Let's Learn Chinese 1 Textbook A

In response to changing trends in global Chinese-language education and Chinese learning environments, Overseas Community Affairs Council OCAC brought together many scholars and experts

Let's Learn Chinese 第一冊

課本 Textbook A

Lessons Topics Pages

索引：生詞

附錄：注音符號‧漢語拼音對照表 Appendix: Comparative Table of Mandarin Phonetic

語音檔請至「全球華文網」下載，

網址www.huayuworld.org/upload/epaper/106/page1.html

海外僑教推廣為我國文化扎根與傳承之重要工作，因應全球華語文教學趨勢變化 以及華語學習環境改變等情勢，本會特邀集數十位具海外華語文教學經驗之學者專 家，以及海外各地資深華語教師，以第二語言教學 (Chinese as a Second Language) 概 念，參考美國加州世界語規準各階段主題及美國外語教學協會 (ACTFL) 訂定之語言 學習標準，研訂教材課綱，並適時導入中華文化內涵，兼具地區性特色，本套教材不 僅可提高華裔學生學習華語興趣，亦適合非華裔學生使用。

《學華語向前走》全套教材共計 12 冊，內容按華語能力逐冊而上，每冊 12 個單 元。教材內課文係以日常生活對話為主軸，兼具溝通、文化、連結、比較與社區等面 向，適合小學至初中年齡層，目的在培養學習者日常生活及運用華語進行溝通的能 力，讓學生在家庭或華語環境中即可應用。課後練習則以任務型教學為重，適時融入 各種溝通模式，包括：雙向溝通、表演詮釋和單向理解，藉以增進學生聽、說、讀、 寫以及跨文化之華語文能力。

單課內容包括會話課文、生詞表、句型練習及各種應用練習，適度搭配兒歌韻文 及遊戲，同時備有語音檔。全套教材在漢字、詞彙以及句型語法等都加以定量並排序， 標音符號為注音及漢語拼音，每冊詞彙及語法則由淺入深，螺旋上升，且具高度常用 性。各年級間係由共同主題串聯，由窄而廣，適合學校作為主題教學使用，期能精進 學習者對相同主題範圍的語言熟練度。

未來本會將秉持精益求精的理念，繼續研發優質華語文教材，以提高華裔子弟學 習華語文興趣，並藉以協助僑校強化教學效能，建立臺灣正體字華語文教學優良品 牌，達成語文教育肩負傳承文化內涵之使命。

僑務委員會

Overseas Chinese education is important work for putting down roots for and preserving cultural heritage In response to changing trends in global Chinese-language education and Chinese learning environments, Overseas Community Affairs Council (OCAC) brought together many scholars and experts with experience teaching Chinese overseas, as well as other deeply experienced Chinese-language teachers from around the world Their outline for these teaching materials was formulated based on the “Chinese as a Second Language” concept, with reference to the topics in every stage of the U.S state of California’s World Language Content Standards as well as the language teaching standards set by the American Council on the Teaching of Foreign Languages Chinese cultural content and special local characteristics were added when appropriate Not only can these teaching resources increase ethnic Chinese students’ interest in learning the Chinese language; they are also suitable for students of other ethnic backgrounds.

Let’s Learn Chinese is a textbook series with 12 volumes, and 12 lessons for each

volume The content gradually increases in difficulty The lessons revolve around daily conversation, and the content fits the principles of communication, cultures, connection, comparisons, and communities They are suitable for the elementary and junior high school levels Their goal is to cultivate students’ ability to use Chinese to communicate

in everyday life, so they can immediately use what they’ve learned either at home or in a Chinese-language environment The after-class practice focuses on task-based teaching Many kinds of communication models are integrated where appropriate, including bilateral communication, performance and interpretation, and unilateral comprehension, in order to improve students’ listening, speaking, reading, writing, and cross-cultural Chinese-language abilities.

The lesson content includes conservational texts, new words, and sentence structure training as well as other kinds of application exercises Songs and games are used where appropriate; and audio files are available for download online Throughout the teaching materials, the Chinese characters, vocabulary, sentence patters, and grammatical structures are quantified and ordered Both phonetic symbols (Bopomofo) and Hanyu Pinyin are used, and the vocabulary and grammar in each volume advance “from low to high proficiency level with the concept of spiral curriculum,” and are very common and usable The grade levels have shared themes tying together the series They expand from the narrow to the broad and are appropriate for schools to use for topic-based education, in anticipation of advancing learners’ familiarity with this range of common topics.

Going forward, OCAC will uphold the principle of seeking ever greater improvement

by continuing to research and develop excellent Chinese-teaching materials in order to raise ethnic Chinese children’s interest in studying the Chinese language By helping overseas Chinese schools strengthen their teaching capabilities, OCAC will burnish the excellent brand of Taiwan’s teaching of the Chinese language via traditional characters, accomplishing its mission of preserving the cultural heritage through language education.

