HSK · HSK · HSK 4

O que este tópico ensina

Dois padrões de adjetivos carregam muito significado do HSK 4. 全 + substantivo engloba um todo coisa de uma vez — toda a família, o ano inteiro, a escola inteira. 形容词 + 死了 levanta um adjetivo ao seu limite — faminto, exausto, feio. Ambos são cobrados na ordem das palavras, não no vocabulário: o exame verifica se 都 aparece, se 的 se afasta e se o sentimento se adequa ao padrão.

Trabalhe cada estrutura, diga os exemplos em voz alta e termine com as questões de revisão As orações são exemplos de sala de aula escritos para este curso.

全 + substantivo: tudo de uma vez

Estrutura: 全 + Substantivo + 都 + Predicado

全家都去过北京。 (Quán jiā dōu qù guo Běijīng.) — Toda nossa família já visitou Pequim.

这个地方全年都很热。 (Zhège dìfang quánnián dōu hěn rè.) — Este lugar faz calor durante durante todo o ano.

全 em frente a um substantivo significa "todo, inteiro". Ele se une a um pequeno conjunto de substantivos "todo-áveis" — 身 (corpo), 家 (família), 国 (país), 世界 (mundo), 校 (escola), 年 (ano) — e exige um 都 no predicado para ecoar o "todos".

A única regra a fixar: 全 não leva 的. 全家 ✓, 全的家 ✗.

Tente. Um colega escreve 全的家都来了。 Corrija: o 的 deve ser removido — 全家都来了。

(Quán jiā dōu lái le.) — A família inteira veio.

Cuidado

• Ele se une apenas a substantivos "todo": 身, 家, 国, 校, 年, 世界. Você não diria 全书 para "o livro todo" nesse padrão no HSK 4.
• Onde 不 se posiciona muda tudo: 全都不去 (quán dōu bù qù) significa "ninguém vai de todos", enquanto 不全都去 (bù quán dōu qù) significa "nem todos vão". Uma palavra cuja posição inverte completamente o significado — uma armadilha favorita em exames.

Adjetivo + 死了: "até a morte, extremamente"

Estrutura: (Sujeito +) Adjetivo + 死了

我饿死了！ (Wǒ è sǐ le!) — Estou morrendo de fome!

今天累死了！ (Jīntiān lèi sǐ le!) — Estou exausto hoje!

这件衣服丑死了。 (Zhè jiàn yīfu chǒu sǐ le.) — Esse traje é repugnante.

死了 após um adjetivo eleva-o ao limite — "até a morte, extremamente". É o equivalente exato do inglês "scared to death" ou "bored to death": vívido, informal e voltado para sentimentos desagradáveis. O sujeito é opcional, por isso exclamações de uma palavra como Morrendo de fome! Trabalhem sozinhos.

A regra do sufixo: 死了 se liga a adjetivo nu — sem 得. 累死了 ✓, 累得死了 ✗.

Tente agora. É uma tarde quente e você acabou de subir quatro lances de escada. Diga isto: 热死了！ (Rè sǐ le!) — Está insuportável!

Cuidado

• 死了 é o primo dramático de 极了 — mais alto, mais informal e usado principalmente para sofrimento: 累 cansado, 饿 com fome, 热 quente, 丑 feio.
• Por ser casual e forte, adequa-se à fala e aos diários, não a ensaios formais.

Escolhendo a ferramenta certa

Padrão	Significado	Registro	A regra cobrada no exame
全 + N + 都 + V	todo X, tudo	neutro	sem 的; 都 ecoa o "todo"
Adj + 死了	extremamente, … até a morte	informal, forte	adjetivo nu; sentimentos desagradáveis

Leia a situação antes de escolher. "Toda a classe aprovou" é um relatório neutro: 全班都通过了。 (Quán bān dōu tōngguò le.) "Estou morrendo de cansaço" é uma reclamação entre amigos: 累死了. Misturar registros — anunciar 全班死了 em um relatório formal — é o tipo de colisão que o exame verifica.

Revisão

1. 全家都来了 ou 全的家都来了 — qual está correto e por quê?
2. Qual é a diferença entre 全都不去 e 不全都去?
3. Qual adjetivo NÃO se adequa a 死了 no HSK 4 — 累, 饿, 高兴 ou 丑?
4. 死了 se liga com 的 ou 得 — ou nenhum dos dois?

(Respostas: 1. 全家都来了 — O caractere 全 não usa 不. 2. "None go at all" versus "not all go" — a posição de 不 decide. 3. 高兴 — 死了 neste nível tende a sentimentos desagradáveis; para deleite use 极了. 4. Neither — ele se conecta sem complemento: 累死了.)

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.

差不多 (almost / about the same)

Approximate rather than identify exactly

• Two boxes look similar in size, without a precise measurement.
• 这两个差不多。 — The speaker judges the two as about the same.

Build the form

• The pattern in this lesson is 差不多 (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, 这两个差不多。: 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

• 差不多 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.
• 差不多 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: 这两个差不多。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 差不多 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.

看来 (it seems / in one's view)

An inference can still be wrong

• Dark clouds lead you to expect rain.
• 看来要下雨了。 — 看来 marks the rain prediction as an inference.

Build the form

• The pattern in this lesson is 看来 (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, 看来要下雨了。: 看来 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

• 看来 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: 看来要下雨了。

• 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.

正好 (just right / exactly)

An exact amount need not be lucky

• The bill totals exactly one hundred yuan.
• 一共正好一百块。 — 正好 states an exact match to the amount here.

Build the form

• The pattern in this lesson is 正好 (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, 一共正好一百块。: 正好 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

• 正好 can also mean timely or coincidental.
• A precise total does not automatically describe good luck.

Use the distinction

• 正好 states an exact match to the amount here.
• 正好 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: 一共正好一百块。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 正好 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.

只好 (have no choice but to)

Accept the remaining option

• Tickets are sold out, leaving you to return home.
• 没有票，只好回家。 — The speaker accepts returning home as the available fallback.

Build the form

• The pattern in this lesson is 只好 (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, 没有票，只好回家。: 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

• 只好 highlights a constrained choice.
• 不得不 may also fit a necessity context; the meanings are not mutually exclusive.

Use the distinction

• The speaker accepts returning home as the available fallback.
• 只好 highlights a constrained choice. 不得不 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: 没有票，只好回家。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 只好 highlights a constrained choice.
• 不得不 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.

又 + 不 / 没 (emphatic negation)

Push back on an assumption

• Someone treats you as incapable of deciding for yourself.
• 我又不是小孩。 — 又 reinforces the rejection of being treated as a child.

Build the form

• The pattern in this lesson is 又 + 不 / 没 (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, 我又不是小孩。: 又 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 又.
• Other 又-negative combinations can describe repetition, so read the intended attitude in context.

Use the distinction

• 又 reinforces the rejection of being treated as a child.
• This is the emphatic use of 又. Other 又-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: 我又不是小孩。

• 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 又.
• Other 又-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.

可 + Adj (emphatic)

Emphasise a firm refusal

• Friends ask you to join an outing, and you refuse firmly.
• 我可不去。 — 可 adds emphasis to the negative decision.

Build the form

• The pattern in this lesson is 可 + 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, 我可不去。: 可 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 可 as a short contrast connector.
• It does not add permission or ability to the sentence.

Use the distinction

• 可 adds emphasis to the negative decision.
• This use differs from 可 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: 我可不去。

• 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 可 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.

原来 (so it turns out / all along)

New information explains what you missed

• You find a friend in a room after looking elsewhere.
• 原来你在这儿。 — The speaker has just realised where the friend is.

Build the form

• The pattern in this lesson is 原来 (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, 原来你在这儿。: 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

• 原来 can also describe an earlier state, as in 原来住在这里.
• Not every use is a sudden discovery.

Use the distinction

• The speaker has just realised where the friend is.
• 原来 can also describe an earlier state, as in 原来住在这里. 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: 原来你在这儿。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 原来 can also describe an earlier state, as in 原来住在这里.
• 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.

差点 (almost / nearly)

An almost-event has not quite occurred

• You arrive just before the bell after a hurried journey.
• 我差点迟到。 — The speaker came close to being late but avoided it here.

Build the form

• The pattern in this lesson is 差点 (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, 我差点迟到。: 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

• 差点 also works with desirable events, as in 差点赢了.
• 差点没 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.
• 差点 also works with desirable events, as in 差点赢了. 差点没 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: 我差点迟到。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 差点 also works with desirable events, as in 差点赢了.
• 差点没 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.

从来 + 不 / 没 (never)

A habit differs from an experience

• You describe your normal punctual behaviour.
• 我从来不迟到。 — The speaker claims never being late within the relevant period.

Build the form

• The pattern in this lesson is 从来 + 不 / 没 (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, 我从来不迟到。: 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

• 从来没去过 instead denies an experience.
• 从来 can also occur positively, as in 从来如此, and need not describe an entire lifetime literally.

