Sentence patterns (把 & 被)

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.

一 … 也 / 都 … 不 / 没 (not even one)

A complete zero differs from a small number

• You opened the room and found no one inside.
• 一个人也没有。 — The 一…也没有 frame emphasises zero people.

Build the form

• The pattern in this lesson is 一 … 也 / 都 … 不 / 没 (not even 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.

one一yī(measure word)个geperson人réneven也yěthere isn't没有méi yǒu。

Read examples in context

I我wǒa bit一点yì diǎneven也yěnot不bùtired累lèi。

• In the opening example, 一个人也没有。: The 一…也没有 frame emphasises zero people.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Compare 只有一个人, which is one person rather than zero.
• In 一点也不累, the frame negates any degree of tiredness; keep the negative word in the construction.

Use the distinction

• The 一…也没有 frame emphasises zero people.
• Compare 只有一个人, which is one person rather than zero. In 一点也不累, the frame negates any degree of tiredness; keep the negative word in the construction.

Try it with help closed

You opened the room and found no one inside. 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: 一个人也没有。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Compare 只有一个人, which is one person rather than zero.
• In 一点也不累, the frame negates any degree of tiredness; keep the negative word in the construction.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

越 … 越 … (the more …, the more …)

One changing quantity is linked to another

• A larger group needs more chairs.
• 人越多，需要的椅子越多。 — The number of chairs needed rises with the number of people.

Build the form

• The pattern in this lesson is 越 … 越 … (the more …, the more …). 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wǒthe more越yuèthink想xiǎngthe more越yuèangry生气shēng qì。

Read examples in context

• In the opening example, 人越多，需要的椅子越多。: The number of chairs needed rises with the number of people.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 越…越… expresses a linked change, not necessarily a scientific causal proof.
• 越便宜越好 links lower price with greater preference, so both numerical quantities need not rise.

Use the distinction

• The number of chairs needed rises with the number of people.
• 越…越… expresses a linked change, not necessarily a scientific causal proof. 越便宜越好 links lower price with greater preference, so both numerical quantities need not rise.

Try it with help closed

A larger group needs more chairs. 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: 人越多，需要的椅子越多。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 越…越… expresses a linked change, not necessarily a scientific causal proof.
• 越便宜越好 links lower price with greater preference, so both numerical quantities need not rise.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

把 sentences (do something to the object)

A book is moved to a known place

• You put a particular book on the table.
• 我把书放在桌子上。 — 把 introduces the affected book before the action and its location.

Build the form

• The pattern in this lesson is 把 sentences (do something to the object). 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(把)把bǎbook书shūput放fàngon在zàitable桌子zhuō zion top上shàng。

Read examples in context

• In the opening example, 我把书放在桌子上。: 把 introduces the affected book before the action and its location.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• An ordinary 把 construction needs an appropriately elaborated verb phrase, not merely 把书放.
• Put negation or an auxiliary before 把: 我没把书拿走. The book should be identifiable in context.

Use the distinction

• 把 introduces the affected book before the action and its location.
• An ordinary 把 construction needs an appropriately elaborated verb phrase, not merely 把书放. Put negation or an auxiliary before 把: 我没把书拿走. The book should be identifiable in context.

Try it with help closed

You put a particular book on the table. 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: 我把书放在桌子上。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• An ordinary 把 construction needs an appropriately elaborated verb phrase, not merely 把书放.
• Put negation or an auxiliary before 把: 我没把书拿走. The book should be identifiable in context.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

被 sentences (the passive)

A passive names the affected item

• Someone took the book away, and you describe what happened to the book.
• 书被他拿走了。 — The book receives the action, while 他 names the doer.

Build the form

• The pattern in this lesson is 被 sentences (the passive). 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.

book书shūby被bèihim他tātake away拿走ná zǒu了le。

Read examples in context

• In the opening example, 书被他拿走了。: The book receives the action, while 他 names the doer.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 书被拿走了 omits the doer when unnecessary or unknown.
• 被 is not limited to bad outcomes: 他被选为队长 is a positive example. Use a complete verb phrase for the intended event.

Use the distinction

• The book receives the action, while 他 names the doer.
• 书被拿走了 omits the doer when unnecessary or unknown. 被 is not limited to bad outcomes: 他被选为队长 is a positive example. Use a complete verb phrase for the intended event.

Try it with help closed

Someone took the book away, and you describe what happened to the book. 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: 书被他拿走了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 书被拿走了 omits the doer when unnecessary or unknown.
• 被 is not limited to bad outcomes: 他被选为队长 is a positive example. Use a complete verb phrase for the intended event.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Place + Verb + 着 + Noun (existential)

Describe a room from its location

• A painting hangs on the wall, and you tell someone what is there.
• 墙上挂着一幅画。 — The place comes first and introduces the painting found there.

Build the form

• The pattern in this lesson is Place + Verb + 着 + Noun (existential). 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.

wall墙qiángon上shànghang挂guà(state)着zhea一yì(measure word)幅fúpainting画huà。

Read examples in context

• In the opening example, 墙上挂着一幅画。: The place comes first and introduces the painting found there.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This is an existential description.
• 一幅画挂在墙上 is also grammatical and starts with the known painting instead. Do not reject the second order merely because this lesson teaches place-first presentation.

