PETALS @] = a jel)) BY: a hy i SS #22 Textbook BSRB ©B A: bén Lesson ts 7 a Seven Ne 8 " Eight Nz 9 i Nine tr 10 i Ten tr Wd) ow w B eR 2 Table of Contents ma \ Topic Page — AEB es | yi go hue ba 9 Let’s Draw! Be BRELA AMT OEE 2 xia ke yi hau UB shén me 25 What Do You Do After Class? FS LE IR AL. 2 wan jd zai fi 39 Where Is the Toy? 4 fpan Bee o fei si ao ae . 53 Who Are They? BREE IREE BUR: 2 ni zyme lus xiao 69 How Do You Get to School?Lesson Topic | ot BRS Res EER! ? Twelve Is Mrs. Chen Home? Taiwanese Culture Unit Appendix: Text Translation FES: rade | ehca~ sus Vin sheng ci duen ya Index: Vocabulary Words / Phrases MasGke + ESS HF ISR + ary emia hee fan yd pinyin. aul zhao biao Appendix: Mandarin Phonetic Symbols and Hanyu Pinyin Comparison Table eH Gs BUR Re: Page 83 98 110FR MSE AR RM KAGE + BD REREE THEME RC RE ERR ARETE He APH RRETEAANEE LAF EMZFE SR URS RERS BAM VL 9% = 38-3 HF (Chinese as a Second Language) WA > FH A BAe "WIRES ER KBR SHS (ACTEL) TEARS FS BRE: HURM RM HMPA RD ICA Wo RAVER ALMHTETRASHFLS TSBRM > PSHE AEAURM © CFEBOTA) SRAHAH 12 Me ASR EBA RAL BA 12 MB EWS HIP LER-EMRM © HH ARLRAD SEHR EH RAV Lies BE RAPE FOG) MSPS PEMA AMABASR SAKA SAE BE MATH) RELA RRA RAY BTM » RRR EA EB MHRE RS ok OFA SARA + 4s + RS ADERE Efe Fe Ae) LIE ARR SL HS GARG LAF BLED © Gill BRAS GU EERL AMA TURE RSARARE WRERLKGT RRR > Fatma BT: SERHARF > MRARYRBAEMOATEEME RTREKE TRRBUD SHHLABAMGRAR: PREA> AAAREAG: SERM HE FLUE: FR RSPR ATMA + MAES BS Aa EDM 858 TRAE © BARA HE RAE Si MEARE RB AGH 106 FSH ER th HR ae PP BE RE AE RGD ERERRZ HARM ART ESR UILE BERIMRANSLE RE Db > SHE RIG ho 2 EM LAB AL AE Ae aah» PES AR Ee dR apt PRIETO EAH EM S HAC RARE AE ARACH RAH ERY LS RAREST VARREAT HS RRB LR LEAR CAPE AE RASS EMEP ELAR RRM > it Ra HERRERA MARS (is & Ae wn BWPreface The Overseas Community Affairs Council (OCAC) has been developing teaching materials for the overseas community for many years. In response to changing trends in Chinese-language education and learning environments around the world, the OCAC asked dozens of scholars, instructors with experience teaching overseas compatriots, and Chinese language teachers from around the world to work on this project. The outline for these teaching materials is based on the latest theories on teaching Chinese as a second language and was designed in accordance with the topics set forth by the California World Language Content Standards as well as language teaching standards set by the American Council on the Teaching of Foreign Languages. Cultural content and notes on local characteristics were added when deemed appropriate. These teaching materials, can help increase interest in learning the Chinese language among students regardless of ethnic background, Let's Learn Chinese consists of 12 volumes of 12 lessons each with content that gradually increases in difficulty. Lessons are centered around daily conversation, while the content adheres to the principles of communication, culture, connection, comparison, and community. This series is suitable for the elementary and junior high school levels. The objective of this series is to train students to use Chinese to communicate in everyday life and to be able to apply what they’ve learned right away, either at home or in Chinese-language environments. The after-class practice focuses on task-based teaching. To improve student speaking, listening, reading, writing, and c cultural Chinese-language skills, various communication models, including bilateral communication, performance