Use the distinction

• The speaker claims never being late within the relevant period.
• 从来没去过 instead denies an experience. 从来 can also occur positively, as in 从来如此, 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: 我从来不迟到。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 从来没去过 instead denies an experience.
• 从来 can also occur positively, as in 从来如此, 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.

结果 (as a result / in the end)

Report the outcome of an earlier action

• A student did not revise and then received a poor result.
• 他没复习，结果考得很差。 — 结果 introduces the outcome in the narrative.

Build the form

• The pattern in this lesson is 结果 (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, 他没复习，结果考得很差。: 结果 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

• 结果 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

• 结果 introduces the outcome in the narrative.
• 结果 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: 他没复习，结果考得很差。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 结果 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.

够 (enough / sufficient)

Enough requires a purpose

• A room fits everyone invited to a meeting.
• 这个房间够大。 — The room is sufficiently large for the relevant need.

Build the form

• The pattern in this lesson is 够 (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, 这个房间够大。: 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.
• 够大 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. 够大 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: 这个房间够大。

• 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.
• 够大 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.

甚至 (even / to the point that)

Choose the striking extra case

• Someone is so busy that even meals are difficult to fit in.
• 他很忙，甚至没时间吃饭。 — 甚至 makes the lack of mealtime a striking additional point.

Build the form

• The pattern in this lesson is 甚至 (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, 他很忙，甚至没时间吃饭。: 甚至 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

• 甚至 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: 他很忙，甚至没时间吃饭。

• 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.

还是 + Verb (had better)

Settle on a preferred action

• After discussing options, a group decides leaving is better.
• 我们还是走吧。 — 还是 recommends leaving after weighing the options.

Build the form

• The pattern in this lesson is 还是 + 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, 我们还是走吧。: 还是 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.
• 还是 can also join alternatives in a question or describe something continuing.

Use the distinction

• 还是 recommends leaving after weighing the options.
• This is the recommendation use. 还是 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: 我们还是走吧。

• 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.
• 还是 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.

最好 (had best / it's best to)

Advice takes its tone from context

• A friend recommends an early night before a busy day.
• 你最好早点睡。 — 最好 presents sleeping early as the preferred course.

Build the form

• The pattern in this lesson is 最好 (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, 你最好早点睡。: 最好 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 最好 friendly advice or a warning.
• It does not always imply a threat or rank as stronger than every 还是 suggestion.

Use the distinction

• 最好 presents sleeping early as the preferred course.
• Tone can make 最好 friendly advice or a warning. It does not always imply a threat or rank as stronger than every 还是 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: 你最好早点睡。

• 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 最好 friendly advice or a warning.
• It does not always imply a threat or rank as stronger than every 还是 suggestion.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

不得不 (have no choice but to)

Explain the pressure behind necessity

• A last bus is departing, so you must leave now.
• 我不得不走了。 — The speaker presents leaving as compelled by the circumstances.

Build the form

• The pattern in this lesson is 不得不 (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, 我不得不走了。: 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

• 不得不 highlights necessity rather than a freely chosen preference.
• 只好 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.
• 不得不 highlights necessity rather than a freely chosen preference. 只好 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: 我不得不走了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 不得不 highlights necessity rather than a freely chosen preference.
• 只好 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.

到底 (on earth / after all)

Ask for a settled answer

• Someone has repeatedly avoided saying whether they will attend.
• 你到底去不去？ — 到底 presses for a definite answer to the attendance question.

Build the form

• The pattern in this lesson is 到底 (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, 你到底去不去？: 到底 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.
• 到底 also has a statement use meaning after all, so it is not restricted to questions.

Use the distinction

• 到底 presses for a definite answer to the attendance question.
• This can sound impatient or simply seek clarification. 到底 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: 你到底去不去？

• 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.
• 到底 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.

究竟 (exactly / on earth)

Investigate exactly what happened

• A confusing event needs a clear explanation.
• 这究竟是怎么回事？ — 究竟 focuses attention on the precise explanation.

Build the form

• The pattern in this lesson is 究竟 (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, 这究竟是怎么回事？: 究竟 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

• 究竟 and 到底 overlap in questions, with register preferences.
• Shared meanings do not make every use of the two interchangeable.

Use the distinction

• 究竟 focuses attention on the precise explanation.
• 究竟 and 到底 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: 这究竟是怎么回事？

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 究竟 and 到底 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.

刚 + Verb (just did)

Recent is relative to a reference point

• A friend asks when you arrived; it was only a moment ago.
• 我刚到。 — 刚 places arrival shortly before the relevant reference time.

Build the form

• The pattern in this lesson is 刚 + 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, 我刚到。: 刚 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.
• 了 is not compulsory, but 刚买了一本书 is natural; avoid a blanket ban on 了.

Use the distinction

• 刚 places arrival shortly before the relevant reference time.
• The interval depends on context. 了 is not compulsory, but 刚买了一本书 is natural; avoid a blanket ban on 了.

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: 我刚到。

• 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.
• 了 is not compulsory, but 刚买了一本书 is natural; avoid a blanket ban on 了.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

一 + MW + 一 + MW (one by one)

Spread an action across individual units

• Students enter through a narrow door separately.
• 学生一个一个进来。 — The students enter one by one.

Build the form

• The pattern in this lesson is 一 + MW + 一 + 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, 学生一个一个进来。: 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: 学生一个一个进来。

• 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.

本来 (originally / at first)

Recover the earlier plan

• You intended to go, but your plan later changed.
• 我本来想去，后来没去。 — 本来 introduces the original intention against the later outcome.

Build the form

• The pattern in this lesson is 本来 (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, 我本来想去，后来没去。: 本来 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

• 本来 can also emphasise an inherent situation, as in 本来就很简单.
• A later change is not required in every use.

Use the distinction

• 本来 introduces the original intention against the later outcome.
• 本来 can also emphasise an inherent situation, as in 本来就很简单. 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: 我本来想去，后来没去。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 本来 can also emphasise an inherent situation, as in 本来就很简单.
• 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.

就 (only / just — small quantity)

Emphasise the limited amount

• Only one friend remains in a room.
• 就他一个人。 — 就 emphasises that the group is limited to this person.

Build the form

• The pattern in this lesson is 就 (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, 就他一个人。: 就 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

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

Use the distinction

• 就 emphasises that the group is limited to this person.
• 就 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: 就他一个人。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 就 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.

千万 (be sure to / whatever you do)

Give an emphatic reminder

• A departure time matters and you urge a friend to be punctual.
• 千万别迟到。 — 千万 strongly stresses the instruction not to be late.

Build the form

• The pattern in this lesson is 千万 (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, 千万别迟到。: 千万 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 千万要记住.
• In this use it is an intensifier, not the literal number ten million.

Use the distinction

• 千万 strongly stresses the instruction not to be late.
• It also appears in positive requests such as 千万要记住. 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: 千万别迟到。

• 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 千万要记住.
• 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.

恐怕 (I'm afraid / probably)

A concerned estimate is still an estimate

• Travel is taking longer than expected and the deadline is near.
• 恐怕来不及了。 — The speaker cautiously expects that there may not be enough time.

Build the form

• The pattern in this lesson is 恐怕 (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, 恐怕来不及了。: 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

• 恐怕 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.
• 恐怕 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: 恐怕来不及了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 恐怕 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.

竟然 (actually / unexpectedly)

The unexpected outcome may be good

• A learner unexpectedly wins a competition.
• 他竟然赢了。 — 竟然 presents the win as surprising to the speaker.

Build the form

• The pattern in this lesson is 竟然 (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, 他竟然赢了。: 竟然 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.
• 居然 often overlaps; neither word is restricted to bad news.

Use the distinction

• 竟然 presents the win as surprising to the speaker.
• Surprise can concern welcome or unwelcome events. 居然 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: 他竟然赢了。

• 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.
• 居然 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.

难道 (rhetorical: don't tell me …?)

Read the implied answer from the question

• Someone doubts a claim and asks whether it is possible.
• 难道这是真的吗？ — The speaker challenges the claim's plausibility.

Build the form

• The pattern in this lesson is 难道 (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, 难道这是真的吗？: 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.
• 难道你不想去吗 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. 难道你不想去吗 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: 难道这是真的吗？

• 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.
• 难道你不想去吗 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.

先 … ，再 … (first …, then …)

A proposed sequence is not a completed history

• You suggest eating before watching a film.
• 先吃饭，再看电影。 — The proposed order is eating followed by the film.

Build the form

• The pattern in this lesson is 先 … ，再 … (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, 先吃饭，再看电影。: 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

• 再 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.
• 再 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: 先吃饭，再看电影。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 再 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.

也都 (also all of them)

Find which group all refers to

• One group has arrived, and every member of a second group arrives too.
• 他们也都来了。 — 也 adds the second group's arrival, while 都 includes all members of that group.

