2

Let's Learn Chinese

Textbook
 Table of Contents

Lessons Topics Pages

1 9
One New Classmates

2

Two 25
My Dad Does Business

3

Three 39
Going to the Supermarket

4

Four 53
I Want to Eat Hamburgers

5

Five 65
Autumn is Almost Here

6

Six 81
Chinese New Year

7
Seven First Brush Your Teeth Then Wash Your Face 95
 Lessons Topics Pages

8 109
Eight My Pet

9

Nine 125
The Classroom is in the North

10

Ten 139
Grandpa and Grandma Live in Taiwan

11 151
Eleven Going to the Zoo

12 165
Twelve Making an Internet Call

179
Appendix: Text Translation

Index: Vocabulary 182

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

(Chinese as a Second Language)

(ACTFL)

12 12

 Preface
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 Californias 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.
Lets Learn Chinese is a textbook series with 12 volumes, and 12 lessons for each
volume. The content gradually increases in difficulty. Each volume is appropriate for use
over the course of one academic term at an overseas Chinese-language school. 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 theyve 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 childrens interest in studying the Chinese language. By helping overseas
Chinese schools strengthen their teaching capabilities, OCAC will burnish the excellent
brand of Taiwans teaching of the Chinese language via traditional characters, accomplishing
its mission of preserving the cultural heritage through language education.

Overseas Community Affairs Council



1.
2.
3.
4.
5.
6.
7.
8.

A. 12
1.

2.
3.
4.
B.
1. 186 2. 112 3. 45

1.
2.
www.huayuworld.org/upload/epaper/106/page1.html
 Editors Note
I. Editing Concepts
1. The language focuses on the practical, authentic, and functional aspects so students
can use what theyve learned in everyday life.
2. Comprehensive language ability is the focus, with balanced development of the four
basic language techniques: listening, speaking, reading, and writing.
3. The dialogues, sentences, Chinese characters, grammatical structures and their
quantity and order, are based on the students proficiency level.
4. The vocabulary and grammar progress by spiral upward from low to high level and
are very common and usable.
5. Interactive in-class games and task-based activities are used so the language learning
will be natural.
6. The workbook uses a constructive design and advances by steps to consolidate whats
been learned in an easy way.
7. Reading and writing sections chiefly use phonetic symbols (Bopomofo) and traditional
Chinese characters. Hanyu Pinyin and simplified Chinese characters are also taken
into account.
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. Each volume includes 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 lessons
Chinese characters, as well as task-based activities, games, and pronunciation review.
3. Workbook: Every lesson includes four types of practicelistening, 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. This volumes learning content:
1. 186 new words
2. 112 Chinese characters
3. 45 Sentence patterns/Grammatical structures
III. Other Resources
1. activity word cards (in the back of the workbook).
2. Please download the audio files (files of lesson texts, new words, grammatical
structures, etc. and workbook listening exercises) from the huayuworld website at
www.huayuworld.org/upload/epaper/106/page1.html.
 Character Introduction

1
2 3 4

5 6 7

1 2 Devin Li3 May Chen

Ms. Wang: kind, passionate Devin Li: outgoing May Chen: lively, friendly

4 Tony Lin 5 Vivian Li

Tony Lin: love to make friends Vivian Li: adorable, Devins younger sister

6 Joe Fang Lily Zhang

7

Joe Fang: introverted, shy Lily Zhang: long-haired, likes to look pretty

8
 Let's Learn Chinese

1.

2.

3.

4.

Lesson 1: New Classmates

Linguistic Functions: introduce, express, compare, welcome
Learning Objectives: Students will be able to
1. Introduce their names, age and interests etc.
2. Welcome new friends with welcoming phrases.
3. Use Nice to meet you (all) to respond to new friends.
4. Answer and respond to people they just met.

9

 New Classmates



 







 

10
 Let's Learn Chinese

 

 

11

 New Classmates

Vocabulary



to introduce,
to present

new oneself
ones own

now,
at the moment

this year

everyone
with, to go with
Joe Fang

to swim, comparatively,
swimming to compare,

Lily Zhang to contrast,
relatively

to read,
to study
happy, glad
to know,
to recognize

welcome, to welcome
Chinese
to learn, to study

the most

12
 Let's Learn Chinese

Practice Writing Chinese Characters

(Character) (Stroke) (Radical) (Stroke Order)

13

6

16

6

3

6

13

13

 New Classmates

Recognize Chinese Characters

() ()

() () () ()

How Chinese Characters Came to Be

Sentence Structure

most, the most,

1.


2.


3.


14
 Let's Learn Chinese






4.


5.

A B V A: with B: together, with

1.


2.


3.





4.


5.

15

 New Classmates

relatively, comparatively


1.




2.





3.




4.


5.

16
 Let's Learn Chinese

Exercise

Part I Lets Read

jio b yng yu gn

rn sh ji xin nin

yng j z sho ji

go xio png zhng l

xng fng xu tng xn

Part II Lets Write

A
Write down the correct phonetic symbols (Bopomofo) or pinyin.

1.

2.


17


 New Classmates

B
Write down the correct Chinese characters.