and interpretation, and unilateral comprehension, have been incorporated where appropriate. The lessons consist of dialogs, vocabulary words, sentence pattem exercises, and other kinds of exercises aimed at allowing students to practice what they have learned, Songs and games are used where appropriate and audio files are available for download online. Throughout the teaching materials, the Chinese characters, vocabulary, sentence patterns, and grammatical structures are quantified and ordered. Both phonetic symbols (Bopomofo) and Hanyu Pinyin are used. The vocabulary and grammar in each volume are commonly used in everyday conversation and advance “from low to high proficiency level using the concept of spiral curriculum”. The various levels are tied together with common themes and expand from the narrow to the broad. They are suitable for use by schools employing topic-based education to help advance familiarity with this range of ‘common topics. In order to ensure that teaching materials meet the needs of overseas compatriot schools, the OCAC asked specialists and academics in Taiwan as well as individuals located abroad with extensive experience in teaching and using teaching materials to review and edit the series it published in 2017. As a result, not only is the content even better, two Taiwanese Culture Units have been added to each volume. The Taiwanese Culture Units cover such topics as thymes, Taiwanese opera, and puppet theater to make the materials more interesting and to enhance student understanding of Taiwan's diverse culture. Going forward, the OCAC will continue to improve its Chinese language materials to raise interest in studying the Chinese language among cthnic Chinese children. By helping overseas compatriot schools boost their teaching capabilities, the OCAC hopes to further enhance Taiwan’s reputation in the area of teaching the Chinese language using traditional characters and to accomplish its objective of preserving cultural heritage through language education, Minister Hsin-Wsing Wu, Ph.D. Overseas Community Affairs CounciliS Bad —) ES BSFTAS> RARERAEE > SRARRMADFLIG © EGS BRA BS MH RORBSRREMER © PRLS ES RP. BHU SAREE SoHE > VK BMF > RBEORAR Bit bt LARP © VARA MRE ER RE EH BHBS EE > 5) A RR SE AHR > MEARRARAGLH MARDER GABAA SH & VAEFRERE REL RMRBHARMRE © 8. SAP HM ER BH + ER > SBR A EMEA © =: AUR A. BMH TA ABAD RIDER? 1 PRM CY : RCH. 2 RE (PR GRA HHD) RE RA BIR TA © LRERR IBD + ARR BRE > LHEHREREH > BEAR 3. ERA + RY G6 He HS HAAR > RRL TERE © 4, £8] / GEES] + HAGRATLINSR © B. AHA St 1, AO] / HEH 156 Me 2. RF H+ 201 MMe 3. 3 aA H : 40 fi =. Ram LESS (ABBAS 1 RA» Hat 2 RL) © 2. SHEE (MAAR) © 3. FM GRE AM / MB. BAOME TH RAMA ETH) HES JRE XA F BR > ALL + www.huayuworld.org/upload/epaper/106/index.html ° aware e 2Editor’s Note I. Editing Concepts 1. The language focuses on the practical, authentic, and functional aspects so students can use what they’ve 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 word 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 what's 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. IL. 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 words / phrases, 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 Words / Phrases index: All the vocabulary words of the book as appendix in the last pages of the book. ii, Learning contents of Book 1 1.156 Vocabulary words / Phrases 2.201 Chinese characters. 