It’s Christmastime again, and time to remind everyone that Sinosplice still has some awesome familiar Christmas songs in Chinese. This year I’m posting a selection of the MP3 files online in streamable format, so be sure you’re viewing the original post on Sinosplice.com if you’d like to play the songs without having to download everything.
All right, here we goooo…
Jingle Bells in Chinese
This is version 1 from the album (Mandarin Chinese):
Disclaimer: I don’t own the rights to these songs, but no one has minded this form of digital distribution (in the name of education) since 2006, so… Merry Christmas?
MP3 Track Listing
We Wish You a Merry Christmas
Santa Claus Is Coming to Town
The First Noel
Hark! The Herald Angels Sing
What Child Is This
Joy to the World
It Came Upon a Midnight Clear
Santa Claus Is Coming to Town
Joy to the World
Merry Christmas everybody… 圣诞快乐！
While we’re on the subject of Christmas and Chinese, AllSet Learning (my company) is doing a special offer with our 1-on-1 online Chinese classes. 3 lessons (one hour each) is a great quantity to try it out or gift to a loved one!
A recent topic of conversation among friends in Shanghai is the new app “Xue Xi Qiang Guo.” It’s a news hub for state-sponsored news and commentary, as well as a way to show devotion to the Chinese Communist Party by studying what’s in the app and proving mastery through quizzes. In this way you can get points which can earn you nominal rewards, and it also ties into China’s “social credit” system. (For more info on Xue Xi Qiang Guo, you can check out its official site as well as the Wikipedia’s article.)
What I want to talk about today is the name: 学习强国. If you plug that into Google Translate, Wenlin, or Pleco, you get a similar two-word breakdown: 学习 强国 (xuéxí qiángguó). You’ll note that English news coverage of the app (including Wikipedia) all write the name in pinyin as two words: “Xuexi Qiangguo.”
But this is Chinese, where clear word boundaries are not provided, and that is not the only breakdown. It’s not even the one that occurs first to most native speakers of Chinese.
1. Xuexi Qiangguo
OK, so 学习 is a given. it means “study,” and it’s certainly in keeping with the spirit of the app. No problem there. The word 强国, meaning “powerful country,” however, is not so common. The overall interpretation here seems to be “learn from the powerful country (China),” which seems plausible, but it’s just not what occurs to Chinese users first. So let’s drop the 强国 parsing (which, unfortunately, seems to be the norm in English language coverage of the app) and see what else we can get.
2. Xuexi Qiang Guo
Classical Chinese was remarkably flexible, most words consisting of individual characters that can serve as various parts of speech in different contexts (noun, verb, and adjective fluidity being common). This trend carries over to modern times for certain words, and 强 is one of them. So while 强 used by itself is most often used to mean “strong” in modern Mandarin, in certain contexts, 强 can also mean “strength” or “strengthen.” So from there, we can get the two-word phrase 强 国 (qiáng guó), “strengthen the country.”
Since the word 学习 (meaning “study”) can also be a noun or a verb, you might translate the full app name literally as something like “Studying Strengthens the Country,” “Study Strengthens the Country,” or even “Study to Strengthen the Country.” This interpretation would likely be the official meaning of the name if you asked the CCP.
3. Xue Xi Qiang Guo
There’s one other unofficial, sly interpretation which goes unnoticed by few Chinese these days. The word 学习 can also be broken down into two separate words. Since the first character, 学, can mean “study” on its own, and the second character, 习, is also the surname of Xi Jinping (president of China), you can also interpret 学 习 as the phrase “xué Xí,” which means “study Xi” or “learn from Xi.” A quick look at the content of the app shows that this interpretation is, indeed, fully grounded in reality. In fact, some are calling the app the “Little Red Book” of the modern age.
In this parsing, the final meanining of 学 习 强 国 would be “Studying Xi Strengthens the Country.” Since cause-effect relationships are often implied in Mandarin, you could also make that a command: “Study Xi to Strengthen the Country.”
Pretty clever name. It is indeed an age of 学 习 (xué Xí). Now there’s an app for that: Xue Xi Qiang Guo.
Nov. 25, 2019 Update: Dr. Victor Mair shared with me his take on this app, which he wrote on Language Log way back in May of this year. I would have linked to it originally if I had been aware of it: The CCP’s Learning / Learning Xi (Thought) app
I love bagels. So I have to say: the bagel has gotten a bum deal in China. It starts with the name.
