6.3: Set 2, with notes
- Page ID
- 89646
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)| 學 | 生 | 老 | 師 | 點 | 兒 |
| 3+13 | 5+0 | 6+0 | 3+7 | 12+5 | 2+6 |
| 学 | 师 | 点 | 儿 | ||
| 3+5 | 3+3 | 4+5 | 2+0 | ||
|
xué study; school |
shēng pupil |
lǎo old |
shī teacher |
diǎn point; bit |
ér > r diminutive |
| 怎 | 麽 | 樣 | 對 | 難 | 中 | 文 |
| 4+5 | 3+11 | 4+11 | 3+11 | 8+11 | 1+3 | 4+0 |
| 么 | 样 | 对 | 难 | |||
| 1+2 | 4+6 | 3+2 | 8+2 | |||
|
zěn how |
me interrogative |
yàng kind; type |
duì correct; right |
nán difficult |
zhōng middle; ‘China’ |
wén script; lg |
Notes:
a) A nonsense account of 學 goes: ‘a child looking at a blackboard on a stand; the backboard has two x’s, each registered on both sides’. For 生 ‘be born; pupil’: ‘three horizontals represent the three stages of life – youth, maturity, old age, with the first marked (with a piě stroke) as the time of education’.
b) 老 (‘old’) is itself a radical (as indicated by the numerical designation, 6+0), though one occurring in very few characters. Distinguish 老 from the left-hand side of 都. For the graph, think: ‘elderly person taking a rest under an awning’. 師 /师, with 巾 ‘cloth’ (3 strokes) designated the radical: ‘teacher wearing a mortarboard, standing before a podium covered by a cloth.’ (The right-hand element of 師/师 – the podium – has a clear top, unlike the graph 市 shì ‘market; city’, which has an extra dot.)
c) In 點, 占 is phonetic (cf. 店 diàn ‘shop’) and the radical is 黑 hēi ‘black’ (with the 4 dots, a combining form of the fire-radical); hence ‘specks [of soot]’ and ‘a little bit’. 兒, originally a picture of a child with a large head, appears in compounds such as 兒子 érzi ‘son’ and 女兒 nǚ’ér ‘daughter’ and has a root meaning of ‘child’. 兒 is one source of the noun suffix -r (seen in words such as yìdiǎnr).
d) 怎 and 昨 are members of a phonetic set based on the element 乍 zhà. 麽 is simplified by letting a part of the original stand for the whole: 麽 > 么. In the traditional form, the lower right element has two slightly different variants: 麼 and 麽. A nonsense account: ‘a shed (广), 2 trees (林), and a nose (么) sniffing them to find out WHAT they are’. 樣 yàng consists of 木 as radical (mùzìpáng), 羊 yáng (a phonetic element), and 永 yǒng. 樣 may originally have referred to a wooden mold or pattern, from which the meaning of ‘type; kind’ derived.
e) In both 對 > 对 and 難 > 难, the complicated left hand elements are replaced with the simple 又 (yòu). In 難 , 隹(zhuī) is assigned as radical; in 誰, 言 is radical, 隹 is phonetic (cf. zhuī / shuí ~ sheí). The left-hand side of 難 shows 夫 inserted through a flattened 口.
f) 文 wén originally meant decoration (and was probably a drawing of a design); later it came to mean written language, and is now often used for language in general. The earlier meaning of ‘decoration’ is now represented by 紋 wén (with the silk radical added).
Compounds
| 学生 | 老师 | 一点儿 | 一点点 | 有一点难 | 不对 |
| xuéshēng | lăoshī | yìdiănr | yìdiăndiăn | yǒu yìdiăn nán | bú duì |
| 中文 | 不太难 | 是学生吗? | 怎么样 | 三个 | 日文 |
| Zhōngwén | bú tài nán | Shi xuéshēng ma? | zĕnmeyàng | sān ge | Rìwén |
| 三个男的 | 没有女的 | 难不难 | 对不对 | 陈老师 | 男的 |
| sān ge nánde | méiyou nǚde | nán bù nán | duì bu duì | Chén lăoshī | nánde |
Set 1 in Fántǐzì
| 第一个是誰? | 姓陳 | 都是這樣 | 小張，你好? | 都是 |
| Dì-yī ge shi shéi? | xìng Chén | dōu shi zhèiyàng | Xiăo Zhāng, nĭ hăo? | dōu shì |
| 是第二个嗎? | 不是。 | 是誰的? | 我的。 | 小李很累。 |
| Shi dì-èr ge ma? | Bú shì. | Shi shéi de? | Wŏ de. | Xiăo Lĭ hĕn lèi. |
Exercise 2
| 第一： 她姓毛，是女学生；今天有一点儿累。 |
| 第二： 他姓陈，是男学生；他有一点儿忙。 |
| 第三： 他姓张，是大学的老师；今天是第一天，他很忙。 |
| 第四： 她姓白，是小学 的老师；昨天很累，可是今天好了。 |
|
第五： 她姓林，是中学 的老师；今天没有课。 |
| 第六： 他姓周，是男学生；是张老师的学生。 |
| 第七： 他姓马，是男学生；今天有点儿饿，还没吃饭呢。 |
| 第八： 她姓王，女的；是老师，昨天是她的生日。 |
| 第九： 他姓林，男的；中文老师，还没上班。 |
| 第十： 她姓李，女的，学中文；中文不太难。 |
Questions
| 1. 姓马的是男的，对吗？ |
| 2. 姓毛的是不是学生？ |
| 3. 姓周的没有老师，对不对？ |
| 4. 姓张的是小学的老师，对吗？ |
| 5. 姓白的今天很累，对吗？ |
| 6. 姓林的已经上班了，对吗？ |
| 7. 姓马的今天怎么样？ |
| 8. 今天是王老师的生日，对吗？ |
| 9. 姓张的今天怎么样？ |
| 10. 谁是学生，谁是老师？ |
| 11. 姓林的是男的还是女的？ |
| 12. 老师是不是都是男的？ |
生字 shēngzì ‘vocabulary (raw-characters)’
| 姓马的 | xìng Mǎ de [rén] ‘the one named Ma’； 姓林的, etc. |
| 小学 | xiǎoxué ‘elementary school’ |
| 中学 | zhōngxué ‘high school’ |
| 大学 | dàxué ‘university’ |
| 生日 | shēngrì ‘birthday’ |
| 还是 | háishi ‘or’ [with choice questions] |