动词、能力 & 补语

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.

看起来 (looks / seems)

An attractive dish has not been tasted

• You judge a dish from its appearance before trying it.
• 这个菜看起来很好吃。 — The speaker offers an impression from appearance.

Build the form

• The pattern in this lesson is 看起来 (looks / seems). 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tālooks看起来kàn qǐ láivery很hěntired累lèi。

Read examples in context

this这zhè(measure word)个gedish菜càilooks看起来kàn qǐ láivery很hěndelicious好吃hǎo chī。

• In the opening example, 这个菜看起来很好吃。: The speaker offers an impression from appearance.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 看起来 does not prove taste or underlying quality.
• It also does not prove that the person has never tasted the dish; the sentence only chooses appearance as the basis of this comment.

Use the distinction

• The speaker offers an impression from appearance.
• 看起来 does not prove taste or underlying quality. It also does not prove that the person has never tasted the dish; the sentence only chooses appearance as the basis of this comment.

Try it with help closed

You judge a dish from its appearance before trying 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: 这个菜看起来很好吃。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 看起来 does not prove taste or underlying quality.
• It also does not prove that the person has never tasted the dish; the sentence only chooses appearance as the basis of this comment.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

让 / 叫 / 请 / 使 (make / let / ask someone do)

One person asks another to act

• A teacher politely asks a visitor to come inside.
• 老师请他进来。 — The visitor is the person expected to enter.

Build the form

• The pattern in this lesson is 让 / 叫 / 请 / 使 (make / let / ask someone 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.

mom妈妈mā malet让ràngme我wǒlearn学xuépiano钢琴gāng qín。

Read examples in context

please请qǐnghim他tācome in进来jìn lái。

• In the opening example, 老师请他进来。: The visitor is the person expected to enter.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The person after 请 is also the understood subject of 进来.
• 让 can allow or cause, while 使 can have a non-human cause, as in 这件事使我高兴; these verbs are not interchangeable in every context.

Use the distinction

• The visitor is the person expected to enter.
• The person after 请 is also the understood subject of 进来. 让 can allow or cause, while 使 can have a non-human cause, as in 这件事使我高兴; these verbs are not interchangeable in every context.

Try it with help closed

A teacher politely asks a visitor to come inside. Close the examples. Say a Mandarin response, then write it in Chinese. Explain briefly in English what the lesson’s pattern adds. Compare with the model, then change one detail and try again.

One possible response: 老师请他进来。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The person after 请 is also the understood subject of 进来.
• 让 can allow or cause, while 使 can have a non-human cause, as in 这件事使我高兴; these verbs are not interchangeable in every context.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

经过 (after going through)

A discussion leads to a decision

• A group decides on a plan after discussing alternatives.
• 经过讨论，我们决定采用这个方案。 — 经过 presents the discussion as the process preceding the decision.

Build the form

• The pattern in this lesson is 经过 (after going through). 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.

after经过jīng guòthree三sānyear年nián的deeffort努力nǔ lì，he他tāsucceed成功chéng gōng了le。

Read examples in context

after经过jīng guòdiscussion讨论tǎo lùn，we我们wǒ mendecide决定jué dìng了le。

• In the opening example, 经过讨论，我们决定采用这个方案。: 经过 presents the discussion as the process preceding the decision.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The process can be brief; it need not be years of effort.
• 经过 also means pass through, as in 经过车站. Check whether a process or a physical route is being described.

Use the distinction

• 经过 presents the discussion as the process preceding the decision.
• The process can be brief; it need not be years of effort. 经过 also means pass through, as in 经过车站. Check whether a process or a physical route is being described.

Try it with help closed

A group decides on a plan after discussing alternatives. 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: 经过讨论，我们决定采用这个方案。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The process can be brief; it need not be years of effort.
• 经过 also means pass through, as in 经过车站. Check whether a process or a physical route is being described.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

应该 / 该 (should, ought to)

Advice differs from a prediction

• A tired friend asks what to do, and you suggest rest.
• 你应该多休息。 — 应该 expresses advice or an obligation in this conversation.

Build the form

• The pattern in this lesson is 应该 / 该 (should, ought 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nǐshould应该yīng gāimore多duōrest休息xiū xi。

Read examples in context

should该gāigo走zǒu了le！

• In the opening example, 你应该多休息。: 应该 expresses advice or an obligation in this conversation.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 应该 can also express expectation: 他应该已经到了 means he should have arrived by now.
• Negate advice with 不应该 or 不该; meaning depends on whether the speaker recommends or predicts.

