M: Ni hao! 现在学汉语。Woshi ML. S: Woshi S. 今天 today, more on phoning. M: And a few more numbers. Well, now we're still in the taxi. 我们还在车里。Stuart wants to phone Mary. Stuart 要打个电话给玛丽. S: 我的天！ 占线, zhàn xiàn! 我再拨. I'll dial again. Wǒ zài bo. VOICE: Wéi. S: Ni hao, mali zai ma? Is Mary there? Mali zai ma? V: Dǎ cuò le! M: 你打错了? Cuò le, wrong, cuò le! 你拨了多少? What number did you dial? Nǐ bō le duōshǎo? S: wo bo le ling yao er san. Zero 1 2 3, ling yao er san. M: 错了! 玛丽的电话号码是四五六七, four, five, six, seven. sì wǔ liù qī. S: Sì wǔ liù qī. Hao, 我再拨一次. I'll dial once again. sì wǔ liù qī. V2: 喂，你好. S: Ní hǎo. Mali zài ma? V2: 对不起，她不在, sorry, she's not here. Duìbùqǐ, tā bù zài. S: No luck today. Let's go over the new words before we continue. But first, a break. M: 我们还在车里。Stuart 要打个电话给玛丽. S: 我的天啊！还占线, hái zhàn xiàn! M: Wǒ de tiān na! Literally, ‘my heaven'. It's an exclamation, just like ‘tian a'. S: 我再拨一次. I'll dial once again. Wǒ zài bo yí cì. M: We "dǎ diànhuà', but we ‘bo' the number. Bō BO BO bō, to dial. But if it's a wrong number, the person who answers usually says: V: Dǎ cuò le! Da cuo le. M: Stuart, 你拨了多少? Nǐ bō le duōshǎo? Duō DUO duō, is ‘much' or ‘many', like in ‘tài duō', ‘too much' or ‘too many'. Shǎo SHAO SHAO shǎo, means ‘few'. Duōshǎo means ‘how many?', or ‘how much?', and here it means ‘what number?' "What number did you dial?' Nǐ bō le duōshǎo? S: wo bo le ling yao er san. Zero 1 2 3, ling yao er san. M: Cuò le! 玛丽的电话号码是四五六七, 4 5 6 7. sì wǔ liù6 qī. S: Oh! 4 5 6 7. Sì wǔ liù6 qī. M: Dui le. You people at home, why not write out the pinyin for the numbers zero to 7 as we practice them? Ready? Try to get the tones right. 我们开始。LING líng, YAO yāo, or, also meaning ‘one', yī YI yi. S: ER èr, SAN sān, SI sì. M: WU wǔ, LIU liù, QI qi. Let's quickly count from one to seven. S: yī, èr, sān, sì, wǔ, liù, qī. M: Feichang hao! S: Wǒ tóng yì. I agree. Wo tong yi. But before we go, 我再拨一次. sì wǔ liù qī. V: 喂，你好. S: Ní hǎo. Mali zài ma? V: dǎ cuò le! S: Wǒ de tiān na! M: Poor Stuart. We'll see how he does next lesson. Zai jian.
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