Let's Learn Chinese
為了提供更優質的華語文教學資源，僑務委員會於104年啟動《學華語向前走》新編教材計畫，邀集具豐富海外華語教學經驗的學者專家及資深華語教師共同編訂，以因應全球華語為第二語言(Chinese as a Second Language)的教學趨勢及學習需求，進而建立臺灣正體字華語文教學的優良品牌。
In response to the growing worldwide trend to learn Chinese as a second language and to make a name for Taiwan as a producer of superior teaching materials featuring traditional Chinese characters, the Overseas Community Affairs Council launched plans to compile Let's Learn Chinese teaching materials in 2015 and recruited academics, specialists, and instructors with years of experience overseas in the field of teaching Chinese to compile quality Chinese language teaching resources.
《學華語向前走》以第二語言教學概念為基礎，參採歐美中文學校之教學方式及時程，並依據美國加州世界語規準各階段主題， 及美國外語教學協會(ACTFL)所訂之語言學習標準來建構學習骨架，每冊計12個單元，內容包括會話課文、生詞表、句型練習、兒歌韻文及遊戲， 標音符號為注音及拼音，並搭配簡化字標註。我們的課文內容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， 適合小學至初中的年齡層，可有效增進學習者日常生活中聽、說、讀、寫，以及跨文化各面向之華語文能力。
Let's Learn Chinese is built on second-language teaching concepts and incorporates teaching approaches and schedules employed in Chinese language schools in Europe and North America. The overall learning framework consists of topics at various levels that align with those set by the World Language Content Standards for California Public Schools and the language learning goals established by the American Council on the Teaching of Foreign Languages (ACTFL). Each volume is composed of 12 units with dialogs, vocabularies lists, sentence pattern practice, children's songs and rhymes, and games. The series utilizes both bopomofo and Hanyu Pinyin and includes simplified characters in the notes. Built around everyday conversations, our texts incorporate communication, culture, connection, comparison, and community. Suitable for elementary and junior high school-aged children, this series can help them effectively train their Chinese listening, speaking, reading, and writing skills and increase their cross-cultural understanding.
Let's Learn Chinese consists of 12 volumes, including the Starter Book, the Basic Book, and Books 1-10. Each volume comes with textbooks A and B, workbooks A and B, as well as audio files.
To meet the different teaching approaches employed in Chinese language schools around the world and to give instructors flexibility in the classroom, we provide digital learning aids and PPT files, which were uploaded after the teaching materials were published. Chinese language teachers can download audio and image files in the “Learning Aids” area of our website and use them when teaching with PPT files to make Chinese teaching more fun and interesting.
|Unit 1||Unit 2||Unit 3||Unit 4||Unit 5||Unit 6|
|School and Studies||Family and Society||Numbers and Lifestyle||Food and Culture||Climate and Environment||Festivals and Customs|
|Unit 7||Unit 8||Unit 9||Unit 10||Unit 11||Unit 12|
|Body and health||Hobbies and leisure activities||Geography and international outlook||History and humanities||Tourism and transportation||Technology and innovation|
Many lessons in Let's Learn Chinese discuss various aspects of culture, from festivals and folk customs to traditional foods. They also include supplemental materials, like traditional songs and poems. We also currently have plans to add Taiwan cultural units to each volume, so students can better understand Taiwanese culture.
Let's Learn Chinese is designed so that students in overseas Chinese schools abroad can study one book each school year, but various schools set aside different numbers of hours each week for teaching Chinese and employ different teaching methods. We suggest that schools adjust the pace of instruction to their own situations. (Note: Starting with Book 5, lessons 6 and 12 in each book are review lessons.)
The entire series, from the learning objectives to the classroom activities, is carefully arranged to carefully present language teaching content step by step. Each lesson has designed into it comprehensive practice activities aimed at improving listening, speaking, reading, and writing as well as fun and interesting games and activities, so that students and teachers can use a variety of approaches to practice what they learn in each lesson. Our series uses a natural learning approach. For example, students in lower grades can read the English instructions for activities provided in the textbooks, while students in medium to higher grade levels can read instructions in Chinese. Teachers also save time, because they don't have to design or make photo copies of activity sheets.
Let's Learn Chinese's Starter Book start with a communication model, allowing students to learn the sounds of the language orally. Bopomofo is used in the first half, while the same content is written again in the second half using Hanyu Pinyin, satisfying the demand for both systems in one book. The Basic Book is designed to serve as a bridge between the Starter Book and Book 1. We suggest that students with no knowledge of Chinese study these two books before starting Book 1.
The comprehensive practice portion of each Let's Learn Chinese textbook focuses on the lessons taught in that book and includes teaching activities aimed at training spoken Chinese. What's more, they present materials progressively, so that students can incorporate what they learn in a given lesson to give oral reports and to carry out small group discussions.
Starting with Book 1, each lesson in Let's Learn Chinese has a section entitled “Reading Comprehension”. It includes materials written in various formats, such as dialogs, journals, and letters. In addition, the amount of reading materials provided steadily increases with each book until Book 10, which has a section entitled Essay Reading Comprehension, so that students get used to reading Chinese.
