., , Whilelrclinrbing up Mt Huang, Uu.

:Du*"il '-;il;;;m
trareller who asked him some personal questions. considered inappropriale in
the West. curious aboul the dilferent r.ultural r ierrs on priracy. il,la Dawei
:

asks him some similar cprestions on purpose.

ff=+-ifi Lesson 32 (F_4 Review)

Bt+!l"]ffiIne^ll"]T

(o
Er kh lE], /L.,],&VL,h
'-
fr,q?
,J.4k ee.T v\. *)l- .L*L* ,

,a4n-fu&}-lqoo
4Xh *'FT !
,J,4k
- k','ft.,-k h vV,? /6
& "fr

EztF*?o
Er Xh +\"'l Er XrJ "
,J,4kt X5,*"L4LEJ, 4t.r4

*.,J', 4,v-,.o fr4ktJ y *{rp4x #J ^?,@'rbj(--,*

JL' ,B++fr - t'L'< 'v-'? r%-.**-*=.t-*-t*-"
Er Xh lt:rlo\*\.+4"
{.j Guessing
tdi{) "h
{

,J.,4*' 4RE )UtyFl lls \-- s

-,*sk**t*rs!-.b*#f *
4Xh #"tri*+oFo"@
,J,4kt o+\, 1kfr-w + L" 4iLi+ni'4+t+I
-84-
hxh '4y-X.
,.]..t *\rti{/L 4iz rl , te-,4t1ir,i+nt 4+)kfr 4R+T , 4k.nx,4+&
*o 44ntf aw +, 'i+64+2'4?1l1trY?4\,v'l
Er X/r
-J.,{ ^-E-"
flr!4k4+-r-+ 4 -]x-*+4\1 ? 2*16- )Lft?

lkh 4,rH^H? al& x- H , otT,*.]L7Kog . &'tN''J'4 ,

4RE n$)Ut4Ft
'j.,*. #"tr_Te+*a7 t4F "

+xh o+\, 4tr. fr-t6 W] +#J, J-fr - fr4kre-,l

,j.,t t{Hffi*ts)

4Xh ^flJ("o
Givingavasueresponse
x*trAffi&^a"'
*"e'
JL4+, r.l{.xr/i
^+4&.
,nr/'b
d i,/\ *J . fll3..4+ frz} J fi" t r\*l,W iX-,
"@

hXh, 4,tl/}J EA++?

'j"'(: 4r(,"@
*xh 4tr.#r&x- re-Z^4k 7

']".'k: #"*+t t** r-4+, i{^{.^+ "

*xh ")^#" f<4+2,ts?

']";k: :YIifr- " 4 EJ RR" ,g..

lkh "lTI 4{fr, fllsj-at4y?)\, flll^fr- "&*lX" ,h?

"",,L: L,
-,Yf,"Lfllsl* "&*il*" o XT*FEfl|<)LWla'Fo, o'll

--,*,K K4nog"

ixh, *'FI !
 New worcls
*iil
|'}+W v yuln to go sight-seeing; to tour ffiffiIlJ 's?
ffiKffi,sfHi&,B
rLE
'n_,
ln to look at; to see

2.4,**+ Yntl chnghu to ca1Ua form of address ffififi[$,rEpt

,tffifs,*&kfiry

4# v chng to call ffiI#,,%W,#s Bzjls

3. 5 . ,qio opportunely; coincidentally skillfuL 7t15

T ,Hn,I5+MT , il..1r5

+. ^ ? /Adv chbudu about the same/almost {XE#,E^',

ETE#FIITIJT
5, a* * vo dsh to read; to studyo to attend school m&i*
fi ,a++i*fi , i* T lp? fr, if fi B Afi
r!
1* d to read; to study, to attend school i*(4f
r#y>\ i*'t'i, i*)t+
6. 4, Int oh; aha (expressing a sudden realization),

Ets
W,, trtr,; ffi,

7.t+ bng (coll.) good, fine -Hffi,tffiT ,W+ftT

8,8+ vo lixu ro srudy abroad *+BH+,,,SElB#,

trT++ '