Build the form

• The pattern in this lesson is 也都 (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, 他们也都来了。: 也 adds the second group's arrival, while 都 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

• 也都 is the ordinary order in this sentence.
• Other discourse structures can use 都 and 也 differently, so avoid a universal ban on every 都也 sequence.

Use the distinction

• 也 adds the second group's arrival, while 都 includes all members of that group.
• 也都 is the ordinary order in this sentence. Other discourse structures can use 都 and 也 differently, so avoid a universal ban on every 都也 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: 他们也都来了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 也都 is the ordinary order in this sentence.
• Other discourse structures can use 都 and 也 differently, so avoid a universal ban on every 都也 sequence.
• 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.

挺 + Adj + 的 (quite / rather)

A common ending is not compulsory

• You give a casual positive evaluation of a dish.
• 这个菜挺好吃的。 — 挺 intensifies the pleasant taste in an everyday comment.

Build the form

• The pattern in this lesson is 挺 + Adj + 的 (quite / rather). 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zhè(measure word)个gedish菜càiquite挺tǐngtasty好吃hǎo chī的de。

Read examples in context

• In the opening example, 这个菜挺好吃的。: 挺 intensifies the pleasant taste in an everyday comment.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 的 is common in 挺…的 but can be omitted, as in 挺好 or 挺有意思.
• The word does not guarantee a warm or positive evaluation in every context.

Use the distinction

• 挺 intensifies the pleasant taste in an everyday comment.
• 的 is common in 挺…的 but can be omitted, as in 挺好 or 挺有意思. The word does not guarantee a warm or positive evaluation in every context.

Try it with help closed

You give a casual positive evaluation of a 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: 这个菜挺好吃的。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 的 is common in 挺…的 but can be omitted, as in 挺好 or 挺有意思.
• The word does not guarantee a warm or positive evaluation in every context.
• 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.

Noun, Noun + 什么的 (…and so on)

Leave a casual list open

• You plan to buy fruit, snacks and similar items.
• 买点水果、零食什么的。 — 什么的 leaves the list conversational and non-exhaustive.

Build the form

• The pattern in this lesson is Noun, Noun + 什么的 (…and so on). 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.

fruit水果shuǐ guǒ、snacks零食líng shíand so on什么的shén me de。

Read examples in context

• In the opening example, 买点水果、零食什么的。: 什么的 leaves the list conversational and non-exhaustive.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The phrase does not ask what the items are.
• Use an explicit list if exact completeness matters.

Use the distinction

• 什么的 leaves the list conversational and non-exhaustive.
• The phrase does not ask what the items are. Use an explicit list if exact completeness matters.

Try it with help closed

You plan to buy fruit, snacks and similar items. 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: 买点水果、零食什么的。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The phrase does not ask what the items are.
• Use an explicit list if exact completeness matters.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

… 等 / 等等 (etc.)

Examples need not exhaust a category

• A list gives apples and bananas as examples of fruit.
• 苹果、香蕉等水果。 — 等 links the examples to the broader fruit category.

Build the form

• The pattern in this lesson is … 等 / 等等 (etc.). 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.

apple苹果píng guǒ、banana香蕉xiāng jiāoetc.等děngfruit水果shuǐ guǒ。

Read examples in context

• In the opening example, 苹果、香蕉等水果。: 等 links the examples to the broader fruit category.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This list is not necessarily complete.
• 等 can also close an explicit enumerated set, so the surrounding wording determines the scope.

Use the distinction

• 等 links the examples to the broader fruit category.
• This list is not necessarily complete. 等 can also close an explicit enumerated set, so the surrounding wording determines the scope.

Try it with help closed

A list gives apples and bananas as examples of fruit. 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: 苹果、香蕉等水果。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This list is not necessarily complete.
• 等 can also close an explicit enumerated set, so the surrounding wording determines the scope.
• 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.

不过 (a softer “but”)

A qualification can change a purchase decision

• An item is good but costs more than you want.
• 东西不错，不过有点贵。 — 不过 introduces the price qualification to the positive assessment.

Build the form

• The pattern in this lesson is 不过 (a softer “but”). 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 thing东西dōng xinice不错bú cuò，but不过bú guòa bit有点yǒu diǎnexpensive贵guì。

Read examples in context

• In the opening example, 东西不错，不过有点贵。: 不过 introduces the price qualification to the positive assessment.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 不过 is often conversational, but its force depends on the argument and tone.
• It is not always weaker than 但是 in every situation.

Use the distinction

• 不过 introduces the price qualification to the positive assessment.
• 不过 is often conversational, but its force depends on the argument and tone. It is not always weaker than 但是 in every situation.

Try it with help closed

An item is good but costs more than you want. 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: 东西不错，不过有点贵。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 不过 is often conversational, but its force depends on the argument and tone.
• It is not always weaker than 但是 in every situation.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

于是 (thereupon / and so)

An event leads to a reaction

• Rain starts and a group responds by returning home.
• 下雨了，于是我们回家了。 — 于是 connects the rain to the subsequent response.

Build the form

• The pattern in this lesson is 于是 (thereupon / and so). 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.

rain下雨xià yǔ了le，and so于是yú shìwe我们wǒ mengo home回家huí jiā了le。

Read examples in context

• In the opening example, 下雨了，于是我们回家了。: 于是 connects the rain to the subsequent response.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• It often advances a narrative, while 所以 commonly expresses a conclusion.
• These functions overlap; 于是 is more than a purely chronological then.

Use the distinction

• 于是 connects the rain to the subsequent response.
• It often advances a narrative, while 所以 commonly expresses a conclusion. These functions overlap; 于是 is more than a purely chronological then.

Try it with help closed

Rain starts and a group responds by returning 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: 下雨了，于是我们回家了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• It often advances a narrative, while 所以 commonly expresses a conclusion.
• These functions overlap; 于是 is more than a purely chronological then.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

还有 (also / and / what's more)

Add an item without replacing the first

• You bought books and also pens.
• 我买了书，还有笔。 — 还有 adds pens to the previously named books.

Build the form

• The pattern in this lesson is 还有 (also / and / what's 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wǒbuy买mǎi了lebooks书shū，also还有hái yǒupens笔bǐ。

Read examples in context

• In the opening example, 我买了书，还有笔。: 还有 adds pens to the previously named books.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 还 can also mean remaining or still in other frames.
• Here the added item does not cancel the earlier purchase.

Use the distinction

• 还有 adds pens to the previously named books.
• 还 can also mean remaining or still in other frames. Here the added item does not cancel the earlier purchase.

Try it with help closed

You bought books and also pens. 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: 我买了书，还有笔。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 还 can also mean remaining or still in other frames.
• Here the added item does not cancel the earlier purchase.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

另外 (besides / in addition)

Add a separate issue

• After discussing one matter, you raise one more.
• 另外，我还有一件事。 — 另外 signals a distinct additional point.

Build the form

• The pattern in this lesson is 另外 (besides / in addition). 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.

besides另外lìng wài，I我wǒstill还háihave有yǒuone一yí(measure word)件jiànmatter事shì。

Read examples in context

• In the opening example, 另外，我还有一件事。: 另外 signals a distinct additional point.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 另外一个 uses the word to identify another item instead.
• The connector does not automatically express opposition to the previous point.

Use the distinction

• 另外 signals a distinct additional point.
• 另外一个 uses the word to identify another item instead. The connector does not automatically express opposition to the previous point.

Try it with help closed

After discussing one matter, you raise one more. 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: 另外，我还有一件事。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 另外一个 uses the word to identify another item instead.
• The connector does not automatically express opposition to the previous point.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

再说 (besides / what's more)

An extra reason differs from postponing speech

• You reject a purchase because it is expensive and you dislike it.
• 太贵了，再说我也不喜欢。 — 再说 adds a further reason supporting rejection.

Build the form

• The pattern in this lesson is 再说 (besides / what's 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.

too太tàiexpensive贵guì了le，besides再说zài shuōI我wǒalso也yěnot不bùlike喜欢xǐ huan。

Read examples in context

• In the opening example, 太贵了，再说我也不喜欢。: 再说 adds a further reason supporting rejection.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 以后再说 instead means discussing it later.
• The whole construction distinguishes the connector from the literal verb phrase.

Use the distinction

• 再说 adds a further reason supporting rejection.
• 以后再说 instead means discussing it later. The whole construction distinguishes the connector from the literal verb phrase.

Try it with help closed

You reject a purchase because it is expensive and you dislike it. 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: 太贵了，再说我也不喜欢。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 以后再说 instead means discussing it later.
• The whole construction distinguishes the connector from the literal verb phrase.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

可是 / 但是 (two words for “but”)

Wanting and availability can conflict

• You want to go but lack time.
• 我想去，但是没时间。 — 但是 connects the desire with an obstacle to fulfilling it.

