School, study and work routines
| English | 中文 | Pinyin |
|---|---|---|
| work | 工作 | gōng zuò |
| library | 图书馆 | tú shū guǎn |
A decision before an answer
- morning上午to go to class上课，afternoon下午to work工作。A timetable can show two activities without needing a long story.
- Your goal: Introduce school, subjects and lesson times.
Read the relationship
- Use a person + time + verb + object sequence: I / me我morning上午to learn学Chinese language中文。A location can appear before the verb with at / in在.
- Exchange simple school and after-school information.
学校没有图书馆 means:
没有 negates possession or existence.
Use the defining rule
- to have / there is有 expresses having or existence: school学校to have / there is有library图书馆。not have / haven't没有 is its ordinary negative.
- Ask and describe basic work information.
我上午学中文 places the time:
This ordinary pattern places time before the action.
Check the conditions
- Ask at / in在where哪里to learn学习？ or at / in在where哪里to work工作？ for place and what什么time时候？ for time.
- Ask and describe basic work information.
Timetable: Monday周一九点Chinese language中文subject课，十点数学课。Answer “Chinese language中文subject课what time?几点to start开始？” with 九点, not 十点. “school学校not have / haven't没有swimming pool游泳池” states the absence of a pool; it does not deny the library exists.
Negative of 有 in this pattern: ____有。
没有 is the normal negative.
Apply the task format
- Read a timetable by row and column. Keep class name, location and time attached to the right event.
- Ask and describe basic work information.
Do not use 不有 for the ordinary negative of to have / there is有; use not have / haven't没有.
Which answer fits this case?
Introduce school, subjects and lesson times
A timetable’s largest number must be the latest lesson time.
Numbers can label rooms or subjects; read the field.
Keep the distinctions
- library library图书馆 — A place where books are kept for readers.
- work to work工作 — Employment or the activity of working.
- Introduce school, subjects and lesson times.
- Exchange simple school and after-school information.
- Ask and describe basic work information.
Match each term with its precise meaning in this lesson.
Keep the distinctions stated in the teaching example.
Put this lesson’s reasoning or event sequence in order.
The order follows the stated process; check each stage before the next.