9. J fm father and mother' parents frlJa&

Jt N f father

t0. l+ v zhng to eam #+R,W#r,#*,

n. 2t-t)8 v o jihn to marry #nETw,ERiE#E

tz. W ?* N wnglu internet Wl%^A
-86-
3.ffi v goo to do, to carry on ftffiffi'tfr'ffi
14. fr N gngzT wages; pay WW,flIW,fiIW
.H- v sun to consider; to calculate TFHH ,6H+
16. a*n*{ti N go XTn jish new and advanced technology tB*&^
17. AjL N qTy enterprise, business *f&^A!L, +
zj._rlL
'jl'g
rs.+A grn individuai (person) f^!'Hn,f^!
+'l,&+^
re.)*# cuhe (co11.) to make do; to be passable; to be not

too bad '4^F ,#'"R :6,1*#

zo. W,lfl vo zhoxing to take a picture ((-)9&+E

(EI
R+ &kil&,E^l+?
lXh +ttL' , ,l A M.'d- ^? *sfrkF "
4J *ffi #J

,}R-,z^.l+ " /

R+ ,,A^
t4+,, n4+l.,-"
4Xh
rL+P tr nflh-*v'*"Htrf 14 , i"J 4y? nru, |Jffia't
bi*si*"
R+ t,4l1lq 4k-e4+ Al4x8?
+xh E^ ? rg+/. #J rkfi^*|l a tJ T , YV4v, |J *" ? X. T

-87-
 A#J.@ x.} , {-a *'1+i aft-? y+\*#J
"
R#, d-x,,fi'&.!
4Xh, "J-affii)'i d. e*lsfr-4.'/. #l fkfrt^ " f']rtE 'i',tk
T V},t ; *e *'ft']A^ &.lx, , d.Lb I] xLFl^ b a
"
R+ xt{Lbll*8, ,tt rfr)*k^Ji-.++. ,tt il'lJ ,

{.r& x t--,L*T fi"*,,,

EJ X,J *\"e ? y:- f\ e'r,J+ )L, 4.,h 4+ *.
^*+,-?
ik4-,4tl 14 4+ i.v izF, q.'lt/L*,s?
R+ |"] F] RLt,l'k
^ ^, ^
TfrV4k)- /-el]'l- E
'
A, 4e-,fr,*. /L*_ , ? - "":'i"'
:f,.lE 4+ rr-'-".'''"*'?','.,.,.,';,,.,,r..

--. lffitr) jii,

,}j" 4t,tv$,q7 f tr )\n}iirl{x*p ''' ''
|*ol:'":"1 -,'-,,''

ftfr-+'-arl,,,
Et Xh o+\, {++.T-,PJ I14.,J.4kt+n#?y4\,
t&.,-,TEjg& 1 :-fl]tx;6 *p-x-tt +iff *'"
R+ T v\-tl-,ul'T{. f,-fk-/'^ , T f-I'Efr-, B.*+P]*E
^
. jt , d.tl--frJ T x4N-,+ "
I'E-.^b l"] T 4J

^
ErXh 4t.tl+4+4,R K+, +{\{Lru.*,s 4t.-T z
" 4R&
.. 44j'!J+ A fr ?,, tfr , 4?V*ifr tx,qz
R+ aI'n}o "yVLz^.E-, yV'Tfr#" , ryir-, "@

-88-
1piil
New words

L. /.R v Xinshing to appreciate; to enjoy fftH.Af*F&,

Ift H, ffi Hffi E'{, f^H' fi r, rftH,

+m
2. t A mili beautiful *EE!t]J,tFJm!t,
* EE ',E E '* l'Jl! ' iE

3. A^ffi.++ IE mng b to have a well-deserved reputation

^

] x chun HEaZi,
4. }&. A didoo pure; typical;genuine ffi{s$} 'ii,
{+4p1&i , }& j!ll.i, } B t.*Eit

5. f l] zhrngjin middle; centre E+ ls] , &* lp] ,

Etr+lq ,# + lE] , fit + lE]

6. *-)* N bnf way; means; measure; method Ail'l*,

YA *'E, ffi 4t A brt, tg
-+,' Y*
7. rkfr^ N 'ynsT privacy; personal secret t^'l[,f,
T ffifr|J^!['fd

s.,El* N zhfong house; lodgings; housing AIPAEE",

ff'Ra *Jl.itEl'*]ffi
9.4+ A#1 ' Pr shnmede "t'"*t"r" fi '+R.A
(coll.) and so orr;