Build the form

• The pattern in this lesson is 可是 / 但是 (two words for “but”). 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xiǎnggo去qù，but但是dàn shìdon't have没méitime时间shí jiān。

Read examples in context

• In the opening example, 我想去，但是没时间。: 但是 connects the desire with an obstacle to fulfilling it.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 可是 also fits this ordinary contrast.
• Register preferences do not make one the only correct answer in every but-sentence.

Use the distinction

• 但是 connects the desire with an obstacle to fulfilling it.
• 可是 also fits this ordinary contrast. Register preferences do not make one the only correct answer in every but-sentence.

Try it with help closed

You want to go but lack time. 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: 我想去，但是没时间。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 可是 also fits this ordinary contrast.
• Register preferences do not make one the only correct answer in every but-sentence.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

而 (whereas / and yet)

Compare two preferences without asserting a quarrel

• One person prefers tea and another prefers coffee.
• 他喜欢茶，而我喜欢咖啡。 — 而 balances the contrasting preferences.

Build the form

• The pattern in this lesson is 而 (whereas / and yet). 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tālike喜欢xǐ huantea茶chá，whereas而érI我wǒlike喜欢xǐ huancoffee咖啡kā fēi。

Read examples in context

• In the opening example, 他喜欢茶，而我喜欢咖啡。: 而 balances the contrasting preferences.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The contrast is between preferences, not proof of an argument.
• 而 can also join an additional description rather than always opposing the first clause.

Use the distinction

• 而 balances the contrasting preferences.
• The contrast is between preferences, not proof of an argument. 而 can also join an additional description rather than always opposing the first clause.

Try it with help closed

One person prefers tea and another prefers coffee. 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: 他喜欢茶，而我喜欢咖啡。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The contrast is between preferences, not proof of an argument.
• 而 can also join an additional description rather than always opposing the first clause.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

用 / 通过 … 来 … (by means of …)

Connect the means to the intended use

• A phone serves as the tool for paying.
• 我们用手机来付钱。 — 来 connects the phone's use with the payment action.

Build the form

• The pattern in this lesson is 用 / 通过 … 来 … (by means 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.

we我们wǒ menuse用yòngphone手机shǒu jīto来láipay付钱fù qián。

Read examples in context

• In the opening example, 我们用手机来付钱。: 来 connects the phone's use with the payment action.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This 来 is not movement towards the speaker.
• Naming a method does not by itself report successful payment; intentions and results differ.

Use the distinction

• 来 connects the phone's use with the payment action.
• This 来 is not movement towards the speaker. Naming a method does not by itself report successful payment; intentions and results differ.

Try it with help closed

A phone serves as the tool for paying. 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: 我们用手机来付钱。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This 来 is not movement towards the speaker.
• Naming a method does not by itself report successful payment; intentions and results differ.
• 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.

其中 (among them / of which)

A subset stays inside the earlier group

• Thirty students are mentioned, five of whom are boys.
• 三十个学生，其中五个是男生。 — The five boys belong to the group of thirty.

Build the form

• The pattern in this lesson is 其中 (among them / of which). 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.

thirty三十sān shí(measure word)个gestudents学生xué sheng，among them其中qí zhōngfive五wǔ(measure word)个geare是shìboys男生nán shēng。

Read examples in context

• In the opening example, 三十个学生，其中五个是男生。: The five boys belong to the group of thirty.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 其中 needs a recoverable group, but it may start a new sentence referring to a preceding sentence.
• Do not add the five again to make thirty-five.

Use the distinction

• The five boys belong to the group of thirty.
• 其中 needs a recoverable group, but it may start a new sentence referring to a preceding sentence. Do not add the five again to make thirty-five.

Try it with help closed

Thirty students are mentioned, five of whom are boys. 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: 三十个学生，其中五个是男生。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 其中 needs a recoverable group, but it may start a new sentence referring to a preceding sentence.
• Do not add the five again to make thirty-five.
• 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.

Fractions with 分之

Read the denominator before the numerator

• A recipe needs one third of a portion.
• 三分之一。 — The denominator is three and the numerator is one.

Build the form

• The pattern in this lesson is Fractions with 分之. 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.

three三sān(of)分之fēn zhīone一yī。

Read examples in context

hundred百bǎi(of)分之fēn zhīfifty五十wǔ shí。

• In the opening example, 三分之一。: The denominator is three and the numerator is one.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Chinese gives the whole-number partition first.
• 三分之一 is not three wholes, and 百分之五十 means fifty percent.

Use the distinction

• The denominator is three and the numerator is one.
• Chinese gives the whole-number partition first. 三分之一 is not three wholes, and 百分之五十 means fifty percent.

Try it with help closed

A recipe needs one third of a portion. 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: 三分之一。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Chinese gives the whole-number partition first.
• 三分之一 is not three wholes, and 百分之五十 means fifty percent.
• 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.

Statement + 吗 (yes/no confirmation)

Ask without deciding the answer beforehand

• You ask a friend whether they are full after lunch.
• 你吃饱了吗？ — 吗 turns the statement about being full into a yes/no question.

Build the form

• The pattern in this lesson is Statement + 吗 (yes/no confirmation). 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nǐfull吃饱chī bǎo了le吗ma？

Read examples in context

• In the opening example, 你吃饱了吗？: 吗 turns the statement about being full into a yes/no question.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The question need not imply a particular expected answer.
• A direct alternative question such as 喝茶还是咖啡 uses a different form.

Use the distinction

• 吗 turns the statement about being full into a yes/no question.
• The question need not imply a particular expected answer. A direct alternative question such as 喝茶还是咖啡 uses a different form.

Try it with help closed

You ask a friend whether they are full after lunch. 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: 你吃饱了吗？

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The question need not imply a particular expected answer.
• A direct alternative question such as 喝茶还是咖啡 uses a different form.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

… 吧，… ；… 吧，… (weighing options)

Neither option is straightforward

• Going costs time, while declining feels awkward.
• 去吧，没时间；不去吧，不好意思。 — The speaker weighs drawbacks on both sides of the choice.

Build the form

• The pattern in this lesson is … 吧，… ；… 吧，… (weighing options). 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.

go去qù吧ba，no没méitime时间shí jiān。

Read examples in context

• In the opening example, 去吧，没时间；不去吧，不好意思。: The speaker weighs drawbacks on both sides of the choice.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Each 吧 floats an option here.
• This is different from an ordinary command or the suggestion 走吧.

Use the distinction

• The speaker weighs drawbacks on both sides of the choice.
• Each 吧 floats an option here. This is different from an ordinary command or the suggestion 走吧.

Try it with help closed

Going costs time, while declining feels awkward. 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: 去吧，没时间；不去吧，不好意思。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Each 吧 floats an option here.
• This is different from an ordinary command or the suggestion 走吧.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Sentence-final 的 (modal: certainty)

Reassurance expresses confidence, not proof

• You reassure a worried friend about an improving situation.
• 别担心，会好的。 — Final 的 adds a confident, reassuring tone.

Build the form

• The pattern in this lesson is Sentence-final 的 (modal: certainty). 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别biéworry担心dān xīn，will会huìfine好hǎo的de。

Read examples in context

• In the opening example, 别担心，会好的。: Final 的 adds a confident, reassuring tone.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The speaker can still be mistaken.
• This 的 is not the possessive modifier in 我的书.

Use the distinction

• Final 的 adds a confident, reassuring tone.
• The speaker can still be mistaken. This 的 is not the possessive modifier in 我的书.

Try it with help closed

You reassure a worried friend about an improving situation. 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: 别担心，会好的。

• 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 can still be mistaken.
• This 的 is not the possessive modifier in 我的书.
• 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.

随着 (as / along with)

Two changes can track together without proving causation

• A report describes improvements alongside economic development.
• 随着经济的发展，生活更好了。 — 随着 frames development as the changing background to the improvement.

Build the form

• The pattern in this lesson is 随着 (as / along with). 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.

as随着suí zheeconomy经济jīng jì的dedevelopment发展fā zhǎn，life生活shēng huómore更gènggood好hǎo了le。

Read examples in context

• In the opening example, 随着经济的发展，生活更好了。: 随着 frames development as the changing background to the improvement.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The sentence asserts a relationship in time or development.
• The grammar alone does not prove that development was the only cause.

Use the distinction

• 随着 frames development as the changing background to the improvement.
• The sentence asserts a relationship in time or development. The grammar alone does not prove that development was the only cause.

Try it with help closed

A report describes improvements alongside economic development. 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: 随着经济的发展，生活更好了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The sentence asserts a relationship in time or development.
• The grammar alone does not prove that development was the only cause.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

在 … 上 (in terms of / regarding)

An abstract domain differs from a physical surface

• A person works conscientiously.
• 在工作上，他很认真。 — 在…上 limits the evaluation to the domain of work.

Build the form

• The pattern in this lesson is 在 … 上 (in terms of / regarding). 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在zàiwork工作gōng zuò(aspect)上shàng，he他tāvery很hěnserious认真rèn zhēn。

Read examples in context

• In the opening example, 在工作上，他很认真。: 在…上 limits the evaluation to the domain of work.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 在桌子上 instead describes a physical position.
• The work evaluation does not necessarily apply to every area of the person's life.