The reading materials provided in Let's Learn Chinese are designed to stimulate thinking and improve writing skills. Students are taught to make sentences starting with Book 1. Beginning in Book 3, guided practice utilizing text materials is provided every four lessons to teach students to write essays. The level of difficulty increases with each book with the ultimate goal of training students to write complete essays on their own.
Language learning requires a great deal of repetition. This is especially true with children. Repeating multiple times can increase fluency and cultivate a natural feeling for the language. Textbook Practice is designed to allow students to practice right away what they have studied in class. Once they have a basic understanding of the language concepts, they can practice similar content at home in their workbooks to further deepen the impression of the materials on their mind and reinforce what they have learned.
After Book 1 was published, some instructors in other countries pointed out that children in lower grades were finding it hard to absorb the materials, because the level of difficulty was too high and the content too varied. With this in mind, we simplified the content of Book 1, reducing the number of sentences, vocabularies words, and Chinese characters that students need to learn to write by half, decreasing, in particular, the study load for students who do not come from Chinese-speaking families. We use some of the content from the Basic Book in Book 1 to give students a chance to review. We also added new content to expand upon what they’ve already learned. If students already have a higher level of Chinese, we suggest that the teacher go directly from the Starter Book to Book 1.
The purpose of the section entitled “Where do Chinese characters come from?” found in Books 1-4 is to show the beauty of Chinese characters and explain how they developed. When selecting characters for “Where do Chinese characters come from?” characters taught in that lesson are given priority. The second criteria is character radicals and components. Not many characters are taught in Book 1, so many of the characters introduced in “Where do Chinese characters come from?” are pictographs. There is no need to formally teach this particular section, because its primary purpose is to help students to learn to appreciate the beauty of characters. Teachers can simply introduce the characters in the students’ native language. How much time teachers spend introducing these characters really depends on how long students remain interested.
As much as possible, songs and poems were selected based on the content of the lesson in which they were taught. Sometimes, they were chosen because they were related in some way to the theme or festival introduced in the lesson. Sometimes, they were used, because they included vocabularies words introduced in the lesson. Sometimes, they were included to simply fill in an empty space in the layout of a lesson. Other important considerations were the ages and Chinese levels of students. Mostly songs and rhymes were included in books for students in lower grades, while poems were included to an increasing degree starting with Book 4.
Texts are provided in three different formats in the “Learning Aids” area of our website. These include texts with characters without phonetic symbols, texts with characters and bopomofo, and texts with characters and Hanyu Pinyin. Instructors can select the text format that best meets their class’ learning needs. For example, they can choose the version that does not use any phonetic symbols to train students to read characters.
|計數 - 生詞||兒測等級|
A. Lexical correspondence
To depict the proficiency levels of “Let’s Learn Chinese” in the corresponding relationship with CCCC, the SC-TOP requests the Overseas Community Affairs Council for the vocabulary of each book and conducts corresponding analysis work. The results of the analysis are as follows:
The proportion of each book covering the cumulative number of vocabulary with CCCC
|counts - words||Levels of CCCC|
|Book||Sprouting||Sprouting + Seedling||Sprouting + Seedling + Blossoming|
We can find the cumulative vocabulary volume of “Let’s Learn Chinese” and the covering ratio on CCCC’s three levels. It indicates that when completing the 2nd volume, the cumulative vocabulary could cover nearly 60% vocabulary of CCCC’s Sprouting level. And after finishing the 4th and 6th volume, the cumulative vocabulary has reached the coverage of the Seedling and Blossoming level near 60%.
B. Application level:
For the children learners who finished the 2nd volume of “Let’s Learn Chinese” at nearly 60% vocabulary coverage of Sprouting level, they have the opportunity to pass the Sprouting level test. Similarly, learners who have finished the 4th volume can apply the seedling level and finished 6th volume could challenge the Blossoming level.
C. Advice for teaching facilities
However, language proficiency is not fully dependent on vocabulary understanding, but also includes language strategies, such as: understanding the meaning of the text from the context.
It is recommended that the instructor can download these files for reference before the test:
|Vocabulary List with Contexts||https://cccc.sc-top.org.tw/download/cccc/intro_vocab_ktop.xls?20170831|
|CCCC Mock Test [Traditionalized]||https://cccc.sc-top.org.tw/download/cccc/cccc_mock_test_t_2017.pdf|
|CCCC Mock Test [Simplified]||https://cccc.sc-top.org.tw/download/cccc/cccc_mock_test_s_2017.pdf|
In addition to helping children with supplementary vocabulary and to familiar with questions, but also to increase learning activities in the class, for example as follows:
Use the target language for briefing and announcements in the classroom.
Based on the vocabulary that the learner has learned, combined with the use of pictures that are highly relevant to the living environment, using simple sentences, describing the pictures naturally slowly and clearly and allows the learners to practice listening to simple sentences. Improving the learner's understanding of the complete sentences first then do a listening activity and exercise for a simple sentence.
Use situational images that are highly relevant to life, with simple questions and words in the target language, ask learners to point out the messages on the images, or respond to teacher questions in the target language to check for understanding.
Guide the learners to circle the vocabulary they can recognize in the sentences and guide them to interpret and express the meanings in the sentences based on the vocabulary they circled.
Guide the learners to identify some common reading materials (such as menus, timetables, simple messages, etc. ) and the predictable information.