4t A w,#rlpa.H'IFH I^t tt A fr\

10. jl" ' N bibo knapsack; backpack ffi'@',*+

.9
+? v bi to carry 6E

@, N bo bag; sack; satchel S&

tt. t, v gunxTn to be concerned with Je,''{fi,*,'|J

*.,'B{+sJL, *,'Jl|rF , trrs jt''

t2. i)'h v rnwi
^,
to think, to consider +ki^hl?rr+

-s9-
 B. L+T yuho friendly #rsts-W,EIB^,yutl,
lt1lpa*r
14. +t+ A hoq curious ,F, )LWa, x'jrl. tr Jxl.'Atr

s.ltk- A qrngcnu clear ih1+p...t..,tr+4[.t* '

i j.

##.re,Eift+r.

16. VVLA,E-, IE bi shng bz, better than some, though not as good as

}bT fr# or xro youyu others [air to middling

11. ry gu enough, sufficientlto be adequate W

ffi , 6?V-a, W ll, E&t, W'ft, T @* ltrl

* spend TWiE.lt
18' 'tz hu to f*,. rt,E{l'sJ

tliiI :"r'"""v irl s

iffl
ir l r'::itr I I

ffi
i I

;& "'it
{r 1;fu

t.riE-lf N gngchngshT enSrneer

2 ,|ft t{ WOIZI loreign capital

:. tlt ll N bmn branch; department; section

>"
4.-x-,? v/N lrngzneng to compete/competition

s. Wl], A 1Tli intensd; sharp

6.+ N gongJu tool

t.4!b N lrngyon expenence

8.Tn \rt
- f{ xuli record of formal schooling;

educational background

9. )'J }*. v toti to eliminate through selection or

competition

10. Lr+ v zhTch to supporl

11. -d N qroniu future

'r1 a
LZ-. --L U\
rr,'
Wing XTng
'Wang
Xing (a person's name)
-90-
 L ffiEAffiN{?
"How should I address you?"
This is a courteous way of asking someone's name. In response' one may tay "#iit
" , [4 "'"'

3,ffin{{lzJrqrE.
"Just call me Xiao Ma."
Either "/." o, 'tZ" can be placed before a single-character surname to make a less

l,lnnal form of address. For exampie,

*z!K" and " 4'" "!ftfr,fr"
are less forn-ral than

,,,1. "Tzj.ill". This is a general way of addressing friends or acquaintances. "'j.+{t" is

normally used when addressing younger people, whereas "

Z+l*" is used when addressing
;hose who are middle-aged and oider. When Ma Dawei says "'ffiffi[Ll+t'24' ", he is

.tsng " Z'' ironically. Note that " zJr '' or " Z" must not be used when addressing one 'S

iamily members, relatives or people of higher social status.

?, +kt trt\h, y WEF.+kf,f' E6 4 "

"It looks to me as if you and I are about the same age."
As an adjective, "t ?t" often functions as a predicate, meaning "not much different;

about the same". For example,

{++{sKF4''*n6 -^? "

{1+&'++t ^? "
As an adverb, ".T4" i" frequently placed before a verb or an adjective, meaning
"almost; nearly". For example,
,h 1] A M+ *"r-^ ? *rs* .
XF' ^? k- o

4'4" h F-^ ? -a
^,J'Et
'

9 {tE i*firy"
"I am still going to school."

-9r-
 Here,

J-,], *;kfr t|F ,r'{l'.Ei+ * rni* i ,Fo

qEE f *
"
,i' .t, n1* *} ,fa
-+ "

"That can't be considered high."

"H" ,tsuully means to "consider or deem". Sometimes the verb "8" can be added
Lo "H". For example,

+K4 .r l&.
rb'x]i/.tlx',,i L4k*T .

'' ' ' :''ji !':';:

'; 'i' i:;'it5 i!, ,,
" also depend on the company's and the individual's situations."
"That should Here,
means "to depend on". For example,
aA k*^*ie,fr"4 it Xn,|in.
t i^ ti"?ft *t *t, ft fr nr &4+ Ez t+
"
^

"Not bad."
The adverb : .
I ':1
: means "passably; fairly", implying that something is neither
very good, nor extremeiy bad. For example, ''i]^ U, , )|1W, ]Tf , i6)*,A.