The Chinese Name for “Bagel” is 贝果
Now, of course 贝果 (bèiguǒ) is a simple transliteration for the English word “bagel.” But there are good transliterations, and there are bad ones.
In this case, the character 贝 means “shell” (like in “shellfish”) and appears in words like 扇贝 (scallop) and 贝壳 (clamshell).
The character 果 means “fruit” or “nut” and appears in words like 水果 (fruit), 苹果 (apple), 坚果 (nut), or 开心果 (pistachio nut).
So with regards to the food-related characters used in the Chinese name for 贝果… that’s 0 for 2 on the food groups! Could this name possibly be confusing?
Knowing that bagels are not well-known among Chinese people, I tested my co-workers. I asked them if they’d ever had a 贝果. They said no. I asked them if they knew what it was. They weren’t sure, but guessed it was some kind of nut.
On the upside (sort of?), I’ve noticed that my pinyin input method (Mac) is giving me the option of a bagel emoji as I type 贝果, and it has cream cheese on it! so maybe not all hope is lost for the bagel in China…
And that’s all I have for you today from the world of hard-hitting bagel journalism in Shanghai.
So what are we seeing here? Photos of a guy crossing the street illegally, with a close-up headshot (taken from the same video surveillance). The Chinese text 涉嫌违法 repeats several times, and means “suspected of breaking the law.” Note also that rather than using facial recognition and searching the guy’s face in the database, then showing his official ID photo, what we’re seeing is just a cropped headshot from the video footage. No official IDing of the “suspect.”
This is not to say that none of that is possible; it almost certainly is (and already happening all the time). It’s just that the “citizen-facing” display screens are still in a restrained testing mode. Until all the bugs are worked out, people aren’t going to be receiving automatic tickets for crossing the street illegally at crosswalks across Shanghai… yet.
But obviously, our faces are getting scanned even more often than before now, and with additional scans there’s additional data to improve the facial recognition accuracy.
I’m pleased to announce that AllSet Learning‘s main website has had a significant makeover. The previous website was built in 2010, and while it worked well enough, these days it was looking more and more like it was built in 2010. No longer!
We’re still doing the VIP hyper-personalized services that we’ve always done (both offline in Shanghai and online), but we also offer some very cool “themed courses” now. They’re real-time online 1-on-1 lessons, focused on a particular topic, but designed to encourage lots of discussion and speaking practice.
I recently posted a bit about my daughter’s Chinese first grade Chinese language (语文) textbook. I haven’t found the time to dig deeper yet, but I couldn’t help but notice this story from her second grade textbook (and sorry, these photos are not pretty…):
The story of 曹冲 (Cao Chong) devising a way to weigh an elephant is a classic story in China. I wasn’t aware until now that (apparently) second grade is the time for a Chinese child to learn it, if she hasn’t already.
What struck me as interesting about this story is that the very same story is the subject of an Upper Intermediate ChinesePod lesson from 2011: How to Weigh an Elephant (hosted by Jenny Zhu and me). Much of the vocabulary is the same, and the difficulty level is roughly equal.
So… in this particular case, a second grade reading for Chinese kids matches up with an upper intermediate lesson for foreign learners. I’m still exploring the ways that first and second language acquisition differ, in terms of relevant topics, vocabulary, grammar, etc., but this one really jumped out at me.
One of the reasons I haven’t been posting lately is that I’ve been struggling with the recovery of a broken MacBook Pro. It was of the (2016) first generation Touchpad line, and, quite frankly, it hasn’t been a great machine. I haven’t lost all faith in Apple hardware yet, but I’ve lost faith in this particular model. I’ve switched back to a MacBook Air. (My old MacBook Air from 2011 still runs like a champ after just a battery replacement a while back, but it’s hard drive is a bit small for today’s standards.)
Anyway, this time it made the most sense to buy the computer in China. You pay significantly more (roughly 1000 RMB) when you buy a MacBook in China as opposed to the US or Japan. What do you get for the extra money?
Well, not much, but you do get a keyboard that looks like this!
It’s actually quite nice to have those Chinese punctuation marks on the keys. (There are a few that I don’t use often and always forget where they are, frequently resulting in a ridiculous trial-and-error key-pecking hunt.) Also, this computer natively repurposes Caps Lock as the “language toggle key” (labeled “中/英”). This is awesome! I didn’t realize how much I was missing.