Use the distinction

• The place comes first and introduces the painting found there.
• This is an existential description. 一幅画挂在墙上 is also grammatical and starts with the known painting instead. Do not reject the second order merely because this lesson teaches place-first presentation.

Try it with help closed

A painting hangs on the wall, and you tell someone what is there. 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: 墙上挂着一幅画。

• 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 an existential description.
• 一幅画挂在墙上 is also grammatical and starts with the known painting instead. Do not reject the second order merely because this lesson teaches place-first presentation.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

想 + QW + 就 + QW (whatever you like)

A choice can be carried into an action

• A friend lets you pick any available dish.
• 你想吃什么就吃什么。 — The repeated 什么 makes the action follow your choice of food.

Build the form

• The pattern in this lesson is 想 + QW + 就 + QW (whatever you like). 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nǐwant想xiǎngeat吃chīwhat什么shén methen就jiùeat吃chīwhat什么shén me。

Read examples in context

• In the opening example, 你想吃什么就吃什么。: The repeated 什么 makes the action follow your choice of food.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Match the repeated question word: 想去哪儿就去哪儿.
• Freedom remains subject to the real situation; the grammar does not create food that is unavailable or remove rules mentioned elsewhere.

Use the distinction

• The repeated 什么 makes the action follow your choice of food.
• Match the repeated question word: 想去哪儿就去哪儿. Freedom remains subject to the real situation; the grammar does not create food that is unavailable or remove rules mentioned elsewhere.

Try it with help closed

A friend lets you pick any available dish. 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: 你想吃什么就吃什么。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Match the repeated question word: 想去哪儿就去哪儿.
• Freedom remains subject to the real situation; the grammar does not create food that is unavailable or remove rules mentioned elsewhere.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Question Word + 都 (every / all)

Negation changes a whole-set claim

• Everyone in the relevant group knows the answer.
• 谁都知道。 — 谁都 covers every person in the understood group.

Build the form

• The pattern in this lesson is Question Word + 都 (every / 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.

who谁shéiall都dōuknow知道zhī dào。

Read examples in context

I我wǒanything什么shén meall都dōunot不bùwant想xiǎngeat吃chī。

• In the opening example, 谁都知道。: 谁都 covers every person in the understood group.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 谁都不知道 negates knowing for everyone and means nobody knows.
• 不是什么都知道 means not knowing everything; the negative's position changes the scope.

Use the distinction

• 谁都 covers every person in the understood group.
• 谁都不知道 negates knowing for everyone and means nobody knows. 不是什么都知道 means not knowing everything; the negative's position changes the scope.

Try it with help closed

Everyone in the relevant group knows the answer. 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: 谁都知道。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 谁都不知道 negates knowing for everyone and means nobody knows.
• 不是什么都知道 means not knowing everything; the negative's position changes the scope.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Question words as “some- / any-”

An indefinite choice is deliberately unnamed

• You feel hungry but have not chosen a specific food.
• 我想吃点什么。 — 什么 leaves the food unspecified: something to eat.

Build the form

• The pattern in this lesson is Question words as “some- / any-”. 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wǒwant想xiǎngeat吃chīa bit点diǎnsomething什么shén me。

Read examples in context

• In the opening example, 我想吃点什么。: 什么 leaves the food unspecified: something to eat.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Context and sentence form decide whether a question word asks a question or is indefinite.
• 我不知道他要吃什么 is an embedded question, not automatically a statement that he wants any food.

Use the distinction

• 什么 leaves the food unspecified: something to eat.
• Context and sentence form decide whether a question word asks a question or is indefinite. 我不知道他要吃什么 is an embedded question, not automatically a statement that he wants any food.

Try it with help closed

You feel hungry but have not chosen a specific food. 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: 我想吃点什么。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Context and sentence form decide whether a question word asks a question or is indefinite.
• 我不知道他要吃什么 is an embedded question, not automatically a statement that he wants any food.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

为了 (in order to / for the sake of)

A purpose need not have been achieved

• A person runs regularly to improve health.
• 为了健康，他每天跑步。 — 为了 names health as the purpose of running.

Build the form

• The pattern in this lesson is 为了 (in order to / for the sake 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.

in order to为了wèi lehealth健康jiàn kāng，he他tāevery day每天měi tiānrun跑步pǎo bù。

Read examples in context

• In the opening example, 为了健康，他每天跑步。: 为了 names health as the purpose of running.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 他每天为了健康而跑步 also places the purpose after the subject.
• A purpose is a goal, not evidence that it has been achieved; 因为 explains a cause instead.

Use the distinction

• 为了 names health as the purpose of running.
• 他每天为了健康而跑步 also places the purpose after the subject. A purpose is a goal, not evidence that it has been achieved; 因为 explains a cause instead.

Try it with help closed

A person runs regularly to improve health. 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: 为了健康，他每天跑步。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 他每天为了健康而跑步 also places the purpose after the subject.
• A purpose is a goal, not evidence that it has been achieved; 因为 explains a cause instead.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.