' i1,j .:; ii' ll .E,T W+,>tk.z#i$lk 'lkEItA

"Ask me about my age, family members, salary, marital status, housing condition, and
so forth. "

is used after a phrase or a series of parallel phrases to mean "and so on;

there are more things to enumerate". It is often used in spoken Chinese. For exampleo

#'+tk't f H R.fxt
"i A +] . ts

E+]r:4'F *fr F'#j,,t+ tr."B ',E'l1i2 1

"
Note: The words and expressions taught in this lessgn: ffi, 'T and lF are also
frequently used in spoken Chinese.

-92-
 -., {r, J ,
"'rThis is) enough (money) to spend."

-.-j+\"' is a pattern used to indicate that there is enough of something to satisfy some

; *:rr(-,se. The verb is usually a monosyllabic one. For example,

+'+ n fi tfr$ ]+1 ,

*.,rrffi fiifr'.&tr:,a "

".3+" is used to show that something has met a required standard or has reached a

':::in extent. For example,

erkfr tl| K'r ,-aT u\#k-4+ &L"
/*L%.tr9 'Ii T , 4Rfr,l#*ffi-*fr+' "

KEY SENTENCES
1. /S
t
E Arb+?
:,. ,

:4k:#l9'{$&&'t *3 o,
:

2,. ,

3'' m? *a*6{ e-fl{}lT ::ll I : ,,, "

X, *wix#;
',: :

4., H &'& 6ikfr#-&t*;A#t "

5'' *.;{4,'n,l{si{ l};t*'B*" , ,

6. rfr'^+Jt" /

7. nl*-4+fr *l f" t.A al'tr )L

"
s. .,fi )1-'+#1,4+
&++ |

1, tETnffiB Master the following phrases

^" wq,fr ^ ? k]ilL^,Y"+rfr q --^ ?
ll.*'i,frt .^,^? *sTl r-^ ? *s*-r
# ,',e'n - + E#J -^, i|-,'r z0o0 ,k4\
: ^
ffiui.#J J6fr,^raa*TtL+-#J faEq4F#J
{a k'ft' t5a ]a-4* rLF ta- +fr+
-93-
 Fn a Fq ry, F4k# h vv'?xl&-,- f,t"49-.
(4) 4+fr xn+T^+t 4+fratl4&-ry 4+fr^? ?
4+fr J-4+,ri^,l* 4+fr q 4++t^+t 4+fr ^ rLK-
Xvt
^++

2. 6Je#& Pattern drills

( 1) { {J it^ E z ++z
lx] ?*/}
W+* { t i^fR{tAlL t-^ ? .

B-4't-ts \'*itlJ
-\t'4 A i'1+\ fi'it-,4J
4e,,AF Ei )R fr,A #J

(2) 4'ie'fr't h 1 A l]{ #{. ik-fr ? 1*#F,&e, *Fb#n

1' E^ 7 *rs',+'ft' "
,tlt,#J#nnts-+ *rs+
2t46 ?tr6ffi +
(3 ) &n E'lE *8 '!J? Wyx ny fr+
Fl , *"n'4fu-,tll44+)kil-.^g'*" sl(,# $E ft+ft
ek45 tt tt 6i .^,g

(4) 4-,ltk4t z t4Fl

|e'kTa Fq 2*#l
'
4'-t-4F }.-fr. "
u+ +'i*T
A *fr iLt- J- f?rf ( gn gchn g sh l, engineer )
tgtlF ,^ a
i-- ,:t-

\"^ +{ rk

(s) +\"ffi r rooo tk+\,&Tfi? )r& 20 flfr"?K ,a

+\"fr tg i,t' " jL
50 krft"
4# 6 +'J''il. fr
lL 10 ,fr

-94- ^)b
 3. *ffiaCbssroom activities
I ione student asks a question, and another student replies by listing a

number of things, ending with ".lf .t491". For example,

A: lk+k Lt A f ,*z
B: \"+1k L.}tv{. + . ,F_,s,t 4J
"
'firJ
^ object for ^
I ) One student mentions a familiar everyday use (such as a book,
a movie and some product), and other students comment on it, using the
following words or phrases that indicate degrees:
+TtL, F**?, Ji*,kt+
lFF+t, *E*t, 1+T, +++, trk+t
vV'+?x*T , {.* , {|-1- ' , -41 , 4^+, EJ 4 't", J(*
^1*,
,+*F^, l^ ^
^+T,

4. +fr#,A Convemation exercises

IDIOMATIC EXPRESSIONS IN CONVERSATION

t&F"2fib+ (How should I address you?)
4j (Not bad. )

4-)^+ (Not too bad.)