(Worth 1000 RMB? OK, yeah, that’s a stretch…)
Only problem now is that when I add in a third language (Japanese), the toggle doesn’t work for that one. Anyone out there know the particulars of this specific customization? I need to look into it some more…
I recently wrote about being amazed by how many characters my daughter learned in a year of Chinese elementary school. I’ve got a lot of thoughts on that, and it’s a great way to highlight the difference between “first language acquisition” and “second language acquisition,” as well as the difference in respective study materials. But first, I just want to share just the lists of characters and words covered in the textbooks of the two semesters of first grade in China. (Otherwise, I’ll never get this stuff done!)
The following word lists come from this 语文 (Chinese language) textbook series, the standard set approved for all Chinese children by the Chinese government in 2018 (and published by 人民教育出版社):
The book on the left is for semester 1 (上册), and the book on the right is for semester 2 (下册).
In the images to follow, the characters in the 写字表 (“Character Writing List”) are all words the kids need to learn to write, even if some of them initially appear in a 识字 (“Character Recognition”) section of the textbook, and some of them first appear in other sections.
Grade 1: Semester 1 (Character List)
Grade 1: Semester 2 (Character List)
Grade 1: Semester 2 (Word List)
This isn’t a comprehensive list of all the words that could be made (or even were covered) by the characters learned in the second semester of first grade. It’s more a list of words that can be formed with the new characters learned and were covered in class. Single-character words are not included in this list. (Note: just perusing this list, you will notice that even in first grade, certain words appear that you would never teach a non-native beginner learner.)
Apologies for the iffy quality… the scanner was acting up. All the characters should be clearly legible, though.
I’ll follow up in a future post with some of my thoughts on all this. I also plan to convert these lists to nice electronic text formats (or maybe just find a place to download them), but if someone else does it first, please share!
In the meantime, beginners, do not despair! You’re not a child, and you won’t learn like one, but you can still learn Chinese. Just differently.
In China, the word “mojito” is not pronounced “mo-hee-to” like it is in English. Rather, the Spanish “j” is approximated with the Chinese “x” sound. In Chinese, it’s written 莫希托 (mòxītuō) or 莫西托 (mòxītuō), or sometimes even 莫希多 (mòxīduō). But it’s not a big step from “xi” to “qi” in Chinese, which makes the xi/qi pun possible, using the number 7 (qī). This gives us: 莫7托 (mòqītuō), as well as the curious English name “Moji7o.”
No comment on the taste! I didn’t buy it or try it.
As an English speaker, you may be tempted to think that “where are you from?” is a super basic question. Just 4 words, right? How hard could it be? Well, for this particular question, in the particular language of Mandarin Chinese, it can be phrased more than 10 different ways.
Before I get into this, let’s be clear: I’m not trying to say Chinese is super difficult to learn, or that beginners can’t learn it. No no no no. I may personally feel that the language is kinda hard to learn, but Chinese is not bad at all when it comes to sentence structure in particular. BUT, it’s not unreasonable for beginners to assume that the question “where are you from?” is super straightforward, with just one way to express it in Chinese. And it’s that little assumption that I’m destroying here. You may have to put forward just a bit more effort on this one.
The Swappable Words
A big part of the problem is that in the question “where are you from,” pretty much every part of the sentence can be expressed in multiple ways. Let’s break it down:
where:哪里, 哪儿, 什么地方, 哪个国家 So the first two are the most common and should be learned first, but you will hear the others as well, so you have to learn them sooner or later
are… from:从……来, 来自, 是……的 There aren’t one-to-one translations, they’re roughly corresponding structure. See below for more clarity here.
you:你 OK, this one you don’t have to worry about much, at least!
I live in Shanghai, so I’m going to pick 哪里 and stick with it for these examples. Just keep in mind that most of the others probably work as well.
你从哪里来？ (Nǐ cóng nǎlǐ lái?)
你来自哪里？ (Nǐ láizì nǎlǐ?)
你是哪里人？ (Nǐ shì nǎlǐ rén?)
你是哪里的？ (Nǐ shì nǎlǐ de?)
你是（从）哪里来的？ (Nǐ shì (cóng) nǎlǐ lái de?)
The Big “Where are you from?” List
OK, now let’s put all these words and structures together and see how many sentences we can come up with!
Wow, that’s kind of a lot. The good news is that there a few that are used much more often than the others. Different native speakers will have different opinions on which ones are the most common, and it’s also partially dependent on region.
