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Chinese Link Lesson 15 Homework

About This Product


CHINESE LINK: Zhongwen Tiandi Level 2 provides a practical, learner-centered, and enjoyable language and culture learning experience for intermediate level Chinese learners, as well as an efficient and comprehensive teaching resource for instructors. 


The intermediate level in the Chinese Link: program, this series systematically emphasizes and integrates the “5Cs” principles of the National Standards for Foreign Language Education–Communication, Cultures, Comparisons, Connections, and Communities–throughout the program.  While learners of Chinese at the intermediate level need to continue to build their mastery of commonly used vocabulary and grammatical structures, they also need to begin to train for advanced level language usage: Chinese Link Level 2 supports these two needs. 


Chinese Link Level 2 continues to systematically build learners’ abilities in the four skills of listening, speaking, reading, and writing so that they can reach the intermediate level of competence. The content and exercises in the intermediate level program build upon what has been studied in the introductory level program, gradually adding more sophisticated vocabulary and grammatical structures. Frequent consolidation and review exercises are included.  Chinese Link Level 2 also helps learners get ready for advanced Chinese study by introducing formal and written expressions and increasing students’ “media literacy.” This is accomplished by providing exposure to common Chinese idioms and the stories behind them, and by including texts written in the style of newspaper, magazines, and Internet news articles.


Chinese Link Level 2 / Part 1 is comprised of 10 lessons, presenting traditional and simplified character versions side-by-side, allowing students to focus on one or the other, or to see the variations between the characters.  Chinese Link Level 2 Parts 1 and 2 are designed to be completed in an academic year of college-level study.  


  • The 5Cs (National Standards) are addressed consistently throughout the content, exercises, and homework in the intermediate level program.

  • Clearly and systematically linked to the introductory level program. This helps Chinese learners recycle and review what they have learned, as well as continue to develop their skills in listening, speaking, reading, and writing for daily communication.

  • Topics are selected to be interesting and practical from the students’ point of view. Topics in the intermediate level program are expanded to more abstract and more societal phenomena to help learners better understand current Chinese society and be able to discuss, compare, and analyze cultural differences. Learners will also be exposed to various communicative situations that require them to develop and use skills such as basic summary, description, discussion, debate, and report.

  • While equal emphasis is still given to both vocabulary and grammatical structures, students are guided to write longer and more cohesive essays in Chinese.

  • Students learn to build from words and phrases, to sentences and cohesive passages, and then to application in communicative tasks.

  • The grammar points and core vocabulary are presented naturally in the main texts. The main texts, in turn, provide model situations in which the grammar and vocabulary for each lesson are integrated into realistic communicative situations.

  • Care has been taken to indicate regional differences in Chinese societies in expressions, pronunciation, and culture notes, pronunciation, and culture notes.

New To This Edition


  • NEW full-color design makes the text more appealing to today’s learners by providing them with realistic images of China today and provides a clear delineation between various items within the chapter.

  • UPDATED chapter opening photos show students more contemporary photos of China that also highlight the theme of the chapter.

  • NEW highlighted Key grammar points in the Sentence Pattern section now show the grammar in context and make it more explicit for students.

  • Core Vocabulary List now highlights Traditional and Simplified Characters that are not written the same to make it easier for students who are likely to encounter both character forms to recognize which form is being used.



  • NEW “Connections and Communities Preview” section has been added to the Chapter Opener to help learners make connections to their daily life and build links among their communities. Questions focus on the lesson and Culture Link themes.

  •  "Language Notes" are now in the margin next to the "Language in Use" dialogues, rather than in a separate section, to make them easier for students to reference while reading the dialogue.

  • Lessons have been revisited throughout to provide greater balance, add more review and recycling of materials, enhance consistency, and emphasize student outcomes.

  • NEW more engaging and communicative activities for learners have been added to the end of each chapter, and several of the culture notes have been updated. 