+f+ (Really great.)

4F Ka (Not too high/tall. )

......4+ (...and So on; and so forth.)

^IJ
4+fr""" (should depend on...)

tr.;i.i.X, Making someone's acquaintance]

A: i|J, l&ELrh+?
B: *'}L , o,J T "
A: *'+-ltk4+ Z t4Fl
-95-
 frI *n , r/; o,J
,J. T og
" *'ft-la z'*l+?#,l
"

[1l{ti Making a guess]

A t&tafr.^ #tov-,?
B x'}, *\-fr. t'+L2#
"
A /6
- E_ V#Ktl-4ilov-,?
B: 9 R 'rlz**z
"
A: ,nrlju ft -,P fr,^ *T +, 4&.4l1.}J1*&'l ilyfux& " *" *& E
H+ k, 4k-,J. Fl, -t n #Jftt |aJ ^? ,v'z

B: - + 8 ,i.,J. *l r trl , ,, i.fl-.* 16 4.,l. F} .

i{H'{E** Giving a vague response]

A : +k' 4t'4tl^ a *+#l k-x4k*T'v'?

B: j "
A: 4F/.-fi, #l tfr- re-+x-a4+4k,l*.
B: " tr+fr^^t J-4+,|t)x'.
A: ^-E-
finf,4ts4t1 +4i+++&.^, /\"

B y"*+-^r"
^+k?,
A *,fr + + 4B * A +fr 4k Xalr h,F
4t1
"
B
-lX'v'.

Lffi+I+ Explainingl
A: ,l. , 4+ nL4t.m -a xl
^F,rt
B: L+ 41E+\"*", .& a #'1y" ? flru, *4t'#"l*k4* + )L
"
A: it'ft*.,.fi, 1-V4&'.'M ffi- Tz} a #J,tt)X'"
B:
A: 2^9-si rlE'K" 4ts+'p-,q? &-',tjr *xtA a fr )' IL " ?t
^a
E*Y"44-/'*Fnr-Wr , q-b& ffiX+#Jfri*. ^
4e.,'+\"&Wy1
"
-96-
5. Ellflffi Describe the followirrg pictures

a /ik_fr

Qy/ /& ) yV ii+-)

(.) (i,i/ M/la/+ t)

[a.i(hu, to slide). &.,a,-L*'T*.*.j*l.d.*]

-97-
6. tffi#8 Communication practice
(1 ) Someone who has promised to come to a party has not arrived yet, and those who

are present start to make guesses about what might have happened to him/her.

(2) Lter the party, explain on behalf of the person who did not show up, why he/she

failed to come.

After you speak, write down what you have

%.Hl'+

x++ 35 y, E- er|ft # jL J-4+, fr--4'+I( n fi %s'g-

" 4&'+tk
a4+ ,4-,4l1fr - -#J1^t . *+, )+fr]4Y.44*4\x
-
4{-,El]

,++x-* ']')'a+ ^q-

7 -*tr7-^ArrL , *-)t-4+4k^4+. -L)+ NJ+&? r'J 'iiL

EAtr+9_' #r+\.