1. 2.

C

Write down the correct Chinese characters as well as their phonetic symbols
(Bopomofo) or pinyin. Fill in the blanks according to the text.

1.
2.
3.

4.
5.

18
 Let's Learn Chinese

Part III
Task: Introduce yourself and get to know your classmates.

A
Connect the images to their corresponding Chinese characters.

1.

2.

19

 New Classmates

B

Look at the image, and circle their favorite activities or the activities they prefer.

1.

2.

20
 Let's Learn Chinese

C

Introduce yourself: Fill in the blanks with Chinese characters, phonetic symbols,
or pinyin.

D

Get to know your classmates: Ask 5 classmates about their names, age and their
hobbies and write them down.

21

 New Classmates

Part IV
Class Activity: Introduce Yourself

1.


The whole class will sit in a circle; when the music starts, the students will start
passing the ball. When the music stops, the student that happens to be holding
the ball must introduce himself/herself using the following sentence composition
below.

2.



After he/she is done introducing himself / herself, the passing continues until the
music stops again and the next student introduces himself / herself. The game
ends when every student has introduced himself/herself.

22
 Let's Learn Chinese

Part V Phonetic System Review

A Lets Read

B

Lets discover. Which of the phonetic symbols (Bopomofo) or pinyin above
correspond with the Chinese characters below? Write down the correct numbers
in the brackets.

23

 New Classmates

24
 Let's Learn Chinese

1. / /

2.

3.

Lesson 2: My Dad Does Business

Linguistic Functions: ask, reply, express
Learning Objectives: Students will be able to
1. Differentiate between their paternal grandfather / grandmother and their
maternal grandparents.
2. Say the titles of their family members.
3. Express their future goals and aspirations.

25

 My Dad Does Business

 










26
 Let's Learn Chinese

 

27

 My Dad Does Business

Vocabulary

maternal maternal
grandmother
grandfather

before,
previously,

to work,
job, task

doctor

to do business


to help,
to support, to go to work,
to assist to start work

computer company
bank


same, like,
the same as,
just like

28
 Let's Learn Chinese

Practice Writing Chinese Characters

(Character) (Stroke) (Radical) (Stroke Order)

5

4

5

3

7

10

5

9

Recognize Chinese Characters

() () ()

() ()

29

 My Dad Does Business

How Chinese Characters Came to Be

Sentence Structure

ABC (possessive) mine / his / hers + is

1.


2.


3.





4.


5.

30
 Let's Learn Chinese

/ before / after, previous, ago / in the future

1.


2.


3.

4.


5.

to help

1.


2.


3.

4.

31

 My Dad Does Business

5.

be like, the same as, be.just like

1.


2.


3.







4.


5.

32
 Let's Learn Chinese

Exercise

Part I Lets Read

zu din s bng yn

shng y gng shng bn

no p hng gng y

qin y yng wi zu

33

 My Dad Does Business

Part II Lets Write

A
Write down the correct phonetic symbols (Bopomofo) or pinyin.

1. 

2. 

B
Write down the correct Chinese characters.

1.

2.


34
 Let's Learn Chinese

C

Write down the correct Chinese characters as well as their phonetic symbols
(Bopomofo) or pinyin. Fill in the blanks according to the text.

1.
2.
3.
4.
5.

35

 My Dad Does Business

Part III Task

A

The image below represents Xiaomings family and his relatives. Help him fill
in the correct numbers according to their titles.

1. 2. 3. 4.
5. 6. 7. 8.

36
 Let's Learn Chinese

B

What do Xiaomings family and relatives do for a living? Fill in the correct
numbers in the blanks.
1.
2.
3.
4.

Part IV
Class Activity: Charades

1.
Divide the class into the two teams.

2.
Each team will take turns selecting a phrase card to act out on stage.

3.

The 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.

37

 My Dad Does Business

Part V Phonetic System Review

A Lets Read

B

Lets discover. Which of the phonetic symbols (Bopomofo) or pinyin above
correspond with the Chinese characters below? Write down the correct numbers
in the brackets.

38
 Let's Learn Chinese

1.

2.

3.

4.

Lesson 3: Going to the Supermarket

Linguistic Functions: ask, reply, invite, express
Learning Objectives: Students will be able to
1. Express the things they want.
2. Use together and modal particle indicating suggestion or surmise ok?/right?
to invite others to do certain things together.
3. Use wantstill wants to express two kinds of needs.
4. Use may? to ask for others permission.

39

 Going to the Supermarket















40
 Let's Learn Chinese

Vocabulary



Supermarket,
Grocery Store

nearby, next to
to want



ice cream to buy

chocolate

thing(s), stuff

rice can, may,
possible,
green able to
vegetables
beef


fish


candy

41

 Going to the Supermarket

Practice Writing Chinese Characters

(Character) (Stroke) (Radical) (Stroke Order)

5

8

12

8

6

11

17

42
 Let's Learn Chinese

Recognize Chinese Characters

() ()

How Chinese Characters Came to Be

Sentence Structure

to want

1.


2.


43

 Going to the Supermarket

3.





4.


5.

of / (used to form a nominal expression)

1.