  • Grammar explanations are now simplified and more clearly written to facilitate student learning.
  • NEW “Try It!” section has been added to provide guided communicative practice immediately following and reinforcing grammar points.

  • NEW questions have been added to the "Supplementary Practice" sections to aid students' reading comprehension of the supplementary texts.

  • NEW Grammar Summary section at the back of the book for easy reference.



  • Activities have been updated and additional communicative activities have been added to the end of each chapter to support the aim of the text to help develop students' communicative competence.



  • Culture Notes have been updated with new information and some new topics to ensure they will be of interest to today's students.  The Culture Notes are also more thematically linked to the content of the lesson.

  • NEW “Do You Know…” feature has been added before the Culture Notes reading to provide a set of introductory questions that will engage student motivation, attention, and interest before starting the reading.

  • UPDATED comparison questions follow the "Culture Notes" reading.  These updated questions help learners to compare and discuss their culture to Chinese culture. Questions also encourage discussion on issues related to the reading and lesson’s theme.

  • UPDATED photos accompanying each reading present scenes related to the reading and captions that encourage student reflection upon the information learned in the reading.

  • NEW Fun with Chinese activity questions have been added to highlight familiar words in the idiom/slang and allow students to connect real-life situations with the sayings.

  • UPDATED Let’s Go! information and activities now relate more strongly relate to the lesson’s theme.



  • NEW situational dialogues have been created for each lesson that incorporate the themes, expressions, and pragmatic settings of the lesson. Dialogues also contain some vocabulary and expressions that the students have not yet studied. 

  • Students are exposed to more challenging and authentic materials in the listening exercises.  These situational dialogues can challenge students from the very beginning and help them develop the skill of picking out useful information even if they don’t fully understand everything they hear. This helps develop an important survival skill for students who will encounter real-life settings in Chinese societies through study abroad, travel, or interaction with Chinese communities in their own countries.

  • NEW "Progress Checklist" has been added to the end of each chapter in the Workbook so that students can monitor their progress and their accomplishment of lesson goals and language competencies in each lesson.

  • The character exercises previously found in the workbook have been put into a separate volume for more efficiency and convenience.



  • This NEW volume has been separated from the Workbook to make it more convenient and efficient for students to work with characters.

  • The Character Book provides the Chinese characters for the core vocabulary in every lesson to help student practice writing chinese characters.

  • Blank boxes are also included for students to practice writing the character.

  • As a handy reference, three types of indices are provided in the Character Book: (1) By number of strokes; (2) By Lesson number; (3) Alphabetic by Pinyin.



  • Available for fall 2011 courses. 

  • The most recent addition to our suite of MyLanguageLabs products, MyChineseLab is a nationally hosted online learning system was created specifically for students in college-level language courses. It brings together – in one convenient, easily navigable site – a wide array of language-learning tools and resources, including an interactive version of the Workbook and all materials from the audio and video programs. Readiness checks and grammar tutorials presented in English individualize instruction to meet the needs of each student. Instructors can use the system to make assignments, set grading parameters, listen to student-created audio recordings, and provide feedback on student work. Instructor access is provided at no charge to adopting institutions.



Table of Contents

Lesson 1 Moving to a New Place

Lesson 2 Experiencing Culture And the Arts


Review Lesson 1 to Lesson 2


Lesson 3 Asking for Directions

Lesson 4Hospitality


Review Lesson 3 to Lesson 4


Lesson 5 My Trip to China

Lesson 6 Opening a Bank Account


Review Lesson 5 to Lesson 6


Lesson 7 Traveling and Visas

Lesson 8 Chinese Cinema



Review Lesson 7 to Lesson 8


Lesson 9 Fitness and Health

Lesson 10 A Vacation in China


ReviewLesson 9 to Lesson 10


Traditional/Simplified Character Table

English Translation of Language in Use

Pinyin Index

English Index

Characters in The Character Book

About the Author(s)