Overseas Community Affairs Council

8 The volumes are tied together by common themes and progress from the narrow to the broad, suitable for topic-based school teaching.

II Structure of the Teaching Materials

i Book 1 includes A, B volume, each volume includes 6 lessons, total had 12 lessons, and the major sections of each lesson are:

1 Learning core: dialogues, vocabulary, Chinese characters (two subsections: recognizing / reading and practicing writing), origins of Chinese characters, and grammatical structures.

2 In-class practice: Includes recognition, reading, and writing practice of the lesson’s Chinese characters, as well as task-based activities, games, and pronunciation review.

3 Workbook: Every lesson includes four types of practice—listening, speaking, reading, and writing— for take-home or after-class practice.

4 Vocabulary index: All the vocabularies of the book as appendix in the last pages of the book.

ii Book 1’s learning content:

1 155 new words.

2 82 Chinese characters.

3 122 Sentence patterns / Grammatical structures.

III Other Resources

1 activity word cards (in the back of the textbook).

2 Please download the audio files (files of lesson texts, new words, grammatical structures, etc and workbook listening exercises) from the huayuworld website at

5

4 3

May Chen: lively, friendly

Linguistic Functions: greet, introduce, ask

Learning Objectives: Students will be able to

1 Greet others with “Hello”

2 Understand when asked, “What is your name?”

3 Introduce oneself by using “My name is .”

hello I, me

Devin Li

to be called (by the

name of), to call

to be (am, are, is)

習寫漢字 Practice Writing Chinese Characters

漢字怎麼來的 How Chinese Characters Came to Be

漢字

(Character)

7 6 7 9 5

筆順

(Stroke Order)

你 好 我 是 他

人 女 戈 日 人

認讀漢字 Recognize Chinese Characters

12

么陳

東么

么

練習 Exercise

Part I 我會念 Let’s Read

Part II 我會寫 Let’s Write

我

Get to know the classmates beside you Ask them what their names are.

Two students in a group The winner of a game of rock, paper, scissors gets

to circle a word first and read it out loud The first to connect 3 words into a straight line (vertically, diagonally or horizontally) wins

2 跟旁邊的同學一起連出一個句子。

Connect the words into a sentence with the classmate next to you

Divide the students into 2 groups Every student will be given a card with a Chinese character to stick his/her forehead Each group will then line up one group at a time and order their cards into a sentence while the teacher keeps time The first group to complete this task wins No talking is allowed during this activity.

A 讀讀看 Let’s Read

B 找找看，上面的注音和拼音是哪些動物 呢？在（）中寫出正確的號碼。

Let’s discover Which of the phonetic symbols (Bopomofo) or pinyin above resemble the animals pictured below? Write down the correct numbers in the brackets

第二課 你家有 幾個人？

Lesson 2: How Many People Are There In Your Family?

Linguistic Functions: ask, respond, tell, numerals(1~5)

Learning Objectives: Students will be able to

1 Understand when asked how many people there are in his/her family.

2 Use question words and quantifiers

3 Name the members of a family.

4 Say the numbers one to five

爸爸

爸 爸

人 人

幾 幾

幾

五 五

四 四

三 三

有 有

呢 呢

和 和

習寫漢字 Practice Writing Chinese Characters

漢字

(Character)

6 12

10 2 8 13

1 2 3 5 4

人 人 父 女

一 二 一 囗 二

漢字怎麼來的 How Chinese Characters Came to Be

認讀漢字 Recognize Chinese Characters

人 家

　 　 　 幾 個　 　 　 個

　 　 　 　 師

　 師 　 　 　 個

練習 Exercise

Part I 我會念 Let’s Read

Part II 我會寫 Let’s Write

2 我家有　 五 　 個 　 人 ，

　 爸 　 爸 、　 媽 　 媽 、 哥哥、弟弟和我。 老師呢？

4 我　一　 哥哥。

B 同學家：用下列句式問同學家有幾個 人。Classmate’s Family: Use the following sentence structures to ask your classmates how many people there are in their family.

Q 你家有幾個人？

a 我家有　　個人，（爸爸、媽媽、哥哥、 姐姐、弟弟、妹妹）和我，你呢？

b 我家有　　個人，（爸爸、媽媽、哥哥、 姐姐、弟弟、妹妹）和我，你呢？

C 同學家：寫下同學家有幾個人。Classmate’s Family: Write down the number of people in your classmate’s family

In groups of two, put 24 flashcards into a 6 by 4 rectangle with the side with the characters facing down.