3.40 Sentence patterns / Grammatical structures. IIL. Other Resources 1. Taiwanese Culture Units (one is included in each Part A and Part B for a total of two units in each volume). 2. Activity word cards (attached at the end of the textbook). 3.Please download the audio files (files of lesson texts, vocabulary words / phrases, grammatical structures, etc. and workbook listening exercises) from the huayuworld website at www.huayuworld.org/upload/epaper/106/index.html,5 As Be Se a 3.48 Introduction of the Characters © (May Chen ) : BES May Chen: Vivacious, friendly Vivian Li) : Devin's dad: Good-natured Devin’ mom: Gentle, kind Tony's mom: Loves to help othersLet's Learn Chinese 1. feM4R- Ae TF Sy Rae AMR HEY Sah 8 ks fice ytra a ions a yoo ane 2A PRES C e Ana 8 hy Bat 3. = BEALE YM os BLP 8 24 BSCR Me fock «ei Sid Mt a oe Lesson 7: Let's Draw! Linguistic Functions: Topic continuation, proposing, describing, comparing Leaming Objectives: Students will learn to 1. Use “together” to invite ask others to do things. 2. Understand and respond to invitations to take part in activities. 3. Name parts of the body and facial features. 4, Compare the sizes of parts of the body. SEB ane]Bir REBLGAL \ ARS aR FOS 2 Fe hui wo hud tou yan jing han bi Zi REG AR FOS Feo wd hud shén ti han show tk RA | BLA Ag? BoM AG AY Tie ni kan xué én de shen ti tdi da le Wier aks be? Aw? TF? o ké shi yan jing tai xido lebul \.can, to be able to 7. Nao BAL xub én snowman yen jing eye(s) to draw a icture 11. Fz \, Bi shou wey ma hands) is aetna (sentence-final particle for "yes-no” for suggestions) °\ questions 13. \Bee BL aE Sei. (Character) (Strokes) (Radical) (Stroke Order) 4242 Fu F FF shou ai] 1 on casa sa aneiea sateen an ° aR a 5a am a a) og PPLMPLAPAP a? 87.87 a? BP. a. APL Ae (A APRA x ARK WN sok opus xido ERG eeecmmcmn | He Ft (A) me} qi ta ba Eo © pul <¥ oe a bi Zi Ho Btw) @h(e) SE ag? shén ti hui xué jing | |Let's Learn Chinese — FES together A al yi 41 SR 1. HEAPS Ae FARE wo men yi ai ch 280. fan ci] & 2. Hes ANS ARS ELBLAS © ta omen yi qi hud xué rén 3. KES Fo eR RS. oa RLite © da wén han méi_ mei gud zhi co 4. REMY — ae ° we men yi gi vp?,2 (a sentence-final particle for suggestions) ba ES “1 Lo BERS RRR BAT BC REE ee | jin tian ydu x dian eng wd men hé 1@ ni@ di ba = @ 2. =a As BER: ELM ew | we jd hud td ba 3. 4 Mos ARG BRE 05 ! ni ol yan jing han bi zi 4. He JP — se ey | wd men yi gi ba 13 SE gone]a 8 LAS? wT RCE PRE BLAL o a xus én xin méiyhul hud xué én. a tt x xi LALHDE Hs RE Fos GRE © a xué én de shen ti han tou 3° 2 (question particle for "yes-no” questions) yy 1. fet BroR2 Ag? Brbpe Hy 2 ta shi oni 2. Brbipe wy? de '40 shi ma 9 Arde Retem- Abseteabeabe 2 lo shi de sheng ri shi shi yi yué @r shi hao ma ah EOD ARS RS BAS ? jin tian hen re 4 MRAP BES "B32 ni men ban you 1 a BAYS BES BATE KDAT © wd men ban you ba ge ni sheng“Hs| cat RK a} + x es 4 cs KH aR % ae te oF “Part D> BEB LAS} Ty Reading 2 x a **SRM AeQiG Eto wing Hidks he MATES Satie as 6 i eg pn” yn Write the correct bopomofo or pinyin. ees acme: He — women yi gl NO ee EEL ALY ? Bvei ! hud xuérén sma ta LB IER Lg 2 RSE o ch thing aut de hin Write the correct Chinese characters. Lee by 5 BRE fos wo wa tou yan He Fie jing han bei 2. REEL AS HS wo hud shen ti : a shouLet's Learn Chinese (© Bis Eesha Ree BBE MER HE as cw thing ge dete "ang movin aH Bn yn ARS AES PRES AI GEA: BYR © ° win tana ding ge on Write the correct Chinese characters and their bopomofo or pinyin. Use the text to fill in the blanks below. lL eh Kas ARsee BB ALe 2 Aesedks. . BR FSF eo 3. SE ALRE A tes, ° 4. BLAH AM AS