Use the distinction

• 应该 expresses advice or an obligation in this conversation.
• 应该 can also express expectation: 他应该已经到了 means he should have arrived by now. Negate advice with 不应该 or 不该; meaning depends on whether the speaker recommends or predicts.

Try it with help closed

A tired friend asks what to do, and you suggest rest. 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: 你应该多休息。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 应该 can also express expectation: 他应该已经到了 means he should have arrived by now.
• Negate advice with 不应该 or 不该; meaning depends on whether the speaker recommends or predicts.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

难 + Verb (unpleasant to …)

Bad taste differs from physical difficulty

• A drink tastes unpleasant although swallowing it is easy.
• 这个药很难喝。 — 难喝 evaluates the unpleasant taste.

Build the form

• The pattern in this lesson is 难 + Verb (unpleasant 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.

this这zhè(measure word)个gemedicine药yàovery很hěnbad-tasting难吃nán chī。

Read examples in context

this这zhè(measure word)首shǒusong歌gēvery很hěnnice to hear好听hǎo tīng。

• In the opening example, 这个药很难喝。: 难喝 evaluates the unpleasant taste.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 难喝 is an established word, not a promise that every 难+verb means unpleasant.
• 难学 means difficult to learn; distinguish conventional evaluations such as 难听 from task difficulty.

Use the distinction

• 难喝 evaluates the unpleasant taste.
• 难喝 is an established word, not a promise that every 难+verb means unpleasant. 难学 means difficult to learn; distinguish conventional evaluations such as 难听 from task difficulty.

Try it with help closed

A drink tastes unpleasant although swallowing it is easy. 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: 这个药很难喝。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 难喝 is an established word, not a promise that every 难+verb means unpleasant.
• 难学 means difficult to learn; distinguish conventional evaluations such as 难听 from task difficulty.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Verb + 了 + Duration (did for a length of time)

A duration differs from a clock time

• You describe the length of yesterday's sleep.
• 我睡了八个小时。 — 八个小时 measures how long the sleeping lasted.

Build the form

• The pattern in this lesson is Verb + 了 + Duration (did for a length of time). 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wǒstudy学xué了lethree三sānyear年niánChinese中文Zhōng wén。

Read examples in context

he他tāsleep睡shuì了leeight八bā(measure word)个gehour小时xiǎo shí。

• In the opening example, 我睡了八个小时。: 八个小时 measures how long the sleeping lasted.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 八点 names a clock time instead.
• A completed duration alone does not determine whether a longer habit continues: 我学了三年中文 reports three years without automatically proving that study has ended forever.

Use the distinction

• 八个小时 measures how long the sleeping lasted.
• 八点 names a clock time instead. A completed duration alone does not determine whether a longer habit continues: 我学了三年中文 reports three years without automatically proving that study has ended forever.

Try it with help closed

You describe the length of yesterday's sleep. 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: 我睡了八个小时。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 八点 names a clock time instead.
• A completed duration alone does not determine whether a longer habit continues: 我学了三年中文 reports three years without automatically proving that study has ended forever.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Verb + 了 + Duration + 了 (have been …-ing)

A duration is relevant up to now

• You have studied Chinese for three years and are still studying.
• 我学了三年中文了。 — The final 了 makes the elapsed three-year period relevant now; continued study is natural here.

Build the form

• The pattern in this lesson is Verb + 了 + Duration + 了 (have been …-ing). 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wǒstudy学xué了lethree三sānyear年niánChinese中文Zhōng wén了le。

Read examples in context

• In the opening example, 我学了三年中文了。: The final 了 makes the elapsed three-year period relevant now; continued study is natural here.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• The context supplies continuation.
• Compare 我等了一个小时了，现在终于等到了: the wait can end at the reference point. Two 了 do not guarantee that an action continues indefinitely afterward.

Use the distinction

• The final 了 makes the elapsed three-year period relevant now; continued study is natural here.
• The context supplies continuation. Compare 我等了一个小时了，现在终于等到了: the wait can end at the reference point. Two 了 do not guarantee that an action continues indefinitely afterward.