2.


3.





4.


5.

44
 Let's Learn Chinese

can (question particle for yes-no questions)?

1.


2.


3.

4.


5.

45

 Going to the Supermarket

Exercise

Part I Lets Read

tng ji l k qio

gu y bng q ln

y ni ru jn f

m chng mi dng xi

qng sh j cho ci

Part II Lets Write

A
Write down the correct phonetic symbols (Bopomofo) or pinyin.

1. 

2. 


46
 Let's Learn Chinese

B
Write down the correct Chinese characters.

1.

2.

C

Write down the correct Chinese characters as well as their phonetic symbols
(Bopomofo) or pinyin. Fill in the blanks according to the text.

1.

2.

3.

47

 Going to the Supermarket

Part III Task: Shopping

Devin and his family are going to buy things at the supermarket.

48
 Let's Learn Chinese

1.
2. 3. 4. 5.

6. 7. 8. 9. 10.

1. ____________________________________
____________
2. ________________________
3. ________________________
4. ________________________

49

 Going to the Supermarket

Part IV Class Activity: Shopping

1.


The class will sit in a circle, while everyone gets a phrase or image card to
memorize and show to the shopper.

2.
The teacher will explain the rules first and act as the first shopper.

3.
XXXXXXXX


As the game begins, the shopper will say, I am going to the supermarket to buy
XX, XX, XX and also buy XX. After the shopper has said what he/she is going
to buy, the selected students must stand up and follow the shopper.

4.
The teacher will remove a chair while they are shopping.

5.


The shopper will continue to shop until he/she has finished buying everything
in the class. The shopper will then say finished buying! And all the students
must quickly find a seat to sit on.

50
 Let's Learn Chinese

6.

The student that cant find a seat must become the next shopper.

(The teacher will decide whether to use a phrase card or image card
based on the students' abilities.)

51

 Going to the Supermarket

Part V Phonetic System Review

A Lets Read

B

Lets discover. Which of the phonetic symbols (Bopomofo) or pinyin above
correspond with the Chinese characters below? Write down the correct numbers
in the brackets.

52
 Let's Learn Chinese

1.

2.

3.

Lesson 4: I Want to Eat Hamburgers

Linguistic Functions: ask, reply, request, action sequence
Learning Objectives: Students will be able to
1. Express the foods they like.
2. Ask about the possibility of something.
3. Accept other peoples suggestions / advice.

53

 I Want to Eat Hamburgers























54
 Let's Learn Chinese

Vocabulary

to go out




french fries

hamburger
weekend first, early


again,

once more
/
noodles

egg fried rice dinner, supper



already
to do something
soup
more quickly,
completed
earlier, faster
action marker


corn, maize hungry

55

 I Want to Eat Hamburgers

Practice Writing Chinese Characters

(Character) (Stroke) (Radical) (Stroke Order)

5

12

5

6

11

11

12

11

17

56
 Let's Learn Chinese

Recognize Chinese Characters

() ()

() () () ()

How Chinese Characters Came to Be

Sentence Structure

to go out

1.


2.


3.




4.

57

 I Want to Eat Hamburgers

5.

V verb + (completed action marker)

1.


2.


3.





4.


5.

firstthen


1.




58
 Let's Learn Chinese

2.


3.





4.


5.

can, may

1.


2.


3.

4.

5.

59

 I Want to Eat Hamburgers

Exercise

Part I Lets Read

m cho y jng

zhu kui fn tng y

fn dn min cn wn

zu ch q xin zi

din tio sh bo hn

Part II Lets Write

A
Write down the correct phonetic symbols (Bopomofo) or pinyin.

1. 

2.
60
 Let's Learn Chinese

B
Write down the correct Chinese characters.

1.

2.

C

Write down the correct Chinese characters as well as their phonetic symbols
(Bopomofo) or pinyin. Fill in the blanks according to the text.

1.
2.
3.
4.
5.

61

 I Want to Eat Hamburgers

Part III Task

7:00 7:30

Please observe what May, Lily, Peng, Vivian and Devins Mom were doing between
7:00 and 7:30 and fill in the appropriate Chinese characters, phonetic symbols or
pinyin.

7:00 7:30

1.
2.
3.
4.
5.
6.
62
 Let's Learn Chinese

Part IV
Class Activity : The Little Sharpshooter

1.

The teacher will divide the class into two teams. Each team will send a
representative to participate in the competition.

2.



The teacher will use image cards to review vocabulary. After reviewing, the
representatives of both teams will face each other back to back. The teacher
will give each representative an image card (do not let the opposing teams
representative see the card).

3.


After the game begins, both teams representatives must step forward, count to
three and turn around. The first to read out the opposing teams image card wins.

7
6
5
4 14
3 13
2 12
1 11 21
10 20
9 19
8 18 28
17 24
16 26
15 25
24
23
22
31
30
29

63

 I Want to Eat Hamburgers

Part V Phonetic System Review

A Lets Read

B

Lets discover. Which of the phonetic symbols (Bopomofo) or pinyin above
correspond with the Chinese characters below? Write down the correct numbers
in the brackets.

64