Tie mab dn do thot 5. BLAs ays ak sth? 5 yu rin de yon ng SESOnE|xe CRUD esp 1s hy): Bet — RIB LALO Task: Let’s draw a snowman. (A REWERET AMER LAS HURT BLAS ‘ena ing ak °° ara ain BY FESR SAS © Tony drew a snowman, Answer the following questions based on the snowman that he drew.Let's Learn Chinese DEAE TER LAO REAL ( ) 2° re ng ing ge eB hte son Write the correct letters in the parentheses provided. a. BR =-BRS bt Hee dH HR yan ng 8 Fill in the correct answers based on the picture. ()) BLA: BERS T: ° (2) 42 BRS BRE AE Tie yan ing 8 B) 4 6)BAR FoS BR we win ag” yay REAR es Neg AUIS 5 BURGE + He "PASS Atal ag na? rman wan ching ki ong ta rg o ARNGES © What do Devin and Vivian want to do? Help them finish their a hee dialog by writing down appropriate letters in the blanks. a. 86 RERE d. EhBLAL fas a8 on Se Bsc BARE LA Reeder BRS Eh we yé xi huan hud Be Re —- we men yi RES "ey | ba REALE ERG 9S ERE ep ee « oye xi hu@n chi ping gud. PEEL oe ERE “ " ee ore eo Ae bo erye—- aoe an xiang. j w® men yi FoR BE ‘han xiang jiéo rey | baREPT! Res we tmen yt gh "Ei | BIRG ALR ba jin tian you ping gud AE Uh Fo BBS. Lz iG ondi han mian bao BERS RS RARE? jin tion tian gi hen ang Let's Learn Chinese HEE Reeks Be hao wo hai yao BRL ° he gue zhihi Seep aes Le BEBE IRE 8 da oR BLE ES fuin ban tng Boma ng 2. BM Pgs Sh: CAMP RE (Aodsahes) ° | Shar Bs (ao av aN ing wos sts antl bo wil HELBKE a AB aB ins » Biidor: Ue Ri Ge ) Piges Bs 98 * vr te sae te ‘win ton v0 BE e are 3. RABEL a MU LB 2a 28 AE EE AEE a BTA © i KS unin que nd doo ahi Ig de edn dry XY ge anh ng dot i Class Activity: Teacher Says 1, The teacher starts by giving instructions to the entire class. 2. ‘The teacher says: “Teacher says, (body part).” The students then touch the part of the body that the teacher said. For example: “Teacher says, head,” and all the students touch their head, 3. The first do it correctly is the next to issue instructions. 22@ @) ) @) 6) xido ji qi é hé ma jing ya dda xiaGng (BAe Remmi eta fost hs Reals yan el? tes () PERLE coR ane aRoahe « es 3 Look for the pinyin and epomofo above that match the pictures below. Write the correct number in the parentheses below. Cy) C ) ©) eS MD 23 SEBOie CRW 22ers Sees 24 ap Mi Saks Song: Parts of the Body Song ORs BRS SRF i Ae RS pone yan jing bi zi shén Eyes, nose, body and hands ARR Fon Ge shen ti han shou shen ti Body and hands, body and hands fet \ ¥ shen BRB > yan jing Eyes, nose, body and hands. BRS asa. fee ‘tou yan jing bi zi Heads, eyes, nose and hands. ti han shou * Fae o han shou SARS Aa o ti han shou a han shouLet's Learn Chinese LBYS s ae & Babe ee o oe Eom Bs cme creme: eu Lesson 8: What Do You Do After Class? Linguistic Functions: Asking, responding, describing Learning Objectives: Students will learn to 1, Ask other students what they are doing after class, 2, Understand daily activities and talk about daily activities in their own life. |—3. Talk about leisure activities that they enjoy. | 4, Express opinions about sports activities and daily activities. ELA apy). BUH MAL kre 25 SEBOORNATE FS RE DA~4B AREAL ED? xia yi hou zud shén me TR a #7 az axl ¥ns Toy a le Ae TALe pha OL KL FRR RMR ALS FL OT ES 2 xin mai xid ke yi hound " ” chang chang 2ud shén me DRL HL LAT PSR Aa SUE & da wén wd chang chang da qid han pao bad > RSE aS 0 DEE sKLR ? dong ming wo xi hudn chang gé han tido wil xin méi ne x a & 2 ARE ERS i Bir ee Bay et E wo xi hun kan didn _— shi. yé xi ~ hua ting LARCRE RRL RL én hao wo chang changv~ “is 1 AiR. “as sia y cs to dance after, ees eT ‘ ° < " & eh . 