Try it with help closed

You have studied Chinese for three years and are still studying. 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: 我学了三年中文了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• The context supplies continuation.
• Compare 我等了一个小时了，现在终于等到了: the wait can end at the reference point. Two 了 do not guarantee that an action continues indefinitely afterward.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

没办法 + Verb (no way to / can't)

A refusal names a practical constraint

• You would like to help but cannot leave work today.
• 今天我没办法帮你。 — The speaker presents helping today as unavailable under the circumstances.

Build the form

• The pattern in this lesson is 没办法 + Verb (no way to / can't). 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wǒno way没办法méi bàn fǎhelp帮bāngyou你nǐ。

Read examples in context

nothing to be done没办法méi bàn fǎ，can only只能zhǐ néngwait等děng。

• In the opening example, 今天我没办法帮你。: The speaker presents helping today as unavailable under the circumstances.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 没办法 does not necessarily describe permanent inability.
• 没办法，我只好等 may accept a current constraint; explain the obstacle where the listener needs it.

Use the distinction

• The speaker presents helping today as unavailable under the circumstances.
• 没办法 does not necessarily describe permanent inability. 没办法，我只好等 may accept a current constraint; explain the obstacle where the listener needs it.

Try it with help closed

You would like to help but cannot leave work today. 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: 今天我没办法帮你。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 没办法 does not necessarily describe permanent inability.
• 没办法，我只好等 may accept a current constraint; explain the obstacle where the listener needs it.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Verb reduplication (do a bit / give it a try)

A short trial is offered politely

• You ask a friend to look briefly at a draft.
• 你看看这个吧。 — Reduplication presents looking as a brief, lighter action.

Build the form

• The pattern in this lesson is Verb reduplication (do a bit / give it a try). 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nǐhave a look看看kàn kanthis这zhè(measure word)个ge。

Read examples in context

we我们wǒ menrest休息xiū xirest休息xiū xi吧ba。

• In the opening example, 你看看这个吧。: Reduplication presents looking as a brief, lighter action.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Use 看看 or 看一看 for this single-syllable verb, and 休息休息 for 休息.
• Not every verb naturally reduplicates; completed trials can use 看了看 rather than adding 了 anywhere.

Use the distinction

• Reduplication presents looking as a brief, lighter action.
• Use 看看 or 看一看 for this single-syllable verb, and 休息休息 for 休息. Not every verb naturally reduplicates; completed trials can use 看了看 rather than adding 了 anywhere.

Try it with help closed

You ask a friend to look briefly at a draft. 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: 你看看这个吧。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Use 看看 or 看一看 for this single-syllable verb, and 休息休息 for 休息.
• Not every verb naturally reduplicates; completed trials can use 看了看 rather than adding 了 anywhere.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

很 + Verb (feeling verbs with 很)

A feeling can take a degree word

• You express how much you like a new subject.
• 我很喜欢中文。 — 很 modifies the degree of liking, not the number of lessons taken.

Build the form

• The pattern in this lesson is 很 + Verb (feeling verbs with 很). 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wǒreally很hěnlike喜欢xǐ huanyou你nǐ。

Read examples in context

I我wǒreally很hěnmiss想xiǎnghome家jiā。

• In the opening example, 我很喜欢中文。: 很 modifies the degree of liking, not the number of lessons taken.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• Some mental or evaluative verbs take degree words, including 了解 as well as 喜欢.
• A plain physical action such as 吃 does not take 很 in the same degree pattern.

Use the distinction

• 很 modifies the degree of liking, not the number of lessons taken.
• Some mental or evaluative verbs take degree words, including 了解 as well as 喜欢. A plain physical action such as 吃 does not take 很 in the same degree pattern.

Try it with help closed

You express how much you like a new subject. 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: 我很喜欢中文。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Some mental or evaluative verbs take degree words, including 了解 as well as 喜欢.
• A plain physical action such as 吃 does not take 很 in the same degree pattern.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Direction complement 来 / 去 (toward / away)

Choose direction from a viewpoint

• You stand inside a room and invite a visitor at the door to enter.
• 请进来。 — 来 directs the movement toward the viewpoint inside the room.

Build the form

• The pattern in this lesson is Direction complement 来 / 去 (toward / away). 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.

please请qǐngcome in进来jìn lái！

Read examples in context

(把)把bǎbook书shūbring here拿来ná lái。

• In the opening example, 请进来。: 来 directs the movement toward 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

• Choose the speaker's or established narrative viewpoint.
• 进去 is natural from outside when describing movement into a different space; it is not intrinsically wrong for entering a room.