3 兩人猜拳，贏的先翻牌，翻牌時要念出生 字，一個人一次翻兩張牌。

Two students will play a game of rock, paper, scissors, and the winner gets to go first The winner flips two cards at a time and reads them out loud

4 翻到兩張一樣的生字卡可以得一分，而且 可以再翻一次。翻到不一樣的生字卡，要 把生字卡蓋回去，由另一個同學翻。

If the student flips two identical cards, he/she keeps the cards and gets another turn

If there is no match, he/she places them face-down, and then it is the next person’s turn

“There are 3 people in my family, (name), (name), and I.”

“how many people are there in your family?”

3 速度最快並且正確說出家族成員者獲勝。

The first group that finishes answering its family members correctly wins

A 讀讀看 Let’s Read

B 找找看，上面的注音和拼音是哪些動物 呢？在（）中寫出正確的號碼。

Let’s discover Which of the phonetic symbols (Bopomofo) or pinyin above resemble the animals pictured below? Write down the correct numbers in the brackets

第三課 你們 班有幾個同

學？

Lesson 3: How Many Students Are In Your Class?

Linguistic Functions: ask, respond, numerals(6~10)

Learning Objectives: Students will be able to

1 Ask others and talk about the number of students in the class.

2 Use “two” before a quantified noun.

3 Use the conjunction “and also”.

4 Say the numbers six to ten.

x4 x6

x4 x6

七 七

九 九

八 八

也 也

two

classmate nine

習寫漢字 Practice Writing Chinese Characters

漢字

(Character)

3 10 7 3 5 4 2 2 2 2

日 心

x4x6 x2

x7

x8x2

x4x6 x2

他有兩個

大文　心美　你們班有幾個男生

心美　我們班有　　個男生　大文和 　　　東明

練習 Exercise

Part I 我會念 Let’s Read

Part II 我會寫 Let’s Write

你們班　有幾

Part IV 課堂活動(一)：猜猜我是誰

Classroom Activity 1: “Guess who I am.”

A 請念下面的對話。Please read the following dialogue

（　）裡。Guess who they are and fill in their names in the brackets

Nick Amy John

⑴ ⑵ ⑶ ⑷ ⑸

A 讀讀看 Let’s Read

B 找找看，上面的注音和拼音是哪些動物 呢？在（）中寫出正確的號碼。

Let’s discover Which of the phonetic symbols (Bopomofo) or pinyin above resemble the animals pictured below? Write down the correct numbers in the brackets

Lesson 4: Come Eat Breakfast

Linguistic Functions: command, tell, choose, request

Learning Objectives: Students will be able to

1 Say “Milk, bread, fruit, juice” and other names of food and drinks.

2 Use “What do we have?” in a question.

3 Use “and also” to express personal needs.

4 Use “there is…and also…” to express two of the kinds of things above.

breakfast and also

習寫漢字 Practice Writing Chinese Characters

漢字

(Character)

8 6 12

9 4 4

襾 人 大

漢字怎麼來的 How Chinese Characters Came to Be

3 東明：今天早飯 有什麼 ？

媽媽：今天早飯 有 　　　和　　　。

4 爸爸：今天早飯　　　　　　　　？ 媽媽： 有 　　　　　　　。

練習 Exercise

Part I 我會念 Let’s Read

Part II 我會寫 Let’s Write

來 lái 還 hái 水 shuǐ 奶 nǎi

今 jīn 果 guǒ 要 yào 早 zǎo

4 我還　 　牛奶。

A 兩人一組，學生 A用58頁的學習單，學生B

用 59頁的學習單。

Two people per group: student A will use the worksheet on page 58, and student

B will use the worksheet on page 59

Part IV 課堂活動：使命必達

Classroom Activity : You can count on me

1 全班分為兩隊，各派出一名代表站在打開 的報紙上。

Divide the class into two teams Each team will send a representative to stand on top of an opened piece of newspaper

2 老師下指令，「我要吃 / 喝 XX，還要吃 / 喝 XX。」兩隊需以最快的速度將老師要的東 西的圖卡找齊，並且介紹：「我有 XX，還有 XX。」

The teacher gives instructions: "I want to eat/drink XX, and also eat/drink XX," both teams must find the appropriate picture cards according to the instructions and introduce to the class what they have For example, "I have XX, also XX."

3 速度較慢的組別，需將報紙折半，並站在 報紙上。

The slower team this round must fold their newspaper in half and stand back on top of it

4 由速度較慢的組別派出一名代表為下一輪 發號施令者，「我要吃 / 喝 XX，還要吃 / 喝 XX。」、「我 / 早飯 / 晚飯有 XX、XX，還有 XX。」

The slower team will then send a representative to issue the next round of commands:, "I want to eat/drink XX, and also eat/drink XX," or "I had XX for breakfast/dinner, also XX."