Use the distinction

• 在…上 limits the evaluation to the domain of work.
• 在桌子上 instead describes a physical position. The work evaluation does not necessarily apply to every area of the person's life.

Try it with help closed

A person works conscientiously. 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: 在工作上，他很认真。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 在桌子上 instead describes a physical position.
• The work evaluation does not necessarily apply to every area of the person's life.
• 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.

并 + 不 / 没 (emphatic denial)

Deny an assumed difficulty

• Someone says a task must be difficult; you disagree.
• 这并不难。 — 并 strengthens the rejection of the assumed difficulty.

Build the form

• The pattern in this lesson is 并 + 不 / 没 (emphatic denial). 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zhèactually并bìngnot不bùhard难nán。

Read examples in context

• In the opening example, 这并不难。: 并 strengthens the rejection of the assumed difficulty.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This negative use differs from 并 as a connector meaning and.
• The emphatic wording is still the speaker's assessment, not objective proof.

Use the distinction

• 并 strengthens the rejection of the assumed difficulty.
• This negative use differs from 并 as a connector meaning and. The emphatic wording is still the speaker's assessment, not objective proof.

Try it with help closed

Someone says a task must be difficult; you disagree. 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: 这并不难。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This negative use differs from 并 as a connector meaning and.
• The emphatic wording is still the speaker's assessment, not objective proof.
• 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.

以 A 为 B (take A as B)

Give an example a specific role

• A teacher chooses one case to illustrate a method.
• 以这个问题为例。 — The question is selected as the example.

Build the form

• The pattern in this lesson is 以 A 为 B (take A as B). 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 mentake以yǐquality质量zhì liàngas为wéipriority主zhǔ。

Read examples in context

• In the opening example, 以这个问题为例。: The question is selected as the example.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 为 is read wéi in this frame.
• A chosen example need not represent every possible case or prove a general conclusion alone.

Use the distinction

• The question is selected as the example.
• 为 is read wéi in this frame. A chosen example need not represent every possible case or prove a general conclusion alone.

Try it with help closed

A teacher chooses one case to illustrate a method. 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: 以这个问题为例。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 为 is read wéi in this frame.
• A chosen example need not represent every possible case or prove a general conclusion 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.

让 / 叫 / 请 / 使 (causative)

Follow who experiences the resulting state

• A kind action makes you feel moved.
• 这件事使我很感动。 — The action causes the speaker's feeling of being moved.

Build the form

• The pattern in this lesson is 让 / 叫 / 请 / 使 (causative). 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zhè(measure word)件jiànmatter事shìmake使shǐme我wǒvery很hěnmoved感动gǎn dòng。

Read examples in context

• In the opening example, 这件事使我很感动。: The action causes the speaker's feeling of being moved.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 使 is formal and 让 often works in ordinary speech.
• 请 asks and 让 can permit, so all four causative-looking verbs are not freely interchangeable.

Use the distinction

• The action causes the speaker's feeling of being moved.
• 使 is formal and 让 often works in ordinary speech. 请 asks and 让 can permit, so all four causative-looking verbs are not freely interchangeable.

Try it with help closed

A kind action makes you feel moved. 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: 这件事使我很感动。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 使 is formal and 让 often works in ordinary speech.
• 请 asks and 让 can permit, so all four causative-looking verbs are not freely interchangeable.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

要看 / 得看 (it depends on)

An unresolved decision depends on a factor

• An outdoor plan has not been settled because of the weather.
• 这要看天气。 — The decision depends on what the weather is like.

Build the form

• The pattern in this lesson is 要看 / 得看 (it depends on). 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zhèdepends on要看yào kànyou你nǐ的dedecision决定jué dìng。

Read examples in context

• In the opening example, 这要看天气。: The decision depends on what the weather is like.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 看 has the dependency sense here.
• The sentence does not tell you what the weather will be or what choice will follow each possibility.

Use the distinction

• The decision depends on what the weather is like.
• 看 has the dependency sense here. The sentence does not tell you what the weather will be or what choice will follow each possibility.

Try it with help closed

An outdoor plan has not been settled because of the weather. 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: 这要看天气。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 看 has the dependency sense here.
• The sentence does not tell you what the weather will be or what choice will follow each possibility.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

好像 (it seems / as if)

An impression leaves room for error

• A person behaves as though they do not know the answer.
• 他好像不知道。 — The speaker has the impression that the person does not know.

Build the form

• The pattern in this lesson is 好像 (it seems / as if). 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tāseems好像hǎo xiàngnot不bùknow知道zhī dào。

Read examples in context

• In the opening example, 他好像不知道。: The speaker has the impression that the person does not know.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 好像 can also describe resemblance.
• In this inference use, the actual knowledge remains unconfirmed.

Use the distinction

• The speaker has the impression that the person does not know.
• 好像 can also describe resemblance. In this inference use, the actual knowledge remains unconfirmed.

Try it with help closed

A person behaves as though they do not know 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: 他好像不知道。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 好像 can also describe resemblance.
• In this inference use, the actual knowledge remains unconfirmed.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

在于 (lies in / consists in)

Identify the issue rather than a location

• A group explains that limited time is the central problem.
• 问题在于时间不够。 — 在于 links the problem to insufficient time.

Build the form

• The pattern in this lesson is 在于 (lies in / consists in). 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 key关键guān jiànlies in在于zài yúeffort努力nǔ lì。

Read examples in context

• In the opening example, 问题在于时间不够。: 在于 links the problem to insufficient time.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This is an abstract explanatory relationship.
• The speaker's analysis may need evidence; it is not a physical location statement.

Use the distinction

• 在于 links the problem to insufficient time.
• This is an abstract explanatory relationship. The speaker's analysis may need evidence; it is not a physical location statement.

Try it with help closed

A group explains that limited time is the central problem. 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: 问题在于时间不够。

• 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 abstract explanatory relationship.
• The speaker's analysis may need evidence; it is not a physical location statement.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

以为 (mistakenly think)

An assumption may be corrected

• You thought a friend had left, but now see them in the room.
• 我以为你走了。 — The earlier assumption conflicts with what you now observe.

Build the form

• The pattern in this lesson is 以为 (mistakenly think). 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wǒthought以为yǐ wéiyou你nǐleave走zǒu了le。

Read examples in context

• In the opening example, 我以为你走了。: The earlier assumption conflicts with what you now observe.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 以为 commonly implies a mistaken assumption in this context.
• It is not a logical guarantee that every belief introduced by 以为 is false.

Use the distinction

• The earlier assumption conflicts with what you now observe.
• 以为 commonly implies a mistaken assumption in this context. It is not a logical guarantee that every belief introduced by 以为 is false.

Try it with help closed

You thought a friend had left, but now see them in the 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: 我以为你走了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 以为 commonly implies a mistaken assumption in this context.
• It is not a logical guarantee that every belief introduced by 以为 is false.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

通过 (through / by means of)

A method needs someone using it

• Study helped you improve.
• 通过学习，我进步了。 — 学习 names the means by which the speaker improved.

Build the form

• The pattern in this lesson is 通过 (through / by means 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.

through通过tōng guòstudy学习xué xí，I我wǒimprove进步jìn bù了le。

Read examples in context

• In the opening example, 通过学习，我进步了。: 学习 names the means by which the speaker improved.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 我 remains the subject of 进步.
• A 通过 phrase names a means or channel, not automatically the person doing every following action.

Use the distinction

• 学习 names the means by which the speaker improved.
• 我 remains the subject of 进步. A 通过 phrase names a means or channel, not automatically the person doing every following action.

Try it with help closed

Study helped you improve. 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: 通过学习，我进步了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 我 remains the subject of 进步.
• A 通过 phrase names a means or channel, not automatically the person doing every following action.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

来自 (come from)

Origins extend beyond places

• Information comes from a particular report.
• 这个消息来自一份报告。 — 来自 names the report as the information's source.

Build the form

• The pattern in this lesson is 来自 (come from). 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.

these这些zhè xiēstudents学生xué shengcome from来自lái zìdifferent不同bù tóngcountries国家guó jiā。

Read examples in context

• In the opening example, 这个消息来自一份报告。: 来自 names the report as the information's source.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The source can be a place, person or document.
• 来自 does not prove that the source is accurate or trustworthy.

Use the distinction

• 来自 names the report as the information's source.
• The source can be a place, person or document. 来自 does not prove that the source is accurate or trustworthy.

Try it with help closed

Information comes from a particular report. 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: 这个消息来自一份报告。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The source can be a place, person or document.
• 来自 does not prove that the source is accurate or trustworthy.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

来 as a dummy verb (I'll do it)

Recover the action behind an offer

• A difficult task needs a volunteer and you offer to do it.
• 我来吧。 — 来 stands for undertaking the shared task in this context.