22 ee 583 He AE pao ba kan dian shi aS ot to run, to jog to watch television sport, to exerciseBee BL aE Sei. (Character) (strokes) (Radical) (Stroke Order) : _ FR os - FTF ; chang HY os thd eS 1 BR FRERERE Pereertart Be. LEE AEA AAW AEE BL WE, 2 8 a UE ve we OP OF OP Oe BERG eno | BRE) Th B05) XERGE) His) Bi ke yi hou yan dong chang axe > ~ a KE Bei. Be Ee) Ara) BEC) ge tido wil dian shi ting ¢ on HER) yin yu 28Let's Learn Chinese B VA-4FB after vi hau a # 1. FERRER ORS xia ke yi hu WO hm 6 2. Gt FLARE -TRS chi a0 fan yi hou R 3. FREE xia ke 41 APS OP be — ABATE SRY © men changehéng yi gi di gid "1 w a BATS ARS ARES? | wo men yi kan dian shi ba ah REG HES Hp) « Ww chéngchéng yun dang Bm 6 4, BR Bie: FIRS UBL RE ° ba ba chi za0 fan 4 lee Oe chang chang a1 e often 1. Res HL HL —- WS men chéngchéng yi AR SATIRE yi hou. chang chang qd da Gi Th a 2. PERSE ee: BOE LE She Ade zao fan w® changchang chi mian bao he nid ni 3. bRehe Fo Re mei mei han wo th 4. PARAL RL Hee: ’ ae 8 zo fan w® changchéng chi & mh ARS EA" yi ai kan didn shi 29 SE gone]Q: Ve A: dite wo OE Et: yeemerys BEALE 2 FD 2 What do you... do? ud shén me A M1 apt] $21 TRE [Bebe oo kan pio ting ——tido “FERRE A ade ARO Ae 2 ek SESE FE o- fhe Ri Ee Be Ave Bra ° wén wén xia ke = yi hou wd xi ~huan kan didn shi REE: da wen SESS t wen wen & » REBAL dong ming KEE: da wen SE RL xin’ mei KEE: da wen BH ad BGS HRS BL BLA AR RRA SBE ma ma chingching Nan” ni yi qi 2u8shén” me BH ma ma changchang han wd yi qi zud zdo fan k 6 SK FE RRRE ARR BARS xd k8 yi hou oni xi huan 1 5 *: x PF RRE DAR BE BARS FT PRE xia ke = yi hou wo xi huan da qid ra) BERMAN — 98S In” ten” nl men yt a fi FN RS BENT — RS jin tian wo men yi at th BS HGS HELE 0 BARE PRS ~8 “9000 BB (° 96 7000 0 OG 0 0 0~ Part Ip BELL To Waiting By TERS aye Ets Ed APS cha eng gat devin eon yn Write the correct bopomofo or pinyin. La TENOR S09 ERE o ne amine ge oe han Write the correct Chinese characters. Le FBR EA ARP be xia ke yi hou oni men chang th of 3? chang, wud shén me 2. ea 4, 32Let's Learn Chinese (© Bigs Becky Rs Fr Ne ER HE em thing uk deh Sang yin REE ROA Ee BiB: win tana ding ge Write the correct Chinese characters and their bopomofo or pinyin. Use the text to fill in the blanks below. L REY “te ORES EL Fossey be y 2 win ening chona an pe ng ring haar hang 9 tee wo 3, wep Rees Ave BARS IRE as He 4 ASCE By MRS > fet Ey} 33 SEBOUse the sentence formats below to ask five of your classmates what they like to do after class, and write down their responses. As Fikes geieiuikittonts 2 Bi ah eg 8 aR fa ES FES ° wo ekdra ching ant areski 0] saihs Maik: Mei se « jolts REGAL oad on mae & ‘ Pa ea # #Let's Learn Chinesejv MEA GEL CoP ON OL GRRL 215 BOR: hihi £E4re 36 ae sew tin we erg 20 Fes RE A SRG EL 2 Egos Bi Bh ks 04? shea stub akan ad ou tune ae BBR AGE EES BPS By AB if aa we 4a. FE LEAR AE 5 See BEL BLE? 3. BAP EE EPS H oe A? MBL Fle RE ASHES RFR 7 PEE eas REGO AR Ae R LE RGAE Re AIST HE EL “ ase BRL OAARRLS Tab BIEL ADS « 4 # OM BLbeT Meigen m: © BR ee FR AE ag? Hees bi ching odo A A oe Class Activity: Mini-presentation 1. The teacher divides the class into two teams, 2. The teacher starts the activity by stating things he/she likes to do and doesn’t like to do. The teams write pinyin or draw pictures to record what he/she says. Afer the time is up, the group that can correctly state the most things the teacher likes and dislikes doing gets a point. The team that doesn’t win a point selects a student to tell the class what he/she likes and doesn’t like to do, The teams then again record the student’s likes and dislikes and so forth, 4, ‘The game can be modified so that the presenter states things they do often and things they don’t do often.