The “Where are you from?” Shortlist
You’ll hear lots of these in China, but after I asked a bunch of Chinese teachers, the most common favorites were:
你是哪里人？ (Nǐ shì nǎlǐ rén?) — popular with southerners
你是哪儿人？(Nǐ shì nǎr rén?) — popular with northerners
你是哪个国家的？ (Nǐ shì nǎge guójiā de?)
What might be surprising is that the question which most learners start with is not in the list:
你从哪里来？ (Nǐ cóng nǎlǐ lái?)
你从哪儿来？ (Nǐ cóng nǎr lái?)
When asked, the teachers say that’s because it sounds a bit formal (same with using 来自). That doesn’t mean that a beginner shouldn’t use it, though… it’s still fine.
So I bet you want to just pick one, memorize it, and use it exclusively, right? That’s fine. You can do that.
BUT, that’s not necessarily going to help you when you talk to random strangers in China. They are going to ask you where you’re from, and that’s when the big “Wheel of ‘where are you from?’” is spun, and the gods determine your fate.
Rather than memorizing 20 “where are you from” question forms, go with your gut. If you just started chatting, and you hear a 哪里 or a 哪儿 (exception: taxi drivers!), and maybe a 国家 or a 地方 or a 的 on the end, just assume they’re asking where you’re from. This usually works.
Pro tip: Also be sure to answer in a complete sentence. Something like: “我是美国人。“. This way if you guessed wrong about what the person was asking, that person won’t be too confused by your answer.
I’m not saying you have to learn 20 ways to ask “where are you from?”
I am saying that if you are feeling frustrated because you’ve been studying for a while, but you still sometimes can’t understand the simple question “where are you from?” that there is actually a good reason, and it’s the fault of the Chinese language, not your fault.
Over time, you will get these. It’s just a little more work than memorizing one sentence.
Well, we’ve now done the extra work to make separate (parallel) lists of grammar points specifically for the HSK. It was a lot more work than I originally expected, but I think it’s going to be helpful to a lot of people.
Here’s how we explain the relationship between the levels in the book itself:
The current version of the HSK (Hanyu Shuiping Kaoshi) dates back to 2010, and was last revised in 2012. It consists of six levels (1-6), and was designed, in part, to correspond to the six CEFR levels. European Chinese language teachers have reported that the correspondence, in practice, is somewhat different, with HSK 6 actually matching no higher than the CEFR B2-C1 level range. Furthermore, the HSK levels are used more as a standard for academic requirements (e.g. being admitted to an undergraduate or graduate program in China) rather than real-life application….
Our conclusion is that while both leveling systems clearly have their uses, it is not possible to equally accommodate both systems in one list of grammar points. That is why the Chinese Grammar Wiki has created separate listings for CEFR levels and HSK levels. We encourage test-takers of the HSK to refer to the HSK level lists, while learners focused more on real-life communication can benefit more from the CEFR levels. This book focuses on the HSK levels.
The HSK 1 and HSK 2 books are already on Amazon, with iTunes versions and HSK 3 soon to follow.
Plus, there are also new grammar points lists on the Chinese Grammar Wiki itself:
June 2019 in Shanghai was all about the 扫黑除恶 (“Sweep Black, Eliminate Evil“) campaign, but towards the end of the month, the new big topic became 垃圾分类 (literally: “garbage classification”).
So after years of (semi-successfully) trying to get everyone to stop littering and use the damn garbage cans, the decision has been made to go into full-on complex (Japanese-style?) garbage separation, even at the household level. This has resulted in a number of interesting phenomena.
Here’s the information distributed to my own home:
High-Tech Garbage Cans
Various “neighborhoods” in Shanghai started phasing in the new garbage separation policy a few months ago, but it still feels rushed. Some communities even had “high-tech garbage receptacles” installed in June. These things require a special card to even open. Then if you put the wrong garbage in the wrong can, you could get fined!
For the slightly paranoid, garbage tracking is very scary, considering how easy it would be to go through any individual’s garbage under this new system. (Or just fine people and profit.)
Garbage Separation Memes
Word is that public garbage cans on the street will soon be disappearing. Hence this “fashion statement.”
A classification system so complicated, you have to look stuff up online just to throw something away?? (There should be an app for that.)
Don’t throw garbage in the wrong can… people are watching. (Yes, this is a joke.)
