Level 3 - Lesson 11
Classmates choose a workable method, handle a small urgent problem, and report what happened after class work. The lesson focuses on explaining why a choice fits and deciding when to ask again.

Contains 4 words
method; way
convenient
suitable; appropriate
according to; based on
Contains 4 words
what should be done
Contains 2 words
to end; finish
Contains 5 words
to decide; decision
教室里坐着老师,现在问方便吗?
Jiàoshì lǐ zuò zhe lǎoshī, xiànzài wèn fāngbiàn ma?
A teacher is sitting in the classroom. Is it convenient to ask now?
方便,也很合适,老师现在有时间。
Fāngbiàn, yě hěn héshì, lǎoshī xiànzài yǒu shíjiān.
It is convenient and also suitable; the teacher has time now.
根据时间决定,现在问老师。
Gēnjù shíjiān juédìng, xiànzài wèn lǎoshī.
Decide based on the time; ask the teacher now.
手还脏着,怎么办?
Shǒu hái zāng zhe, zěnme bàn?
My hands are still dirty. What should I do?
Situation: Two classmates compare ways to solve one question, notice an available teacher, check the class-time constraint, and act.
白家月
Bai Jiayue
这个问题还没解决。问老师还是看书,哪个方法好?
We still haven't solved this question. Which method is better, asking the teacher or reading the book?
Existential sentences with 着
Use location + verb + 着 (zhe) + person or thing to present an entity that exists or remains in that place.
Location first, new entity last
Present who or what is present in a place and the posture or arrangement that continues there.
how; what kind of
dirty
to be anxious; to worry
to solve; resolve
to plan; plan
about; approximately; probably
to get; obtain
to score; score
那年,我的歌一出来——大家知道我的名字。
That year, when my song came out—everyone knew my name.
“以前的歌最好。”从那以后,你说了又说。
“The old song was the best.” From then on, you said it again and again.
你说想我?新歌不要,只要以前的歌。
You say you miss me? You do not want a new song, only the old one.
你前面站着现在的我——你还问:“以前的我呢?”
Standing in front of you is the current me—and still you ask, “What about the old me?”
你要以前,我要以后,
You want the past; I want what comes after,
以前的歌结束了,你还不让我走。
The old song ended, and still you will not let me leave.
你说“以前最好”——我听见“别走”,
You say, “The past was best”—I hear, “Do not leave.”
你爱以前的歌,还是要我一直不变?
Do you love the old song, or do you want me to remain unchanged?
每次新歌一来,你问:“以前的歌呢?”
Every time a new song arrives, you ask, “What about the old song?”
不像以前,怎么办?你着急。
It is not like before—what now? You get anxious.
再来一次,对你很方便;
One more time is very convenient for you;
这个方法对你很方便——对我,合适吗?
This method is very convenient for you—but is it suitable for me?
根据以前的歌,我的得分是九十九:
Based on the old song, my score is ninety-nine:
少的一分——叫“现在”。
The missing point—is called “the present.”
想得到你的高分,就不能做今天的我?
To get your high score, can I not be who I am today?
你喜欢的是我,还是不变的我?
Is it me you like, or the me who does not change?
“最好”两个字,你说得太多——都变脏了;
The two characters “the best”: you have said them too much—they have grown dirty;
每个“真好”后面,站着两个字:“再来”。
Behind every “really good” stand two characters: “again.”
你说这是喜欢,我听见“不让我变”;
You call this liking me; I hear, “Do not let me change.”
你想要的不是我,是那一年。
What you want is not me; it is that year.
你要以前,我要以后,
You want the past; I want what comes after,
以前的歌结束了,你还不让我走。
The old song ended, and still you will not let me leave.
你说“以前最好”——我听见“别走”,
You say, “The past was best”—I hear, “Do not leave.”
你爱以前的歌,还是要我一直不变?
Do you love the old song, or do you want me to remain unchanged?
每次新歌一来,你问:“以前的歌呢?”
Every time a new song arrives, you ask, “What about the old song?”
不像以前的歌,还是要我一直不变?
It is not like the old song—and still you want me to remain unchanged?
不只是你——我也说过“再来”。
It is not only you—I have said “again” too.
你要以前?我说好;要多少?我都给。
You want the past? I say yes. How much? I will give it all.
你一说“最好”,我就回到老方法;
As soon as you say “the best,” I return to the old method;
你得到想听的,我得到你的“好”。
You get what you want to hear; I get your “good.”
自己的打算?不要。你的喜欢?我要。
My own plans? I do not want them. Your liking? I want it.
不合适?我知道。决定还是我做的。
Not suitable? I know. I still made the decision.
大概不是怕没有人听,
It probably is not that I am afraid no one will listen;
是怕听完,没有人说“好”。
I am afraid that after listening, no one will say “good.”
新歌要怎样才好?我问你,不问自己;
What does the new song need to be like to be good? I ask you, not myself;
你一问“以前呢?”我马上再唱以前的歌。
As soon as you ask, “What about before?” I immediately sing the old song again.
你的问题解决了,我的问题才开始:
Your problem is solved; mine is only beginning:
我一直唱昨天,今天谁来唱?
I keep singing yesterday—who will sing today?
一半是你,一半是我。
Half is you; half is me.
你要以前的歌,我要你的“好”。
You want the old song; I want your “good.”
现在我决定——以前的歌还在,
Now I decide—the old song is still there,
但是我的以后,我自己唱。
But what comes after for me, I will sing myself.
