yí gèone一个yí gècome in进来jìn lái。

Read examples in context

• In the opening example, student学生xué shēng一个yí gè一个yí gèto come in进来jìn lái。: The students enter one by one.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The repeated measure phrase shows distribution or progression.
• It does not specify the exact time between entries.

Use the distinction

• The students enter one by one.
• The repeated measure phrase shows distribution or progression. It does not specify the exact time between entries.

Try it with help closed

Students enter through a narrow door separately. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: student学生xué shēng一个yí gè一个yí gèto come in进来jìn lái。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The repeated measure phrase shows distribution or progression.
• It does not specify the exact time between entries.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

original本来běn lái (originally / at first)

Recover the earlier plan

• You intended to go, but your plan later changed.
• I / me我wǒoriginal本来běn láiwant / think / miss想xiǎngto go去qù，afterwards后来hòu láinot / haven't没méito go去qù。 — original本来běn lái introduces the original intention against the later outcome.

Build the form

• The pattern in this lesson is original本来běn lái (originally / at first). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I我wǒoriginally本来běn láiwant想xiǎnggo去qù。

Read examples in context

• In the opening example, I / me我wǒoriginal本来běn láiwant / think / miss想xiǎngto go去qù，afterwards后来hòu láinot / haven't没méito go去qù。: original本来běn lái introduces the original intention against the later outcome.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• original本来běn lái can also emphasise an inherent situation, as in original本来běn láithen / just就jiùdegree / adjective linker很hěnsimple简单jiǎn dān.
• A later change is not required in every use.

Use the distinction

• original本来běn lái introduces the original intention against the later outcome.
• original本来běn lái can also emphasise an inherent situation, as in original本来běn láithen / just就jiùdegree / adjective linker很hěnsimple简单jiǎn dān. A later change is not required in every use.

Try it with help closed

You intended to go, but your plan later changed. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: I / me我wǒoriginal本来běn láiwant / think / miss想xiǎngto go去qù，afterwards后来hòu láinot / haven't没méito go去qù。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• original本来běn lái can also emphasise an inherent situation, as in original本来běn láithen / just就jiùdegree / adjective linker很hěnsimple简单jiǎn dān.
• A later change is not required in every use.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

then / just就jiù (only / just — small quantity)

Emphasise the limited amount

• Only one friend remains in a room.
• then / just就jiùhe / him他tā一个yí gèperson人rén。 — then / just就jiù emphasises that the group is limited to this person.

Build the form

• The pattern in this lesson is then / just就jiù (only / just — small quantity). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

only就jiùhim他tāone一yíperson个人gè rén。

Read examples in context

• In the opening example, then / just就jiùhe / him他tā一个yí gèperson人rén。: then / just就jiù emphasises that the group is limited to this person.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• then / just就jiù has several functions outside this quantity reading.
• The sentence identifies the small set rather than sequencing an action.

Use the distinction

• then / just就jiù emphasises that the group is limited to this person.
• then / just就jiù has several functions outside this quantity reading. The sentence identifies the small set rather than sequencing an action.

Try it with help closed

Only one friend remains in a room. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: then / just就jiùhe / him他tā一个yí gèperson人rén。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• then / just就jiù has several functions outside this quantity reading.
• The sentence identifies the small set rather than sequencing an action.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

ten million千万qiān wàn (be sure to / whatever you do)

Give an emphatic reminder

• A departure time matters and you urge a friend to be punctual.
• 千万别qiān wàn biéto arrive late迟到chí dào。 — ten million千万qiān wàn strongly stresses the instruction not to be late.

Build the form

• The pattern in this lesson is ten million千万qiān wàn (be sure to / whatever you do). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

you你nǐbe sure千万qiān wàndon't别biébe late迟到chí dào！

Read examples in context

• In the opening example, 千万别qiān wàn biéto arrive late迟到chí dào。: ten million千万qiān wàn strongly stresses the instruction not to be late.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• It also appears in positive requests such as ten million千万qiān wànwant / will / need要yàoto remember记住jì zhù.
• In this use it is an intensifier, not the literal number ten million.