Sure, it’s a good thing to be more responsible about dealing with garbage as a society, especially in a society as populous as this one. It does feel an awful lot like people are being forced to run before the can walk, though. If this doesn’t work, the result is going to be widespread littering all over the city! But still, this initiative is going to happen because it’s being pushed through by the will of the government. It’ll be interesting to see how this turns out!
My daughter has just finished first grade in a Chinese elementary school. I’ve been absolutely blown away by how many characters she has learned in her first year (that’s a topic of an upcoming post).
Just the other day, we were having a conversation (mostly in English) about what characters we thought were “hard.” It was interesting getting her perspective, because it was totally different from mine. We didn’t agree at all on which ones were “hard.”
That’s when I brought up the (non-standard) Chinese character “biáng,” a ridiculously complex character used only to write “biángbiáng 面” (a kind of noodle). Anyway, she loved it, and after writing it a few times, can now write it from memory, and it actually looks pretty good.
Please excuse the “proud dad” nature of this post… I’m actually more blown away than straight-up proud. No one even encouraged her to learn to write this character. But here’s her writing the character from memory (bad video quality… sorry):
And here’s the finished product, after she added a bit of extra text to the top and bottom:
Note: computers cannot display this Chinese character. It’s often written in pinyin, and even when it appears on menus in China, it’s either handwritten or some weird mismatched pasted-on character.
And yes, my 7-year-old’s Chinese handwriting is already better than mine. It only took one year.
If you live in China and can read some of the Chinese around you, you’ve probably noticed this phrase of late:
Literally, “sweep black, eliminate evil.” It refers to the current ongoing crackdown on “crime” and “vice.”
It is super pervasive, though. Big red banners like this are on almost every single street corner in Shanghai now (this image not from Shanghai):
And then there are signs like this everywhere as well:
Given how the city is heavily blanketed in this propaganda right now, you might be forgiven for thinking that the city was absolutely infested with crime, with drug-dealers and prostitutes on every corner. But no, that’s not the case. To the casual observer, there’s no clear reason for the severe crackdown.
If you talk to the Shanghai foreigners that hang out in bars a lot, you’ll hear that there have been many raids this month, including forced drug tests and deportations. So drug-related arrests are definitely happening, but again, that is not at all related to the average resident of Shanghai.
If you ask Chinese people about it, they typically mention that it’s a move to take out organized crime (黑社会). You also see stuff like this:
I don’t doubt that’s true, but the bizarre part about this campaign is that the “evil” being combatted seems to have absolutely nothing to do with most people. I can’t see it or feel it (I certainly have never seen mobsters shaking down fruit vendors in Shanghai). And I think that this is true for most Chinese citizens. So really, all the propaganda is just to let you know: “we are totally kicking crime’s butt right now.”
OK… it’s just one of those weird things about living in China.
I’ve been going through some literature in the field of second language acquisition, and this includes Paul Nation’s 2001 work, Learning Vocabulary in Another Language. In case you’re not familiar with him, Paul Nation is regarded as one of the world’s foremost academics in the field of vocabulary acquisition, and his books are well worth reading.
Anyway, I wanted to share what Paul Nation describes as “the four strands” of a “balanced language course.” It’s worth noting that this book was published in 2001, and Paul Nation is not introducing radical new ideas here; he’s simply gently reminding the learner about some facts that researchers in the field of second language acquisition have known for some time. And yet, what follows is probably not going to sound familiar to most of you that have ever studied a foreign language in school. It’s truly jarring just how strong the grip of traditional language teaching in our educational system still is.
The “Four Strands” given by Paul Nation in the introduction of his book are:
Comprehensible Meaning-Focused Input
Firstly there is learning from comprehensible meaning-focused input [see the input hypothesis]. This means that learners should have the opportunity to learn new language items through listening and reading activities where the main focus in on the information in what they are listening to or reading.
Language is all about conveying meaning! (This fact is surprisingly easy to forget.)
The second strand is one that has been subject to a lot of debate. This is language-focused learning, sometimes called form-focused instruction (Ellis, 1990). There is growing evidence (Long, 1988; Ellis 1990) that language learning benefits if there is an appropriate amount of usefully-focused deliberate teaching and learning of language items.
This type of learning is what we think of as the traditional “teacher teaching” approach. Obviously, there are also “good ways” and “bad ways” to go about the explicit instruction, but that’s another topic…
The third strand is meaning-focused output. Learners should have the chance to develop their knowledge of the language through speaking and writing activities where their main attention is focused on the information they are trying to convey.