5 速度較慢的組別，需將報紙再折一半，直 到再也站不上報紙則遊戲結束，還可以站 在報紙上的組別為贏家。

Once again, the slower team this round will fold their newspaper in half A team

is eliminated when they can no longer stand on top of their piece of newspaper The last team that is still able to stand on top of their piece of newspaper wins

⑴ ⑵ ⑶ ⑷ ⑸

A 讀讀看 Let’s Read

B 找找看，上面的注音和拼音是哪些動物 呢？在（）中寫出正確的號碼。

Let’s discover Which of the phonetic symbols (Bopomofo) or pinyin above resemble the animals pictured below? Write down the correct numbers in the brackets

第五課 我喜歡夏 天

Lesson 5: I Like Summer

Linguistic Functions: topic continuation, explain, levels of expression

Learning Objectives: Students will be able to

1 Use “very”, “a little” and “too…(completed action marker)” to express different

degrees.

2 Say the seasons, “summer” and “winter”.

3 Use “but” to express different opinions.

4 Use “like” and “dislike” to express good and bad.

習寫漢字 Practice Writing Chinese Characters

漢字

(Character)

9 4 2

練習 Exercise

Part I 我會念 Let’s Read

Part II 我會寫 Let’s Write

是 shì 太 tài 喜 xǐ 冷 lenǧ 可 kě

熱 rè 了 le 點 diǎn 也 yě 歡 huān

很 henˇ 夏 xià 冬 dōng 覺 jué 的 de

他們完成對話。Devin and Tony like different things Help

them complete the conversation

A 請你找兩個同學，問他們下列六個問 題，並把他們的回答記錄下來。Look for two classmates, ask them about the six questions below and record their answers.

B 今天冷嗎？請你記錄五天的天氣。

Is it cold today? Record the weather for the next five days

Day of the week How's the weather today?

例

E.g Sunday

今天□不冷　□有一點冷 　　■很冷　□太冷了 今天□不熱　□有一點熱 　　□很熱　□太熱了

1. Monday

今天□不冷　□有一點冷 　　□很冷　□太冷了 今天□不熱　□有一點熱 　　□很熱　□太熱了

2. Tuesday

今天□不冷　□有一點冷 　　□很冷　□太冷了 今天□不熱　□有一點熱 　　□很熱　□太熱了

3. Wednesday

今天□不冷　□有一點冷 　　□很冷　□太冷了 今天□不熱　□有一點熱 　　□很熱　□太熱了

4. Thursday

今天□不冷　□有一點冷 　　□很冷　□太冷了 今天□不熱　□有一點熱 　　□很熱　□太熱了

5. Friday

今天□不冷　□有一點冷 　　□很冷　□太冷了 今天□不熱　□有一點熱 　　□很熱　□太熱了

A student must act out his/her phrase card for the teams to guess what phrase he/

she is acting A correct guess from a team earns the team a point

4 請用課本附件的字卡。

Please use the character cards provided in the textbook

有一點冷 很冷

有一點熱

⑴ ⑵ ⑶ ⑷ ⑸

A 讀讀看 Let’s Read

Part V 語音複習 Phonetic System Review

B 找找看，上面的注音和拼音是哪些動物 呢？在（）中寫出正確的號碼。

Let’s discover Which of the phonetic symbols (Bopomofo) or pinyin above resemble the animals pictured below? Write down the correct numbers in the brackets

第六課 我的生 日

Lesson 6: My Birthday

Linguistic Functions: invite, ask, numeral response

Learning Objectives: Students will be able to

1 Use “almost here” to indicate the approach of time.

2 Use “all right?” in a question when asking for others’ opinions.

3 Utilize and express numbers up to 30.

4 Ask and talk about things they like.

的 的 月

月

二十八

二 十 八

號號號

twenty-eight

to (a place) until (a time)

習寫漢字 Practice Writing Chinese Characters

漢字

(Character)

8 4 4 7 8 8 4

日 心

今天是　　　　　的生日嗎

快 到 了 夏天快到了 媽媽的生日快到了 老師的生日

　　　　　快到了

　 　 　 號　 　 　 禮

　 　 　 師　 　 　 嗎

媽 媽　 師

Let's Learn Chinese

練習 Exercise

Part I 我會念 Let’s Read

Part II 我會寫 Let’s Write

Write down the correct Chinese characters as well as their Chinese phonetic

symbols (Bopomofo) or pinyin

是 十 一 月

二 十 八

E 請看月曆，說出：Look at the calendar, and say out loud:

1 畫圈的日期。the dates that are circled

2 畫三角形的日期。the dates that are marked

3 畫方形的日期。the dates that are marked with a square

D 請從一月念到十二月。

Starting with January, read each month out loud