《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。
How Let's Learn Mandarin（For Children ) began.
In response to the growing worldwide trend to learn Mandarin as a second language and to make a name for Taiwan as a producer of superior teaching materials featuring traditional Character, the Overseas Community Affairs Council launched plans to compile Let's Learn Mandarin（For Children ) teaching materials in 2015 and recruited academics, specialists, and instructors with years of experience overseas in the field of teaching Mandarin to compile quality Mandarin teaching resources.
Why choose Let's Learn Mandarin（For Children )?
Let's Learn Mandarin（For Children ) is built on second-language teaching concepts and incorporates teaching approaches and schedules employed in compatriot 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 Mandarin listening, speaking, reading, and writing skills and increase their cross-cultural understanding.
Where can I get Let's Learn Mandarin（For Children )?
2. 國家出版品展售處─國家書店 、五南文化廣場
1. In addition to providing Let's Learn Mandarin（For Children ) teaching materials in PDF format and learning aids on our HuayuWorld.org website, overseas compatriot schools can apply for printed teaching materials through overseas embassies and representative offices. 2. They are also available at venues that display and sell national publications — Government Bookstore, Wu-nan Books
What kinds of supplementary resources are provided with Let's Learn Mandarin（For Children )?
《學華語向前走》教材全套12冊，包含入門冊、基礎冊、第一冊至第十冊，每冊都有課本A本、B本、作業本A本、B本及朗讀音檔。因應不同地區僑校教學型態不同，為了讓教師備課能更彈性運用，在教材出版後，提供了數位教學素材及簡報檔案。歡迎各位華語文教師到本專頁「教材素材」專區下載，利用朗讀音檔、圖檔等搭配教學簡報，讓華語文教學更加生動有趣！
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「教材素材」專區提供的資料有：
- 聲音： 提供句型、課文、生詞等朗讀音檔。
- 文字： 提供課文之純文字及嵌入注音、拼音等三版本。
- 圖片： 提供課本內所有圖片之高畫質圖檔。
- 簡報： 提供課文、句型、生詞、練習等簡報檔，並內嵌語音檔，可直接下載使用
Let's Learn Mandarin（For Children ) 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 overseas compatriot 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. Mandarin 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 Mandarin teaching more fun and interesting.
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The Learning Aids area provides the following materials:
- Audio files which include sentence patterns, texts, and vocabularies.
- Texts in three formats: Traditional characters without phonetic symbols, characters with bopomofo, and characters with Hanyu Pinyin.
- Image files of all pictures found in textbooks in high resolution.
- PPT files with embedded audio files featuring texts, sentence patterns, vocabularies words, and practice sections for download and use.
What themes are used in Let's Learn Mandarin（For Children )?
| 單元一 | 單元二 | 單元三 | 單元四 | 單元五 | 單元六 |
|---|---|---|---|---|---|
| 學校與學習 | 家庭與社會 | 數字與生活時尚 | 飲食與文化 | 氣候與環境 | 節慶與習俗 |
| 單元七 | 單元八 | 單元九 | 單元十 | 單元十一 | 單元十二 |
| 身體與健康 | 嗜好與休閒活動 | 地理與國際眺望 | 歷史與人文 | 旅遊與交通 | 科技與創新 |
| 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 |
Does Let's Learn Mandarin（For Children ) provide cultural content?
《學華語向前走》有許多課文內容取材自節慶、民俗、傳統食物等文化層面，同時也補充了傳統歌謠及詩歌，目前更規劃於每冊教材中增加臺灣文化單元，讓學生對臺灣文化有更深入之瞭解。
Many lessons in Let's Learn Mandarin（For Children ) 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.
Does Let's Learn Mandarin（For Children ) have a set pace for teaching?
《學華語向前走》是以海外僑(華)校一年學習一冊為編寫原則，但各校每週授課時數及教學型態多有差異，建議各校視實際情況做彈性調整。(註:本套教材自第五冊起，每冊的第六課及第十二課為該冊的複習課)
Let's Learn Mandarin（For Children ) is designed so that students in overseas compatriot schools abroad can study one book each school year, but various schools set aside different numbers of hours each week for teaching Mandarin 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 “Learning Objectives” in textbooks are not for students, so why are they written on the first page of every lesson?
- 「學習目標」的目的在點出本課學習及教學重點，讓師生都能了解本課應學會之內容，同時也提供非華裔學生的家長參考，了解孩子學習內容。
- 「學習目標」獨立成頁，有利於課文及生詞版面安排與設計，課文搭配完整插圖，學童彷彿置身主題情境，視覺效果佳，也能增加學習效果。
- The purpose of the “Learning Objectives” is to point out each lesson's key learning and teaching points, so that students and teachers alike can know what they are supposed to learn from the lesson. Parents of students not of Chinese descent can also read them to learn what their children are studying.