Nation also makes the point that focusing on output can really bring focus and meaning to listening and reading activities, as an observant learner can “pick up” how certain information is expressed in the target language.
The fourth strand in a balanced course is fluency development. In activities which put this strand into action learners do not work with new language; instead, they become more fluent in using items they already know.
“Using items they already know!” I feel like this is blasphemy for some. And yet, yeah, you gotta practice using what you have merely studied. There is an implication here that should not go unnoticed: if you don’t ever focus on “fluency development,” then you don’tdevelop true fluency.
OK, this is the real kicker. If you’re a teacher, you may be thinking, “yeah, that all sounds fine.” But then how much time would you spend in your curriculum on each of the four strands? Nation mercifully gives us very clear numbers on the ideal distribution:
In a language course, the four strands should get roughly the same amount of time. This means that no more than 25% of the learning time in and out of class should be given to the direct study of language items; no less than 25% of the class time should be given to fluency development. If these strands are not equally represented, then the design of the course needs to be looked at again.
So, to be absolutely clear, this is what Paul Nation is advocating in his book:
…and this is a (somewhat optimistic) representation of what he knows to be the case in most language courses:
The status quo is not good. It doesn’t lead to true fluency.
At the book store the other day, I noticed this series of graphic novels that covers the entire Star Wars saga (Original Trilogy, Prequel Trilogy, and Sequel Trilogy: all 9 movies):
I’m not sure these comic exist in English, but I imagine they do? (Anyone know?)
The 9 movies’ names, in Chinese are:
Star Wars: Episode I – The Phantom Menace (1999)
Star Wars: Episode II – Attack of the Clones (2002)
Star Wars: Episode III – Revenge of the Sith (2005)
Star Wars: A New Hope (1977)
Star Wars: Episode V – The Empire Strikes Back (1980)
Star Wars: Episode VI – Return of the Jedi (1983)
Star Wars: The Force Awakens (2015)
Star Wars: The Last Jedi (2017)
Star Wars: The Rise of Skywalker (2019)
There are some good Star Wars-related key words in there (Jedi, Sith, Skywalker, etc.)… Only problem is that most Chinese people don’t care for Star Wars, so it’s not exactly “practical vocabulary” we’re talking about here! If this is a “Chinese market only” series, then I imagine it’s an effort by Disney at “cultural education” leading up to the final episode of the Skywalker Saga.
I’ve been developing this for over a year, and it was quite a challenge. In fact, I originally designed Mandarin Companion’s Level 1 to be 300 characters because I felt at the time that that many characters really were needed to tell a full, decent story (10,000 characters long).
So has my opinion changed? Not exactly… Mandarin Companion Level 1 and 2 stories are all adaptations of existing classic works. Although we do take some liberties with the plots as we adapt them to Chinese stories, the overall plots remain intact. In order to adapt an existing story, you need a “story toolkit” of a certain size to pull it off.
Breakthrough Level (150 characters), on the other hand, doesn’t work that way. The stories are not adaptations. They’re original stories (by Jared and me), because they have to be. The plot of each story revolves around the words that we can actually work with at this level, and at 150 characters, we have just enough to pull it off. It’s been an interesting ride!
Obligatory educator nag:the “x” and “sh” sounds in pinyin are not the same sound, even if they may sound that way to you at first. Here are a few places you can go if you’re experiencing this confusion:
The average person in China doesn’t go to a doctor’s office when they get hurt or sick; they go straight to a hospital. Then they have a pretty horrible (often all-day) ordeal ahead of them, involving paying to get a number, waiting to be seen, getting briefly looked at to determine next steps, then waiting in line to pay for tests or other services, then waiting on the results, then taking them back to the original doctor for a final diagnosis, etc. It really is a ton of time waiting in line to be seen by a person with (understandably) very little patience, only to be curtly passed off to the next term of waiting.
So when recently I visited Huashan Hospital in Shanghai (one of the better public ones), I was surprised to see these kiosks:
The big title on the wall is 智慧e疗. The 智慧 refers to “smart,” and the e疗 is a pun on 医疗, which means “medical treatment.” (Not even healthcare is above a good old “e” pun!)
The closer view displays the following words:
建卡 (jiàn kǎ) to create a card (and associated account)
挂号 (guàhào) to register (at a hospital)
缴费 (jiǎofèi) to pay fees
签到 (qiāndào) to sign in (for an appointment)
I didn’t use this kiosk, and it seems not many people did. Hopefully progress is just around the corner!