Use the distinction

• ten million千万qiān wàn strongly stresses the instruction not to be late.
• It also appears in positive requests such as ten million千万qiān wànwant / will / need要yàoto remember记住jì zhù. In this use it is an intensifier, not the literal number ten million.

Try it with help closed

A departure time matters and you urge a friend to be punctual. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: 千万别qiān wàn biéto arrive late迟到chí dào。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• It also appears in positive requests such as ten million千万qiān wànwant / will / need要yàoto remember记住jì zhù.
• In this use it is an intensifier, not the literal number ten million.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

fear恐怕kǒng pà (I'm afraid / probably)

A concerned estimate is still an estimate

• Travel is taking longer than expected and the deadline is near.
• fear恐怕kǒng pàthere's not enough time (to…来不及lái bù jí(completed / change)了le。 — The speaker cautiously expects that there may not be enough time.

Build the form

• The pattern in this lesson is fear恐怕kǒng pà (I'm afraid / probably). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

I'm afraid恐怕kǒng pànot in time来不及lái bu jí了le。

Read examples in context

• In the opening example, fear恐怕kǒng pàthere's not enough time (to…来不及lái bù jí(completed / change)了le。: The speaker cautiously expects that there may not be enough time.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• fear恐怕kǒng pà often introduces an unwelcome estimate, but can also express a tentative evaluation.
• It neither proves the result nor requires literal terror.

Use the distinction

• The speaker cautiously expects that there may not be enough time.
• fear恐怕kǒng pà often introduces an unwelcome estimate, but can also express a tentative evaluation. It neither proves the result nor requires literal terror.

Try it with help closed

Travel is taking longer than expected and the deadline is near. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: fear恐怕kǒng pàthere's not enough time (to…来不及lái bù jí(completed / change)了le。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• fear恐怕kǒng pà often introduces an unwelcome estimate, but can also express a tentative evaluation.
• It neither proves the result nor requires literal terror.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

unexpectedly竟然jìng rán (actually / unexpectedly)

The unexpected outcome may be good

• A learner unexpectedly wins a competition.
• he / him他tāunexpectedly竟然jìng ránto beat赢yíng(completed / change)了le。 — unexpectedly竟然jìng rán presents the win as surprising to the speaker.

Build the form

• The pattern in this lesson is unexpectedly竟然jìng rán (actually / unexpectedly). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

he他tāactually竟然jìng ránforget忘wàng了le。

Read examples in context

• In the opening example, he / him他tāunexpectedly竟然jìng ránto beat赢yíng(completed / change)了le。: unexpectedly竟然jìng rán presents the win as surprising to the speaker.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Surprise can concern welcome or unwelcome events.
• unexpectedly居然jū rán often overlaps; neither word is restricted to bad news.

Use the distinction

• unexpectedly竟然jìng rán presents the win as surprising to the speaker.
• Surprise can concern welcome or unwelcome events. unexpectedly居然jū rán often overlaps; neither word is restricted to bad news.

Try it with help closed

A learner unexpectedly wins a competition. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: he / him他tāunexpectedly竟然jìng ránto beat赢yíng(completed / change)了le。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Surprise can concern welcome or unwelcome events.
• unexpectedly居然jū rán often overlaps; neither word is restricted to bad news.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

don't tell me ...难道nán dào (rhetorical: don't tell me …?)

Read the implied answer from the question

• Someone doubts a claim and asks whether it is possible.
• don't tell me ...难道nán dào这是zhè shìreally真的zhēn de(yes/no ?)吗ma？ — The speaker challenges the claim's plausibility.