Build the form

• The pattern in this lesson is 来 as a dummy verb (I'll do it). 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(do it)来lái吧ba。

Read examples in context

• In the opening example, 我来吧。: 来 stands for undertaking the shared task in this context.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• In another context 我来 can mean coming to a place.
• The surrounding activity determines the omitted action.

Use the distinction

• 来 stands for undertaking the shared task in this context.
• In another context 我来 can mean coming to a place. The surrounding activity determines the omitted action.

Try it with help closed

A difficult task needs a volunteer and you offer to do it. 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: 我来吧。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• In another context 我来 can mean coming to a place.
• The surrounding activity determines the omitted action.
• 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.

不用 (don't need to)

No need differs from a ban

• A friend worries unnecessarily and you reassure them.
• 你不用担心。 — The speaker says worrying is unnecessary.

Build the form

• The pattern in this lesson is 不用 (don't need 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nǐdon't need to不用bú yòngworry担心dān xīn。

Read examples in context

• In the opening example, 你不用担心。: The speaker says worrying is unnecessary.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 不许担心 would be a prohibition, while 不用 removes a need.
• 不用 can also have a literal not-use meaning in a different frame.

Use the distinction

• The speaker says worrying is unnecessary.
• 不许担心 would be a prohibition, while 不用 removes a need. 不用 can also have a literal not-use meaning in a different frame.

Try it with help closed

A friend worries unnecessarily and you reassure them. 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: 你不用担心。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 不许担心 would be a prohibition, while 不用 removes a need.
• 不用 can also have a literal not-use meaning in a different frame.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

得 (děi) (must / have to)

The same character has different pronunciations

• You need to leave in time for an appointment.
• 我得走了。 — 得 is read děi and expresses necessity here.

Build the form

• The pattern in this lesson is 得 (děi) (must / have 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wǒmust得děigo走zǒu了le。

Read examples in context

• In the opening example, 我得走了。: 得 is read děi and expresses necessity here.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The unstressed de follows a verb in a complement, while dé occurs in obtaining or gaining.
• Position and meaning determine the reading.

Use the distinction

• 得 is read děi and expresses necessity here.
• The unstressed de follows a verb in a complement, while dé occurs in obtaining or gaining. Position and meaning determine the reading.

Try it with help closed

You need to leave in time for an appointment. 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: 我得走了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The unstressed de follows a verb in a complement, while dé occurs in obtaining or gaining.
• Position and meaning determine the reading.
• 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.

并 / 并且 (combining verbs: and)

Join related actions

• A group discusses a proposal and reaches a decision.
• 大家讨论并决定了。 — 并 joins the discussing and deciding actions.

Build the form

• The pattern in this lesson is 并 / 并且 (combining verbs: and). 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.

everyone大家dà jiādiscuss讨论tǎo lùnand并bìngdecide决定jué dìng了le。

Read examples in context

• In the opening example, 大家讨论并决定了。: 并 joins the discussing and deciding actions.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 和 normally joins simple nouns, while 并 or 并且 often joins actions and clauses.
• 并不 uses 并 differently to strengthen a negative.

Use the distinction

• 并 joins the discussing and deciding actions.
• 和 normally joins simple nouns, while 并 or 并且 often joins actions and clauses. 并不 uses 并 differently to strengthen a negative.

Try it with help closed

A group discusses a proposal and reaches a decision. 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: 大家讨论并决定了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 和 normally joins simple nouns, while 并 or 并且 often joins actions and clauses.
• 并不 uses 并 differently to strengthen a negative.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

少 + Verb (do less)

Reduce an action rather than eliminate it

• A conversation is disrupting work, so you ask for less talking.
• 少说话。 — The request is to reduce talking.

Build the form

• The pattern in this lesson is 少 + Verb (do less). 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.

less少shǎoeat吃chīa bit点diǎngreasy油腻yóu nì的de。

Read examples in context

• In the opening example, 少说话。: The request is to reduce talking.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 少 may refer to frequency, duration or amount depending on the action.
• It does not necessarily mean complete silence.

Use the distinction

• The request is to reduce talking.
• 少 may refer to frequency, duration or amount depending on the action. It does not necessarily mean complete silence.

Try it with help closed

A conversation is disrupting work, so you ask for less talking. 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: 少说话。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 少 may refer to frequency, duration or amount depending on the action.
• It does not necessarily mean complete silence.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

多 + Verb (do more)

Increase practice without naming an amount

• A teacher asks a learner to practise more.
• 多练习。 — 多 calls for a greater amount of practice.

Build the form

• The pattern in this lesson is 多 + Verb (do 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.

more多duōdrink喝hēwater水shuǐ。

Read examples in context

• In the opening example, 多练习。: 多 calls for a greater amount of practice.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The comparison is against the current or expected amount.
• It does not prescribe an exact number or unlimited practice.

Use the distinction

• 多 calls for a greater amount of practice.
• The comparison is against the current or expected amount. It does not prescribe an exact number or unlimited practice.

Try it with help closed

A teacher asks a learner to practise more. 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: 多练习。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The comparison is against the current or expected amount.
• It does not prescribe an exact number or unlimited practice.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

由 + Person + Verb (done by)

Assign responsibility without claiming completion

• A plan assigns you responsibility for a task.
• 这件事由我负责。 — 由 names the speaker as responsible for the task.

Build the form

• The pattern in this lesson is 由 + Person + Verb (done by). 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zhè(measure word)件jiànmatter事shìby由yóume我wǒbe in charge负责fù zé。

Read examples in context

• In the opening example, 这件事由我负责。: 由 names the speaker as responsible for the task.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The assignment does not report that the task is finished.
• 由 also has source-related uses, so learn this responsibility frame in context.

Use the distinction

• 由 names the speaker as responsible for the task.
• The assignment does not report that the task is finished. 由 also has source-related uses, so learn this responsibility frame in context.

Try it with help closed

A plan assigns you responsibility for a task. 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: 这件事由我负责。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The assignment does not report that the task is finished.
• 由 also has source-related uses, so learn this responsibility frame in context.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

并且 (moreover / and also)

Add a quality that supports the point

• You describe someone as intelligent and hard-working.
• 他聪明，并且很努力。 — 并且 adds the second quality to the first.

Build the form

• The pattern in this lesson is 并且 (moreover / and also). 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tāsmart聪明cōng míng，moreover并且bìng qiěvery很hěnhard-working努力nǔ lì。

Read examples in context

• In the opening example, 他聪明，并且很努力。: 并且 adds the second quality to the first.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The two points are added rather than presented as a concession here.
• Addition does not always mean both qualities are positive or that the second is stronger.

Use the distinction

• 并且 adds the second quality to the first.
• The two points are added rather than presented as a concession here. Addition does not always mean both qualities are positive or that the second is stronger.

Try it with help closed

You describe someone as intelligent and hard-working. 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: 他聪明，并且很努力。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The two points are added rather than presented as a concession here.
• Addition does not always mean both qualities are positive or that the second is stronger.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

从来 + 不 / 没 (never)

Deny a past experience

• You have never visited the place being discussed.
• 我从来没去过。 — The sentence denies a visit within the relevant past.

Build the form

• The pattern in this lesson is 从来 + 不 / 没 (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 láihaven't没méibeen去过qù guò。

Read examples in context

• In the opening example, 我从来没去过。: The sentence denies a visit within the relevant past.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 从来不去 instead describes a habitual policy or behaviour.
• Affirmative 从来如此 is also possible, so negatives are common rather than compulsory everywhere.

Use the distinction

• The sentence denies a visit within the relevant past.
• 从来不去 instead describes a habitual policy or behaviour. Affirmative 从来如此 is also possible, so negatives are common rather than compulsory everywhere.

Try it with help closed

You have never visited the place being discussed. 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: 我从来没去过。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 从来不去 instead describes a habitual policy or behaviour.
• Affirmative 从来如此 is also possible, so negatives are common rather than compulsory everywhere.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

值得 + Verb (worth doing)

Evaluate an action before doing it

• A friend recommends a place for a visit.
• 这个地方值得一去。 — The speaker judges visiting it worthwhile.

Build the form

• The pattern in this lesson is 值得 + Verb (worth doing). 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zhè(measure word)个geplace地方dì fangworth值得zhí déonce一yígo去qù。

Read examples in context

• In the opening example, 这个地方值得一去。: The speaker judges visiting it worthwhile.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 一去 gives a compact action phrase here.
• Worthwhile is an evaluation, not evidence that the visit already occurred.

Use the distinction

• The speaker judges visiting it worthwhile.
• 一去 gives a compact action phrase here. Worthwhile is an evaluation, not evidence that the visit already occurred.

Try it with help closed

A friend recommends a place for a visit. 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: 这个地方值得一去。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 一去 gives a compact action phrase here.
• Worthwhile is an evaluation, not evidence that the visit already occurred.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Verb + 到 + Time / Event (until)

An endpoint differs from an elapsed duration

• You describe working up to a late time.
• 我们工作到很晚。 — 到 introduces the endpoint reached by the work.