- Learning Objectives are printed on a page by themselves for the layout of the texts and vocabularies lists, as this allows texts and illustrations to be placed side by side. The resulting enhanced visual effects make reading the materials more fun and effective.
How are Let's Learn Mandarin's（For Children ) Starter and Basic Books supposed to be used?
《學華語向前走》入門冊的編寫是以溝通模式切入，讓孩童從口語學習語音系統，前半部為『注音符號』，而後半部為相同內容的『漢語拼音』，一冊同時滿足2種不同語音學習的需求；基礎冊則是為了讓學生順利銜接第一冊而設計的。建議零起點學習者先由這兩冊開始學習，再進入第一冊。
Let's Learn Mandarin's（For Children ) 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 Mandarin study these two books before starting Book 1.
Can students learn to speak Mandarin by studying Let's Learn Mandarin（For Children )?
《學華語向前走》的課本綜合練習針對該課主題，設計了訓練口語的系列教學活動，並按照步驟進行，學生可以應用相關主題來進行口頭報告及小組討論。
The comprehensive practice portion of each Let's Learn Mandarin（For Children ) textbook focuses on the lessons taught in that book and includes teaching activities aimed at training spoken Mandarin. 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.
Can students learn to read Mandarin by studying Let's Learn Mandarin（For Children )?
《學華語向前走》從第一冊開始即應用該課課文編寫了對話、日記、書信等形式的閱讀理解，並逐冊增加閱讀材料的字數，循序至第十冊的文章閱讀理解，使學生習慣閱讀漢字書寫的材料。
Starting with Book 1, each lesson in Let's Learn Mandarin（For Children ) 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 Mandarin.
Can Let's Learn Mandarin（For Children ) be used to train students'Mandarin writing skills?
《學華語向前走》以閱讀材料提供學生思考，進而帶出寫作能力。第一冊開始帶領學生造句，第三冊開始，每四課提供學生一次應用該課內容的引導式短文寫作練習，難度逐冊增加，最終達成學生獨立完成文章寫作的目標。
The reading materials provided in Let's Learn Mandarin（For Children ) 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.
There is a high level of repetition in the content of Textbook Practice and workbooks. What is the reason behind this design?
語言之學習需要一再重複練習，尤其是兒童，重複多次可提升流利度、培養自然語感。課本練習的目的是希望學童在課堂立即練習所學，建立初步語言概念後，回家再次練習相同內容時，便能加深印象，鞏固所學。
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.
The themes of the Basic Book and Book 1 are very similar. What is the purpose of this?
本套教材第一冊出版後，部分海外教師反映內容多、難度高，低年級的學童無法吸收這麼多。因此，針對第一冊的內容作了簡化處理，將課文對話句數、生詞量、習寫漢字量都減半。減少家中不講華語之學童的學習負擔。學完基礎冊後，進入第一冊，保留部分熟悉的內容目的在作複習，而新增的內容則是為了進一步延伸學習。若學童華語程度高，則建議老師入門冊後直接教第一冊。
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 traditional characters that students need to learn to write by half, decreasing, in particular, the study load for students who do not come from Mandarin-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 Mandarin, we suggest that the teacher go directly from the Starter Book to Book 1.
How are the characters presented in “Where do traditional characters come from?” selected? Should student be taught to read and write these characters?
在第一至第四冊安排「漢字怎麼來的」這個單元，目的是呈現漢字之美及起源。選擇漢字的原則以該課出現之生詞漢字為第一選擇，第二則是某個生詞的部首或部件，第一冊因漢字不多，所以選擇了最常見的象形字。這個單元不必安排正式教學，只須讓學生以欣賞圖片的角度來連結漢字的意義，老師依學生吸收程度，使用學生母語略加說明即可。
The purpose of the section entitled “Where do traditional characters come from?” found in Books 1-4 is to show the beauty of traditional characters and explain how they developed. When selecting characters for “Where do traditional 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 traditional 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.
How were songs and poems selected?
歌曲、念謠或詩詞盡量依該課的內容來安排，有時是與某個主題、節慶連結，有時是與某個詞彙連結，有時是為了填補空餘版面，並配合學習年齡及華語文程度需求，低年級以歌謠、念謠較多，到了第四冊之後則為詩詞的篇數較多。
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 Mandarin 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.