Use the distinction

• 来 directs the movement toward the viewpoint inside the room.
• Choose the speaker's or established narrative viewpoint. 进去 is natural from outside when describing movement into a different space; it is not intrinsically wrong for entering a room.

Try it with help closed

You stand inside a room and invite a visitor at the door 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: 请进来。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• Choose the speaker's or established narrative viewpoint.
• 进去 is natural from outside when describing movement into a different space; it is not intrinsically wrong for entering a room.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Potential complement 得 / 不 (can / can't do it)

Understanding is a possible result

• The recording is clear, but its language is too difficult for you.
• 我听不懂。 — Listening does not achieve understanding.

Build the form

• The pattern in this lesson is Potential complement 得 / 不 (can / can't 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wǒlisten听tīng(can)得deunderstand懂dǒng。

Read examples in context

too太tàifar远yuǎn了le，I我wǒcan't see看不见kàn bú jiàn。

• In the opening example, 我听不懂。: Listening does not achieve understanding.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 听不懂 is about the achievable result, not a ban on listening.
• 能 also expresses ability as well as permission, so do not gloss 能 as permission only.

Use the distinction

• Listening does not achieve understanding.
• 听不懂 is about the achievable result, not a ban on listening. 能 also expresses ability as well as permission, so do not gloss 能 as permission only.

Try it with help closed

The recording is clear, but its language is too difficult for you. 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: 我听不懂。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 听不懂 is about the achievable result, not a ban on listening.
• 能 also expresses ability as well as permission, so do not gloss 能 as permission only.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Verb + 下去 (keep …-ing)

An unfinished explanation should continue

• A speaker pauses before finishing a story, and you ask for the rest.
• 请说下去。 — 下去 asks the already started speaking to continue.

Build the form

• The pattern in this lesson is Verb + 下去 (keep …-ing). 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.

please请qǐngspeak说shuōcarry on下去xià qù。

Read examples in context

definitely一定yí dìngmust要yàopersist坚持jiān chíkeep on下去xià qù！

• In the opening example, 请说下去。: 下去 asks the already started speaking to continue.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 说下去 is a continuation use; 走下去 can describe physical movement downwards in another context.
• The complement's meaning depends on the verb and scene.

Use the distinction

• 下去 asks the already started speaking to continue.
• 说下去 is a continuation use; 走下去 can describe physical movement downwards in another context. The complement's meaning depends on the verb and scene.

Try it with help closed

A speaker pauses before finishing a story, and you ask for the rest. 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: 请说下去。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 说下去 is a continuation use; 走下去 can describe physical movement downwards in another context.
• The complement's meaning depends on the verb and scene.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.

Result complements 好 / 完 / 错 (how it turned out)

Finishing does not prove correctness

• A student finishes all the homework but writes one answer incorrectly.
• 作业做完了，可是有一道题写错了。 — 完 marks completion, while 错 marks an incorrect result.

Build the form

• The pattern in this lesson is Result complements 好 / 完 / 错 (how it turned out). 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.

homework作业zuò yèdo做zuòfinish完wán了le。

Read examples in context

I我wǒwrite写xiěwrongly错cuò了le。

• In the opening example, 作业做完了，可是有一道题写错了。: 完 marks completion, while 错 marks an incorrect result.
• Explain who acts, what is described and which time or group is relevant before choosing an English paraphrase.

Know the boundary

• 做完 does not imply 做对.
• 做好 may mean properly completed or ready, depending on the activity. Select the result that answers the intended question.

Use the distinction

• 完 marks completion, while 错 marks an incorrect result.
• 做完 does not imply 做对. 做好 may mean properly completed or ready, depending on the activity. Select the result that answers the intended question.

Try it with help closed

A student finishes all the homework but writes one answer incorrectly. 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: 作业做完了，可是有一道题写错了。

• My response conveys a message that fits the opening situation.
• I can explain the meaning of the pattern, rather than only naming it.
• 做完 does not imply 做对.
• 做好 may mean properly completed or ready, depending on the activity. Select the result that answers the intended question.
• I tried a second response with a name, time, place, or description changed.

Practise this pattern step by step.