Build the form

• The pattern in this lesson is Verb + 到 + Time / Event (until). 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 menwork工作gōng zuòuntil到dàovery很hěnlate晚wǎn。

Read examples in context

• In the opening example, 我们工作到很晚。: 到 introduces the endpoint reached by the work.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 工作了三个小时 instead measures duration.
• An endpoint does not necessarily imply that no work resumed after a break.

Use the distinction

• 到 introduces the endpoint reached by the work.
• 工作了三个小时 instead measures duration. An endpoint does not necessarily imply that no work resumed after a break.

Try it with help closed

You describe working up to a late time. 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: 我们工作到很晚。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 工作了三个小时 instead measures duration.
• An endpoint does not necessarily imply that no work resumed after a break.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

害得 (cause sb to suffer)

Blame need not imply intention

• Noise prevented you from sleeping well.
• 吵闹害得我没睡好。 — 害得 presents the noise as causing an unwelcome result.

Build the form

• The pattern in this lesson is 害得 (cause sb to suffer). 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 noise吵闹chǎo nàomade害得hài deme我wǒnot没méisleep well睡好shuì hǎo。

Read examples in context

• In the opening example, 吵闹害得我没睡好。: 害得 presents the noise as causing an unwelcome result.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• This normally assigns a negative effect, but playful exaggerations such as 害得我笑个不停 can be affectionate.
• The cause need not have intended harm.

Use the distinction

• 害得 presents the noise as causing an unwelcome result.
• This normally assigns a negative effect, but playful exaggerations such as 害得我笑个不停 can be affectionate. The cause need not have intended harm.

Try it with help closed

Noise prevented you from sleeping well. 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: 吵闹害得我没睡好。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• This normally assigns a negative effect, but playful exaggerations such as 害得我笑个不停 can be affectionate.
• The cause need not have intended harm.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Separable verbs (离合词)

Open the separable verb

• Two friends met once.
• 我们见了一面。 — 了 and 一 appear between the two parts of 见面.

Build the form

• The pattern in this lesson is Separable verbs (离合词). 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 menmeet见jiàn了leone一yí(time)面miàn。

Read examples in context

• In the opening example, 我们见了一面。: 了 and 一 appear between the two parts of 见面.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Learn the established separable combinations individually.
• Not every two-character verb can be split, and 帮忙我 is not the ordinary way to say help me.

Use the distinction

• 了 and 一 appear between the two parts of 见面.
• Learn the established separable combinations individually. Not every two-character verb can be split, and 帮忙我 is not the ordinary way to say help me.

Try it with help closed

Two friends met once. 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: 我们见了一面。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Learn the established separable combinations individually.
• Not every two-character verb can be split, and 帮忙我 is not the ordinary way to say help me.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

V 着 V 着 就 … 了 (while …-ing, suddenly)

An ongoing action changes into another state

• Someone starts crying in the middle of speaking.
• 他说着说着就哭了。 — The speech provides the ongoing background for the onset of crying.

Build the form

• The pattern in this lesson is V 着 V 着 就 … 了 (while …-ing, suddenly). 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tātalk说shuō(ing)着zhetalk说shuō(ing)着zhethen就jiùcry哭kū了le。

Read examples in context

• In the opening example, 他说着说着就哭了。: The speech provides the ongoing background for the onset of crying.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 着 is read zhe in the repeated action.
• The pattern marks a development during the activity rather than two separately scheduled steps.

Use the distinction

• The speech provides the ongoing background for the onset of crying.
• 着 is read zhe in the repeated action. The pattern marks a development during the activity rather than two separately scheduled steps.

Try it with help closed

Someone starts crying in the middle of speaking. 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: 他说着说着就哭了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 着 is read zhe in the repeated action.
• The pattern marks a development during the activity rather than two separately scheduled steps.
• 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.

尽管 … ，但是 … (although)

Concede a fact while keeping the conclusion

• Rain did not stop a group from going.
• 尽管下雨，但是我们还是去了。 — The group went despite the conceded rain.

Build the form

• The pattern in this lesson is 尽管 … ，但是 … (although). 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.

although尽管jǐn guǎnrain下雨xià yǔ，but但是dàn shìwe我们wǒ menstill还是hái shìgo去qù了le。

Read examples in context

• In the opening example, 尽管下雨，但是我们还是去了。: The group went despite the conceded rain.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 尽管 is similar to 虽然 in this frame.
• 尽管 also occurs in permission such as 有问题尽管问, so it is not always a concessive connector.

Use the distinction

• The group went despite the conceded rain.
• 尽管 is similar to 虽然 in this frame. 尽管 also occurs in permission such as 有问题尽管问, so it is not always a concessive connector.

Try it with help closed

Rain did not stop a group from going. 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: 尽管下雨，但是我们还是去了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 尽管 is similar to 虽然 in this frame.
• 尽管 also occurs in permission such as 有问题尽管问, so it is not always a concessive connector.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

倒 (actually / on the contrary)

A contrary opinion can be favourable

• Others criticise an idea, but you find it good.
• 我倒觉得不错。 — 倒 signals a different assessment from the expectation.

Build the form

• The pattern in this lesson is 倒 (actually / on the contrary). 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wǒactually倒dàothink觉得jué denot bad不错bú cuò。

Read examples in context

• In the opening example, 我倒觉得不错。: 倒 signals a different assessment from the expectation.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 倒 here is read dào and marks contrast.
• It need not be sarcastic or state an objectively bad result.

Use the distinction

• 倒 signals a different assessment from the expectation.
• 倒 here is read dào and marks contrast. It need not be sarcastic or state an objectively bad result.

Try it with help closed

Others criticise an idea, but you find it good. 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: 我倒觉得不错。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 倒 here is read dào and marks contrast.
• It need not be sarcastic or state an objectively bad result.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

却 + Predicate (however / yet)

A predicate can be an adjective

• Someone is tired but happy.
• 他很累，却很开心。 — 却 marks the contrast before the adjective predicate 很开心.

Build the form

• The pattern in this lesson is 却 + Predicate (however / yet). 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hěntired累lèi，yet却quèvery很hěnhappy开心kāi xīn。

Read examples in context

• In the opening example, 他很累，却很开心。: 却 marks the contrast before the adjective predicate 很开心.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• When a subject is expressed in the second clause, 却 normally follows it.
• An omitted repeated subject allows 却 at the start of that clause, as in this example.

Use the distinction

• 却 marks the contrast before the adjective predicate 很开心.
• When a subject is expressed in the second clause, 却 normally follows it. An omitted repeated subject allows 却 at the start of that clause, as in this example.

Try it with help closed

Someone is tired but happy. 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: 他很累，却很开心。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• When a subject is expressed in the second clause, 却 normally follows it.
• An omitted repeated subject allows 却 at the start of that clause, as in this example.
• 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.

即使 … ，也 … (even if)

A conceded case need not be a prediction

• You intend to go despite possible rain.
• 即使下雨，我也要去。 — The decision remains even in the rain case.

Build the form

• The pattern in this lesson is 即使 … ，也 … (even if). 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.

even if即使jí shǐrain下雨xià yǔ，I我wǒstill也yěwill要yàogo去qù。

Read examples in context

• In the opening example, 即使下雨，我也要去。: The decision remains even in the rain case.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The wording does not assert that rain will occur.
• 即使 can also concede an actual case in context, so hypothetical does not mean always unreal.

Use the distinction

• The decision remains even in the rain case.
• The wording does not assert that rain will occur. 即使 can also concede an actual case in context, so hypothetical does not mean always unreal.

Try it with help closed

You intend to go despite possible 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: 即使下雨，我也要去。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The wording does not assert that rain will occur.
• 即使 can also concede an actual case in context, so hypothetical does not mean always unreal.
• 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.

要是 … ，就 … (if — spoken)

Advice depends on the stated condition

• You tell a friend to rest if tired.
• 要是你累了，就休息吧。 — Tiredness is the condition for the advice to rest.

Build the form

• The pattern in this lesson is 要是 … ，就 … (if — spoken). 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.

if要是yào shiyou你nǐtired累lèi了le，then就jiùrest休息xiū xi吧ba。

Read examples in context

• In the opening example, 要是你累了，就休息吧。: Tiredness is the condition for the advice to rest.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 要是 is a conversational conditional.
• 就 is common but not compulsory in every 要是 construction.

Use the distinction

• Tiredness is the condition for the advice to rest.
• 要是 is a conversational conditional. 就 is common but not compulsory in every 要是 construction.

Try it with help closed

You tell a friend to rest if tired. 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: 要是你累了，就休息吧。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 要是 is a conversational conditional.
• 就 is common but not compulsory in every 要是 construction.
• 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.

不管 … ，都 / 也 … (no matter)

Keep the response across a range of cases

• You intend to try regardless of how difficult a task is.
• 不管多难，我都要试。 — The intention holds across the possible difficulty levels.