Sue-mei Wu, Ph.D., Associate Teaching Professor of Chinese Studies in the Modern Languages Department at Carnegie Mellon University. She is the project leader and primary author for the Chinese Link textbook project (Beginning and Intermediate levels). She received her Ph.D. in linguistics, with a minor in language pedagogy, from the Ohio State University. She has taught at Ohio State University, Harvard University and Carnegie Mellon University. She has devoted her linguistic, pedagogy and technology expertise to creating and developing various innovative new Chinese courses, textbooks, online courses and web pages. She has designed, developed and coordinated all levels of Chinese languages and culture courses and received several awards to support developing online language, culture and folk performance modules. She is the chair of the Chinese LearnLab of the Pittsburgh Science of Learning Center (PSLC, funded by NSF,, and the PI of various online Chinese language and culture projects. She is the project leader and coordinator of the Chinese Online project funded by NSF. She is the co-author of Classical Chinese Primer (Hong Kong: The Chinese University Press) and the co-author of a new textbook for heritage learners.


Yueming Yu, PhD., Teaching Professor and Coordinator of the Chinese Studies Program of the Department of Modern Languages at Carnegie Mellon University and co-author of the Chinese Link textbook project. She came to CMU in 1992 to start the Chinese Program at the Department of Modern Languages and has been the Coordinator of the program ever since. She has more than 40 years of experience in teaching a foreign language. She has taught various levels of Chinese courses and in recent years has focused on the content courses at the advanced level of Chinese. Before she came to the US, she was an Associate Professor of English as well as the coordinator of the International Journalism Program at the Shanghai International Studies University. She was also one of the founding members of the English newspaper (Students Weekly) in Shanghai and a pioneer for the English News Program of Radio Shanghai. She has translated several books from English to Chinese, and compiled English-Chinese dictionaries. Her doctoral dissertation was a research on the criteria used in the selection of textbooks for teaching Chinese in the United States. Her current research focuses on pedagogical issues in Chinese language education with an emphasis on the relationship between teaching language and teaching culture, including a special focus on the teaching of heritage students. She is also the project leader of another textbook of Chinese for heritage students and published a series of Chinese textbooks for online use by high school students.



Chinese Link is by far the best structured and sequenced textbook I have ever seen with a scope covering all necessary structural and communicative elements for elementary Chinese.


I am a strong supporter for this practice to combine pinyin with characters in first year textbook since it will give learners immediate hints about the pronunciation of characters which are totally foreign to English speaking Chinese learners.


The video for ‘Language in Use’ is great!  The video presentations impressed me greatly in that with its authentic settings and naturally occurring communicative activities, they will not only help learners outside class but also in class.


Wenze Hu Ph.D., Assistant Professor, US Naval Academy



Given students’ beginning level of proficiency in Chinese, the accompanied Pinyin would be a welcome service to the students who can then focus better on the sentence structures involved.

This is a great textbook with an integrated approach for developing students’ overall linguistic and communicative competence.


The “Culture Link” sections are what make this book different from other traditional textbooks.

I find the audio resources on this Companion Website wonderful and they should be taken advantage of by all who use the textbook.


I love the video presentation of this textbook. I think it tremendously enhances the dialogues and the texts because of quality of the pronunciations of the cast who acted out these texts.


Jean WuPh.D., Director Chinese Language Program, University of Oregon



The grammar activities are well-guided and involve more interaction [than Integrated Chinese].

Chao-mei Shen Ph.D., Senior Lecturer of Chinese, Rice University

Backcover Copy

Chinese Link Intermediate Level 2



Student Resources

Student Text

Student Activities Manual

Character Book

Text and Student Activities Manual Audio CDs

Companion Website




Many student resources are available

for purchase at

Instructor Resources

Instructor’s Resource Manual

Testing Program

Testing Program Audio CDs






Many instructor resources are available for download at




Save Time, Improve Results!  Over 200,000 students use the award-winning MyLanguageLabs online learning and assessment system to succeed in their basic language courses.  If your instructor has required use of MyChineseLab, you will have online access to an eText, an interactive Student Activities Manual, audio materials, and many more resources to help you succeed.  For more information or to purchase access, visit