1--,&jLJ-*,4+t+',& tftI lJ-jk-fr " l-,^+4*i{*fll!t+ ,4'J tr

i.A :tiyf.'nl -4n -fu,Ltk ffr X.. "Bi')u,* . r'* -L+ , -L - 4'a 4.,

^
ffi E lg-l)t
" 4*-, a {' T IO fr }k4\4J + fr ,)lg L4+ E-t* . Ein .klJr+

Fl Et lH-l o .
)+ 4fr-24-E, h 4+ -**1* +'ra? d.e h 4-'ts lJ +fu*
^
*&if{,'.d' . 4e-,l k+ai.:' #\E k+ x +
*i+ ,)kfr *'t r 6 lg+ jIL . { fr-?fi#
#;&**
& BIgJt;} s.
jt*Bs st'tEilE, x fr--fr +, il,E^*i+ #J )'&-,*& +*e
? . ji.++vx.t,*'**. ^T^a,
&JE}'**tt'' *fi *5 *E' n*{eff 5
Effi*' trEEs. &lls6sp. tl{tfi,s
,mt.
i' tlifl+' Elffi&'. clt'*

,!* -,4+ et] m t ilF ?tb , 49nt'4|] E E

#fr*.
2. R{t&B^*fii*& 3' *ltitE
E*$*1 ***'* !l sJ * *E'sl# l *li
9tE & }^s* *T},\ $ f lt:t{i Pd t' l
sicsEit+tfi.ffifts **xB* ' 1J + rrL ls'tR , fr 4k ? *$ fr-*" t'v -al \{ ft\
s.s**l ss_s. 2oo3+'Fl3l EE?004$6 "
E?7E), sEHElElt'lEls. 7T.f$Btx
tic. i**. itli*fir*&t"
:t*::i'..ls] * # s * jti i tjl t is1* * " ){l
' t+*jLtri*t
- f E.px Y/To l}.t ,
-RtJ +.p
T!*. id&fre
4+k,y " ,r'Et4n/,};] *d J-4+#J+#
#
iBlEffIs*.
**eti, ol+tnzln
q /\, + )fi ilL* a ,*e't(t.'&t*n
#s
&J#:rE{i iolo}
#g'is&i lt#6EE&sEF " 7"4'
*EH*ss 1. tfifi (+trB) 2' *sE$ff
-98-
tn
la vu, &il'^fr n ars & +'v-ixfiv ?4b e-,"i^ ry I+] . *"Ks + E, 4Y,r*
^
'iifr4k't]Rt J-V " Ft v} *"*#-* +, )L#t i' o '' )+ #] tg-')*4+|j +
+ Lr+ ,]'fr 4.it'tr+ t ilTfr,+ + ufr {-* fr.

L. #ffiffiEl"!....*}" Strrrctural palticles 'ffi-, B-. *l"

" '! '' i. the inrlicator of
( 1) Used between the attributive modifier and the central rtord.
an attributive.

e "!''is used after a noun to indicate the ou.nership of the central rrord. For example,

t x&_
E+r4 +
If the attributive noun is used to indicate the attribute of the central word, " ! '' is

usually omitted. For example,

f n't
i+ +fn
+r*#r*-
'@ Wh"'' used after a personal pronoun' " !'' ge''"rally denotes that peTson's ownership

of the central word. For example,

1{fr1i-
XFt fr,)*
If the central word denotes a family member, a relative, or a place where one works'

then " !'' is often omitted. For example,

,'r!JrlJ

*"4n +r,e

O Vrhett a disyllabic adjective, an adjective phrase, or an adjective with reduplicated

words is used as the attributive modifier, " !" i* generally employed. For example,

++AIJ4k4y.

k*?tJ,],4k
4l"l#;iet E f
7- t &)+1 ffi+
-99-
 When the attributive modifier is a monosyllabic adjective, then " il " is usually

omitted. For example,

n nB-
*tii+
ji+ a
@ Whe'' the attributive modifier is a verb or a verbal phrase, " !'' iS usually used. For

example,

r'4+ht tt4'fr

*-*u.at *
+\+'\+,X a14L+h

E* gtt 4 F,it
@ WL"n a subject predicate phrase acts as the attributive modifier, then " !'' is
generally used. For example,

K+ x 1J &*A
1,b'.1ii,)L

\l'-rj f6L
@ " nl "is often employed when the attributive modifier is a prepositional phrase. For
example,

++ifi -a,
't
tri)V,1J *+i"1+
The word order in a multiple-modifier attributive,

Pr+ /#F+ Num-MP+ A+ N + Cenlra] rvortl

*
jr-i# 'J
#J *

* jr-I# il*
^ *T ?]-4
'-i+
flF ffit- #T )1-i+ #l*-
*"fr1 F 6] t' ,t )Li+ fiJ *
indicating demonstrative indicating indicating indicating central

the ownership pronoun the quantity the attribute the quality word

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(2) Used between an adverbial modifier and the predicate verb,"jfi,"indicates the presence

of an adverbial.