Phonetic symbols are used in texts. How do we train students to recognize characters without phonetic symbols?
在本專頁的「教材素材」專區中，提供了純文字、標註注音符號及標註漢語拼音等3個版本之課文文字檔，老師可依教學需要選用，為訓練學生認讀漢字，可選擇不標示注音符號及漢語拼音的純文字版本。
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.
“Let's Learn Mandarin（For Children )”and the Children's Mandarin Competency Certification (CCCC)
一、詞彙對應關係
為協助海外使用《學華語向前走》教材之學校單位，清楚了解其與兒童華語文能力測驗（CCCC）之對應關係，華測會特向僑委會索取各冊生詞表並進行對應分析工作，分析結果如下表：
《學華語向前走》各冊累計生詞數與兒童測驗三等級詞表覆蓋比例
| 計數 - 生詞 | 兒測等級 | ||
|---|---|---|---|
| 冊別 | 萌芽級 | 萌芽+成長級 | 萌芽+成長+茁壯級 |
| 基礎 | 31% | 18% | 13% |
| 第一冊 | 37% | 23% | 16% |
| 第二冊 | 55% | 37% | 28% |
| 第三冊 | 67% | 49% | 38% |
| 第四冊 | 76% | 58% | 47% |
| 第五冊 | 80% | 63% | 53% |
| 第六冊 | 85% | 69% | 58% |
| 第七冊 | 87% | 71% | 62% |
| 第八冊 | 89% | 73% | 64% |
| 第九冊 | 90% | 75% | 67% |
| 第十冊 | 91% | 76% | 69% |
上表呈現了《學華語向前走》各冊累計生詞與兒童華語文能力測驗（CCCC）三個等級詞表覆蓋比例，由此可知，學完第二冊累積詞彙量與兒測萌芽級詞彙覆蓋率已近60%，而學完第四冊、第六冊累積詞彙量分別達成長級、茁壯級累積詞彙覆蓋率近60%。
二、報考等級建議：
學習完《學華語向前走》第二冊的兒童學習者，在萌芽級詞彙覆蓋率近60%的情形下，比較有機會通過萌芽級，可嘗試報考萌芽級；類此，學習完第四冊可嘗試報考成長級；學習完第六冊可挑戰茁壯級。
三、輔助教學建議：
然而，語言能力表現不全仰賴詞彙理解，還包括語言策略等，如：從前後文理解文意內容。
建議教學者可於考前下載：
除了協助兒童補充詞彙與熟悉題型之外，也可於課堂中適度增加相關教學活動，舉例如下：
聽力活動
多使用目標語進行簡短的課堂說明與宣布事項。
以學習者已習得的詞彙為基礎，結合運用與生活環境高度相關的圖片，使用簡單句式，緩慢且清楚地描述圖片自然地讓學習者練習聆聽簡單句子，先提升學習者對完整句子的理解能力，隨後再進行簡單句子的聽力活動與練習。
閱讀活動
利用與生活高度相關的情境圖片，配合簡單的目標語問句和文字，請學習者指出圖片訊息，或使用簡單目標語回應教師提問以確認是否理解。
指導學習者練習在句子中圈選認識的詞彙，並引導他們根據圈選的詞彙解讀句中表達的意思。
指導學習者辨認常見閱讀材料(如菜單、時刻表、簡單的留言等)的呈現形式以及可預期的資訊。
A. Lexical correspondence
To depict the proficiency levels of “Let's Learn Mandarin（For Children )” 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 |
| K2 | 31% | 18% | 13% |
| 1 | 37% | 23% | 16% |
| 2 | 55% | 37% | 28% |
| 3 | 67% | 49% | 38% |
| 4 | 76% | 58% | 47% |
| 5 | 80% | 63% | 53% |
| 6 | 85% | 69% | 58% |
| 7 | 87% | 71% | 62% |
| 8 | 89% | 73% | 64% |
| 9 | 90% | 75% | 67% |
| 10 | 91% | 76% | 69% |
We can find the cumulative vocabulary volume of “Let's Learn Mandarin（For Children )” 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 Mandarin（For Children )” 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:
| Items | URL |
|---|---|
| Vocabulary List with Contexts | https://tocfl.edu.tw/assets/files/vocabulary/cccc_vocabulary_2022.xls |
| CCCC Mock Test [Traditionalized] | https://tocfl.edu.tw/index.php/exam/test/page/10 |
| CCCC Mock Test [Simplified] | https://tocfl.edu.tw/index.php/exam/test/page/10 |
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:
Listening activity
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.
Reading activity
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.