Build the form

• The pattern in this lesson is 不管 … ，都 / 也 … (no matter). 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.

no matter不管bù guǎnhow多duōhard难nán，I我wǒstill都dōuwill要yàotry试shì。

Read examples in context

• In the opening example, 不管多难，我都要试。: The intention holds across the possible difficulty levels.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 不管 covers alternatives or a range here.
• 不管这件事 can instead mean not dealing with the matter, a different verb use.

Use the distinction

• The intention holds across the possible difficulty levels.
• 不管 covers alternatives or a range here. 不管这件事 can instead mean not dealing with the matter, a different verb use.

Try it with help closed

You intend to try regardless of how difficult a task is. 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: 不管多难，我都要试。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 不管 covers alternatives or a range here.
• 不管这件事 can instead mean not dealing with the matter, a different verb use.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

无论 / 不论 … ，都 / 也 … (regardless)

Welcome whoever arrives

• An event welcomes visitors irrespective of identity.
• 无论谁来，都欢迎。 — The welcome applies across the relevant possible visitors.

Build the form

• The pattern in this lesson is 无论 / 不论 … ，都 / 也 … (regardless). 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.

regardless无论wú lùnwho谁shéicome来lái，all都dōuwelcome欢迎huān yíng。

Read examples in context

• In the opening example, 无论谁来，都欢迎。: The welcome applies across the relevant possible visitors.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 无论 and 不论 often share this frame.
• The group still has a contextual scope, such as visitors to this event, rather than every person everywhere.

Use the distinction

• The welcome applies across the relevant possible visitors.
• 无论 and 不论 often share this frame. The group still has a contextual scope, such as visitors to this event, rather than every person everywhere.

Try it with help closed

An event welcomes visitors irrespective of identity. 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: 无论谁来，都欢迎。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 无论 and 不论 often share this frame.
• The group still has a contextual scope, such as visitors to this event, rather than every person everywhere.
• 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.

由于 (due to / owing to)

An asserted cause still needs evidence

• Traffic delayed your arrival.
• 由于堵车，我迟到了。 — 由于 introduces the traffic as the stated reason for lateness.

Build the form

• The pattern in this lesson is 由于 (due to / owing 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.

due to由于yóu yútraffic jam堵车dǔ chē，I我wǒlate迟到chí dào了le。

Read examples in context

• In the opening example, 由于堵车，我迟到了。: 由于 introduces the traffic as the stated reason for lateness.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 因为 can often introduce the same cause.
• Formal register does not prove the causal explanation correct or exclusive.

Use the distinction

• 由于 introduces the traffic as the stated reason for lateness.
• 因为 can often introduce the same cause. Formal register does not prove the causal explanation correct or exclusive.

Try it with help closed

Traffic delayed your arrival. 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: 由于堵车，我迟到了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 因为 can often introduce the same cause.
• Formal register does not prove the causal explanation correct or exclusive.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

既然 … ，就 … (since / now that)

Build advice on an accepted premise

• A friend has arrived and you invite them to sit.
• 既然来了，就坐吧。 — The arrival is treated as the accepted basis for the invitation.

Build the form

• The pattern in this lesson is 既然 … ，就 … (since / now 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.

since既然jì rányou你nǐcome来lái了le，then就jiùsit坐zuò吧ba。

Read examples in context

• In the opening example, 既然来了，就坐吧。: The arrival is treated as the accepted basis for the invitation.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 因为 can introduce known as well as new causes.
• 既然 focuses on accepting a premise for a conclusion rather than a universal known-versus-new word division.

Use the distinction

• The arrival is treated as the accepted basis for the invitation.
• 因为 can introduce known as well as new causes. 既然 focuses on accepting a premise for a conclusion rather than a universal known-versus-new word division.

Try it with help closed

A friend has arrived and you invite them to sit. 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: 既然来了，就坐吧。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 因为 can introduce known as well as new causes.
• 既然 focuses on accepting a premise for a conclusion rather than a universal known-versus-new word division.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

因此 (therefore / for this reason)

A conclusion may be advice rather than a reported event

• A long journey is a reason to leave earlier.
• 路很远，因此要早点走。 — 因此 introduces the recommended consequence of the distance.

Build the form

• The pattern in this lesson is 因此 (therefore / for this reason). 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.

road路lùvery很hěnfar远yuǎn，therefore因此yīn cǐneed要yàoearly早zǎoa bit点diǎnleave走zǒu。

Read examples in context

• In the opening example, 路很远，因此要早点走。: 因此 introduces the recommended consequence of the distance.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The consequence can be a decision, prediction or report.
• The sentence does not assert that an early departure already happened.

Use the distinction

• 因此 introduces the recommended consequence of the distance.
• The consequence can be a decision, prediction or report. The sentence does not assert that an early departure already happened.

Try it with help closed

A long journey is a reason to leave earlier. 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: 路很远，因此要早点走。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The consequence can be a decision, prediction or report.
• The sentence does not assert that an early departure already happened.
• 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.

Verb + 起来 (in terms of doing it)

An assessment through an activity differs from its onset

• A device is easy to use.
• 这个工具用起来很方便。 — 起来 frames the evaluation in terms of using the device.

Build the form

• The pattern in this lesson is Verb + 起来 (in terms of doing it). 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zhè(measure word)个geword词cíuse用yòng(to use)起来qǐ láivery很hěnconvenient方便fāng biàn。

Read examples in context

• In the opening example, 这个工具用起来很方便。: 起来 frames the evaluation in terms of using the device.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 笑起来 can instead mean starting to laugh.
• Read the following assessment to distinguish the evaluation frame from onset or upward movement.

Use the distinction

• 起来 frames the evaluation in terms of using the device.
• 笑起来 can instead mean starting to laugh. Read the following assessment to distinguish the evaluation frame from onset or upward movement.

Try it with help closed

A device is easy to use. 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: 这个工具用起来很方便。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 笑起来 can instead mean starting to laugh.
• Read the following assessment to distinguish the evaluation frame from onset or upward movement.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Direction complement 来 / 去 (HSK 4)

Direction depends on the adopted viewpoint

• You are inside a room and invite someone outside to enter.
• 你快进来吧。 — 来 points towards the viewpoint inside the room.

Build the form

• The pattern in this lesson is Direction complement 来 / 去 (HSK 4). 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nǐquickly快kuàicome in进来jìn lái吧ba。

Read examples in context

• In the opening example, 你快进来吧。: 来 points towards the viewpoint inside the room.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The reference point may be the speaker or an adopted narrative viewpoint.
• 去 points away from that point, so establish it before choosing the direction.

Use the distinction

• 来 points towards the viewpoint inside the room.
• The reference point may be the speaker or an adopted narrative viewpoint. 去 points away from that point, so establish it before choosing the direction.

Try it with help closed

You are inside a room and invite someone outside to enter. 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: 你快进来吧。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The reference point may be the speaker or an adopted narrative viewpoint.
• 去 points away from that point, so establish it before choosing the direction.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Verb / Adj + 起来 (start to …)

Mark the start without guaranteeing endless continuation

• A joke prompts people to start laughing.
• 大家笑起来了。 — 起来 highlights the onset of laughter.

Build the form

• The pattern in this lesson is Verb / Adj + 起来 (start 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.

everyone大家dà jiālaugh笑xiàostart to起来qǐ lái了le。

Read examples in context

• In the opening example, 大家笑起来了。: 起来 highlights the onset of laughter.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The laughter may continue for a while, but not indefinitely.
• The assessment use in 听起来不错 is a different construction.

Use the distinction

• 起来 highlights the onset of laughter.
• The laughter may continue for a while, but not indefinitely. The assessment use in 听起来不错 is a different construction.

Try it with help closed

A joke prompts people to start laughing. 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: 大家笑起来了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The laughter may continue for a while, but not indefinitely.
• The assessment use in 听起来不错 is a different construction.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Potential complement 得 / 不 (HSK 4)

An achievable result differs from permission

• You can understand the text in a particular book.
• 这本书我看得懂。 — 得 marks understanding as achievable through reading.

Build the form

• The pattern in this lesson is Potential complement 得 / 不 (HSK 4). 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zhè(measure word)本běnbook书shūI我wǒread看kàn(can)得deunderstand懂dǒng。

Read examples in context

• In the opening example, 这本书我看得懂。: 得 marks understanding as achievable through reading.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 看不懂 denies that result, not permission to read.
• 能 can express ability as well as permission, so it is not a permission-only contrast word.

Use the distinction

• 得 marks understanding as achievable through reading.
• 看不懂 denies that result, not permission to read. 能 can express ability as well as permission, so it is not a permission-only contrast word.

Try it with help closed

You can understand the text in a particular 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: 这本书我看得懂。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 看不懂 denies that result, not permission to read.
• 能 can express ability as well as permission, so it is not a permission-only contrast word.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.