AssignmentsPractical Chinese Reader - 實用漢語
PCR Lesson 15 Assignments
1. Vocabulary & Grammar Survey:
(5 pts) due: Monday, Dec 1st
  1. Translate the following sentences into Chinese and record:
    There are 98 students in our Chinese Department.
    There are 6 teachers.
    Professor Wang teaches us spoken language, grammar and Chinese characters.
    I often study and read books in the library.
    There are Chinese books, magazines, newspapers and Chinese dictionaries in the library.
  2. Translate the following questions into Chinese and add these to your recording:
    How many students are there in your Chinese Department?
    How many teachers are there?
    Who teaches you spoken language, grammar and Chinese characters?
    Where do you study Chinese?
    What is (available) in the library?
(0 pts) due: Monday, Dec 1st
Please login to enable the recording feature.
Use the calligraphy practice sheet to practice writing the characters introduced in this lesson. Take your time. Write carefully. Use the blank columns on the second page to practice characters you have difficulty writing.
As an alternative you may write one complete Chinese sentence in pinyin or characters for each character introduced in lesson 15.
(20 pts) due: Monday, Nov 24th
  1. Complete the homework handout lesson 15-1. (answers)
    (20 pts) due: Monday, Dec 1st
  2. Complete the homework handout lesson 15-2. (answers)
    (20 pts) due: Wednesday, Dec 3rd
  3. Complete the homework handout lesson 15-3. (The composition should have at least 10 sentences.) (answers)
    (20 pts) due: Monday, Dec 8th
  4. Write sentences for each of the nouns in the measure word classroom activity. Get up to 20 extra-credit homework points.
    (0 pts) due: Wednesday, Dec 3rd
  1. 你家有幾個人? - Ask at least five of your fellow students how many brothers and sisters they have. Answer using the correct measure word.
    For example:
    Q: 你有幾個哥哥弟弟姐姐妹妹? OR 你有幾個兄弟(xiōngdì)姐妹?
    A: 我有一個哥哥三個妹妹,沒有姐姐弟弟。
  2. Interview Questions - Get together in a small group and prepare at least ten good questions you could ask for your interview.
  3. 個 or 本 - Measure Words: Choose the most appropriate measure word for a given list of nouns.
  4. Translate to Pinyin and English - Complete the table provided by your instructor. Fill-in the blank columns with the appropriate pinyin and English translations. After completing the table check your answers with two of your classmates.
  5. Using 有 for there is/there are - With a small group of your classmates assemble the places and objects provided by your teacher to make comprehensible sentences.
  6. Asking About School - In small groups of two or three write down at least four questions you can ask someone about their school and/or department. Use the dialogue from lesson 15 as a guide.
  7. Sentence Scramble - In a small group organized the character cards into sentences and then into a comprehensive narrative.
  8. Interview Practice - Practice interview skills by creating appropriate follow-up questions.
  9. Adding/Subtracting Numbers - Read addition and subtraction problems in Chinese.
  10. Review 我是誰? - Use your Chinese communication skills to discover which students match the descriptions given in the 我是誰 handout.
  11. Memrise Practice - Use the activities at the site to review the vocabulary covered in Chinese 101.
  12. Vocabulary Challenge - See who can answer the most questions in 3 minutes using the Chinese Hideout Vocabulary Challenge at
  1. The Final Calligraphy Practice is 10 pages and worth up to 50 homework points. Hopefully it will not only be helpful for those who missed a few homework assignments, but will also benefit anyone who can use some extra practice with characters before the final exam.
  2. You can download an additional worksheet for lesson 15 as practice if you like (up to 10 pts extra credit). (answers)
  3. There is also a six page practice worksheet for lesson 15 (up to 30 pts extra credit). (answers)
  4. Get extra-credit for reciting the Li Bai poem from memory (20 homework points, one hour Language Lab, or 10 quiz points).