"J'' is usually used in descriptive adverbials with the disyllabic adjectives, adjective
phrases, and adjectives with reduplicated words. For example,

/&,}J,k {E

1Ft# h l,+ E

iLnLl't4F
However, with morrosyllabic adjectives as the adverbial, " J& " is generaily omitted.

For example,
!9]
')a'-X_

?iR+
b \>+

g+
3 ) IJsed between the predicate verb or adjective, and the complement of state or degreeo

"7#" is the indicator of a complement. For example,

I YIA +"1#"+ complement of state

a'&4P<+*

aE 1tx-l<T
,e a:&

-ax4+wu *g'K
J v +"+'' + complement of degree

,v4+4y

&/J'4+ ?
trk4+4k

7,. "fl+Etjl,# Sumnary of the "ff" sentence

_ S+ E + o+e +V +Elr|]l%/rl +o
4't1tv'X*.#]+*h ikE#t E "

KFte'*^!+ j,t "

Th )-lL4' x ht
6 tt * 'z+ l,J. o

{*grt# *u;1,,44i- "

I S+ tts +O*u+V+ Complement

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 rt'Mrte'#x#J #kn o (resultative complement)
'#'4
,J, g v* (directional complement)
^le'I*latn'fr "
+t'tv-tr i*'4+ + o )+ 1 (complement of state)

4'tv'4kF#l4fr T na" (action measure complement)

(3) S + ts + 0'r+ V + other" elements

tf.teqtr' "6 T . (verb plus the per{ective aspect word " '')
l& tv,i# a* fn al,lfr )X, + *" 4t1 + 16 ),1- ?& . ( reduplicated verb )

Notes: O the construction "v + E^l{tlllJ:,/#+ o" requires the use of the "ffl" sentence.
O tn order to emphasize the result of the action that is per{ormed by the verb
upon the object, one generaily uses the "{[," sentence, as shown in (2) and (3)

above.

@ Negative adverbs or optative verbs must be placed before "{p,". For example,
,'ik-# tz-r& 2#}*' * #J iL*h e-+}i}i .
,l. t$jg j{ s {+'i. * i.

3. BJi*1"ffi'ffi"*" The adverbs

*ffi" end *6'
"Btr " is used:

(1 ) to stress a fact; e.g.

s.''Y,t, K*iJ{
"
\,/ *d.1+.
(2) to stress that something happens early or quickly; e.g.

E,l-L,*. ,4t i.lL* T .

*\.+rtts*.
(3) to show that two actions happen in a sequence; e.g.

4,111 fr' 4+ fr ,*. Jt K, i'IL &T'R.^,a .. /L .

+X#JiF{*.^ Ji_,I ,:?.i+l4+rf .
(4) to show that one thing happens immediately after another; e.g.

\"T i*.**''iL,,
4' ltl,L il?"t-:h* * a &), "
(5) to indicate that something is going to happen soon. For example,
-r02-
 -.r,"*T .

:'f,"*iklF. "

"16" is used:

( 1) to include additional remarks; e.g.

4'+rk+ i* , +kF E|
"

XT-fr 14ft8,4?

t2) to show that an action is still continuing; e.g'

e,4+--,. ,t&'.6.E4&-ri.2 "

|t,BA+M'+ P i"4?
3) to mean "barely; scarcely"; e.g.

+'#] fu"efr{y){.
{ri.', r)-4 .
4) to mean "still; yet"; e.g.

h'vv'4e'tt{- "
*"* a 4i +, 4'vu' J;o5 t a .

5 ) to show that something is unexpected. For example,

r{#tr.ft-+ # '* e'rol
+i'{-ad.,& '"/a!

'lialY*(6) t ttfr Word formation methods(6): Reduplicated compound

,r rl'ClS
'

I tt meaning of the word is exactly the same as that of the character. For example,
"
Lq#J, , ++, fi rt, }ilLL, \+r+', E fl.
I ttre meaning of the word is roughly the same as that of the single character. For
/-
example. Fl'l F1'1, fr. 4;4t.

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