Build the form

• The pattern in this lesson is don't tell me ...难道nán dào (rhetorical: don't tell me …?). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

don't tell me难道nán dàoyou你nǐforget忘wàng了le吗ma？

Read examples in context

• In the opening example, don't tell me ...难道nán dào这是zhè shìreally真的zhēn de(yes/no ?)吗ma？: The speaker challenges the claim's plausibility.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The implied answer depends on the proposition and context.
• don't tell me ...难道nán dàoyou你nǐunexpectedly不想bù xiǎngto go去qù(yes/no ?)吗ma often suggests that you do want to go, so the expected response is not always no.

Use the distinction

• The speaker challenges the claim's plausibility.
• The implied answer depends on the proposition and context. don't tell me ...难道nán dàoyou你nǐunexpectedly不想bù xiǎngto go去qù(yes/no ?)吗ma often suggests that you do want to go, so the expected response is not always no.

Try it with help closed

Someone doubts a claim and asks whether it is possible. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: don't tell me ...难道nán dào这是zhè shìreally真的zhēn de(yes/no ?)吗ma？

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The implied answer depends on the proposition and context.
• don't tell me ...难道nán dàoyou你nǐunexpectedly不想bù xiǎngto go去qù(yes/no ?)吗ma often suggests that you do want to go, so the expected response is not always no.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

early先xiān … ，again / then再zài … (first …, then …)

A proposed sequence is not a completed history

• You suggest eating before watching a film.
• early先xiānto have a meal吃饭chī fàn，again / then再zàito see看kànmovie电影diàn yǐng。 — The proposed order is eating followed by the film.

Build the form

• The pattern in this lesson is early先xiān … ，again / then再zài … (first …, then …). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

first先xiāneat吃饭chī fàn，then再zàiwatch看kànmovie电影diàn yǐng。

Read examples in context

• In the opening example, early先xiānto have a meal吃饭chī fàn，again / then再zàito see看kànmovie电影diàn yǐng。: The proposed order is eating followed by the film.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• again / then再zài marks the subsequent step here.
• The sentence alone does not report that either action has already occurred.

Use the distinction

• The proposed order is eating followed by the film.
• again / then再zài marks the subsequent step here. The sentence alone does not report that either action has already occurred.

Try it with help closed

You suggest eating before watching a film. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: early先xiānto have a meal吃饭chī fàn，again / then再zàito see看kànmovie电影diàn yǐng。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• again / then再zài marks the subsequent step here.
• The sentence alone does not report that either action has already occurred.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

also也yěall / both都dōu (also all of them)

Find which group all refers to

• One group has arrived, and every member of a second group arrives too.
• they他们tā menalso也yěall / both都dōuto come来lái(completed / change)了le。 — also也yě adds the second group's arrival, while all / both都dōu includes all members of that group.

Build the form

• The pattern in this lesson is also也yěall / both都dōu (also all of them). Locate it in the original interlinear examples below.
• Keep the words in their demonstrated positions; the pattern must fit the intended situation as well as the sentence form.

they他们tā menalso也yěall都dōucome来lái了le。

Read examples in context

• In the opening example, they他们tā menalso也yěall / both都dōuto come来lái(completed / change)了le。: also也yě adds the second group's arrival, while all / both都dōu includes all members of that group.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• also也yěall / both都dōu is the ordinary order in this sentence.
• Other discourse structures can use all / both都dōu and also也yě differently, so avoid a universal ban on every all / both都dōualso也yě sequence.

Use the distinction

• also也yě adds the second group's arrival, while all / both都dōu includes all members of that group.
• also也yěall / both都dōu is the ordinary order in this sentence. Other discourse structures can use all / both都dōu and also也yě differently, so avoid a universal ban on every all / both都dōualso也yě sequence.

Try it with help closed

One group has arrived, and every member of a second group arrives too. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: they他们tā menalso也yěall / both都dōuto come来lái(completed / change)了le。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• also也yěall / both都dōu is the ordinary order in this sentence.
• Other discourse structures can use all / both都dōu and also也yě differently, so avoid a universal ban on every all / both都dōualso也yě sequence.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.