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.

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.