你要以前,我要以后,
You want the past; I want what comes after,
以前的歌还在,我也往前走。
The old song is still there; I am moving forward too.
你说“以前最好”——我听过太久,
You say, “The past was best”—I have heard it for too long.
这次不是“再来”,是新歌。
This time it is not “again”; it is a new song.
新歌要怎样才好?这次我决定。
What does the new song need to be like to be good? This time, I decide.
现在的我——就在你前面。
The current me—is right in front of you.
你再问以前?
You ask about the past again?
不只唱以后。
I do not sing only what comes after.
别着急。
Bié zháojí.
Do not worry.
怎样洗比较好?
Zěnyàng xǐ bǐjiào hǎo?
What is the better way to wash them?
最后一个问题也解决了。
Zuìhòu yí ge wèntí yě jiějué le.
The last problem was solved too.
工作这么快结束了吗?
Gōngzuò zhème kuài jiéshù le ma?
Did the work end this quickly?
你打算怎么办?
Nǐ dǎsuàn zěnme bàn?
What do you plan to do?
我决定再问老师几点上课。
Wǒ juédìng zài wèn lǎoshī jǐ diǎn shàngkè.
I decided to ask the teacher again what time class starts.
大概十点问。
Dàgài shí diǎn wèn.
Ask at about ten o'clock.
我得到高分了。
Wǒ dédào gāofēn le.
I got a high score.
得分不错,老师说很好。
Défēn búcuò, lǎoshī shuō hěn hǎo.
The score is pretty good; the teacher said it was very good.
王一雪
Wang Yixue
教室里坐着一位老师,他说现在有时间,问他很方便。
A teacher is sitting in the classroom. He said he has time now, so it is convenient to ask him.
白家月
Bai Jiayue
但是马上要上课了,现在问合适吗?
But class is about to start. Is it appropriate to ask now?
王一雪
Wang Yixue
还有十分钟,来得及。我们现在去问。
There are still ten minutes, so there is enough time. Let's ask him now.
Situation: Before class, one student has dirty hands but no water nearby; a classmate gives a practical route to a place to wash them.
刘明
Liu Ming
手还脏着,这里没有水,怎么办?
My hands are still dirty, and there is no water here. What should I do?
刘小雪
Liu Xiaoxue
别着急,一楼有水,可以洗手。
Don't worry. There is water on the first floor, so you can wash your hands.
刘明
Liu Ming
怎样找到水?
How do I find the water?
刘小雪
Liu Xiaoxue
下楼以后往左走。我们现在去。
Go left after going downstairs. Let's go now.
Situation: A student who failed to finish the previous test reports whether the same timing problem improved and compares the two scores.
白家月
Bai Jiayue
上次考试你写得太慢,最后没写完。这次呢?
You wrote too slowly on the last test and didn't finish. How about this time?
安妮
Annie
这次考试结束前,我都写完了。
This time I finished everything before the test ended.
白家月
Bai Jiayue
那这个问题解决了吗?得分出来了吗?
So is that problem solved? Is the score out?
安妮
Annie
解决了。这次得了九十分,比上次多了十分。
Yes. I scored ninety this time, ten points more than last time.
Situation: Two classmates failed to find the teacher and still need the class time; they use the teacher's stated availability and the afternoon deadline to choose a safe follow-up time.
王一雪
Wang Yixue
刚才没找到老师,还不知道几点上课。你打算怎么办?
We couldn't find the teacher just now, and we still don't know when class starts. What do you plan to do?
刘小雪
Liu Xiaoxue
我决定大概十点再问他。
I've decided to ask him again at about ten.
王一雪
Wang Yixue
为什么十点问?
Why ask at ten?
刘小雪
Liu Xiaoxue
根据老师说的,十点他有空。课下午才开始,不用着急。
Based on what the teacher said, he is free at ten. Class doesn't start until the afternoon, so there is no need to worry.
Do not move the entity to the beginning if your purpose is to present what exists at the location.
教室里 (jiàoshì lǐ) establishes the location; 坐着 (zuò zhe) gives the maintained posture; 老师 (lǎoshī) is the entity presented there.
教室里坐着老师。
A teacher is sitting in the classroom.
门口 (ménkǒu) gives a different location, 站着 (zhàn zhe) gives the maintained posture, and 一个人 (yí ge rén) is the entity newly presented there.
门口站着一个人。
A person is standing at the entrance.
This subject-first sentence describes the known teacher; it does not present who is in a location.
老师坐着。
The teacher is sitting.
教室里坐着老师。
A teacher is sitting in the classroom.
门口站着一个人。
A person is standing at the entrance.
Dialogue 01: Choosing a Way to Solve a Problem, Turn 2
Present the available teacher before proposing help
教室里坐着一位老师,他说现在有时间,问他很方便。
A teacher is sitting in the classroom. He said he has time now, so it is convenient to ask him.
An existential 着 (zhe) sentence begins with a location, then states a maintained posture or placement, and introduces the person or thing found there: location + verb + 着 (zhe) + entity. 教室里坐着一位老师 (jiàoshì lǐ zuò zhe yí wèi lǎoshī) means ‘A teacher is sitting in the classroom.’ The location comes first because the communicative job is to tell the listener what is present there; the entity commonly comes after the verb as new information. This differs from an ordinary subject-first state such as 老师坐着 (lǎoshī zuò zhe), which describes what an already known teacher is doing. It also differs from adjectival 手还脏着 (shǒu hái zāng zhe), which describes a known subject's state rather than presenting an entity at a location.