@ @) ) (4) ©) xia nian yG =changjingli + ludtud ci wéi Look for the pinyin and bopomofo above that match the pictures below. Write the correct number in the parentheses below. C ) CC ) C ) € ) 37 seanSRL BIB tae at signa ‘ibe yeu Song: Small Leather Ball and Banana Oil Small leather ball ERE xido pi gi BBS ae Banana oil xiang jido you ise BAR FG§ —e4-~—- Twenty-one blossoms fill the earth man di kai hud @r_— shi yi Deh AR Two five six er wi lid a he ts ‘Two five seven er wi qi SAG SAL Zs +e —- Two eight two nine thirty one a ba er jd san shi yi,Beenie: WERT S RSS eins vo yon goa nig xo wan ie BUR a Me 1 7 Nv edhigk Ege cae int Lesson 9: Where Is the Toy? Linguistic Funetions: Asking, replying, positional phrases Learning Objectives: Students will leam to 1, Use “where” to ask where things are. 2, Use “on top of, under, inside and behind” to state where objects are located, 3. Name basic furniture, such as “table” and “sofa”, 4, Use “V-—"F” to indicate that an action is short in duration, $$$ Let's Learn Chinese 39 SES Aaiia AY Et wen eet wen wén Ke et wen SEE t wen wen Ke Set wen eet wen wén RAR: ae LEB AB ke wan it zai Zz ERE RLHE HS AEN FEY 2 wen wen wo de wan jd zai nd li FER bowie | zai zhuS—zi_—s shng midn ba RiFeEeBhs Fae Az zhué zis shang mian. xia mian dou méi_—syou jl B Meee? RTS AE IE? 2 ni de fang jan i rian” ne WIRTH x ° yé méi_ you Besa Bs hs SARE“ ER? ni gd sha fads min zhdo yi xia2 4 (located) at * zs a to go, to go to (a place) 7. ’ Roy wt RS sf ‘couch, sofa ~ zhu Zi * table ot 13. . ay Re Ds hou min behind . a zhto to look for, to find, to seek ae dou ~/all, both, neither, none 14. Zz #2. Bh 1 mian inside (used after a verb) a bit, Let's Learn Chinese there isn’t / aren't, no 9. you to not have, . Fe xia mtn under, below . FR yi xia alittle whileRe 2h RLS Sei. (Character) (Strokes) (Radical) (Stroke Order) Bios 4 AAA DIR] ve o_o 69S eAS HS ORTON Ej > - EEE “6 1 Vw ae ae? we? wa? ape aR) ne AAA aaaLaaas dou de 7 # FTTH zhao M2) 8 ® TRY Be BlEca) i jian zhu rian méi feng ile) Ei We FES (A) hou a sha faes de >> ay BY DE entence Patterns: FEALS — Positional Phrases am fang wéi 1. biti 2. Fee shang mian xia rian gz 3. igi} 4. Shei} fa fio mian wai midn: vo 5. WS.@} 6. Aes ie 9 ra rs ~44 FE EAR 3 FB.%. Where is! are__? ion Z AES Bh Rear AGE"? da wén ba wd de wan jQ zai na BiBi : ARIF? be) > ba ba zai zhud zi shang midn STAG SPESPE aye RR AM, 2 xin’ mi” ge ge deg 2a nt BB Hv) > APS AEE Wye RET Pas ma oma ge ge a gid zai zhud zi xia” min Es Z REAL See oye Hes LL EB ABS 2 dong ming di di de wan jd zai nd i BS . HUH Behe ae ° ma oma di di de wan jd = zai iu AES RA Ae ? da wén wé de how au eK Ppa? hed tes ° wen wén ni de fi wa zai Hz all, both, neither, none dou REF EOL FRBISR ROA zhuo zi shang mian xia mian dou mai you a K . lam Se: seat: BRE nid nai midn bao wd dou xi huan ee . ATVGRS WRITS HRR RE Bk ee xt bug + hs ie DAR PRL ADE SIE! 2 da wén ni de wan 2 ne a a APs > BLP A sy oe as cab), ° da wén fang jian fi = midn sho fa héu mi€nLet's Learn Chinese 3. fe_ MLE wo ‘fang jian kan yi xid 4. Hi Hi ks ° ese at + FE (used after a verb) a bit, a litle while yi xia 2 LARS 2 MEME Hs LL eR A? 2 da wén wd de wan ja Bs na li z r SEE REG oe AREF wén wen onl sha 18 hou min zhdo yi xe z 2. Bee 2 PRR AE AB? 2 ba ba méi_ mei zai na ii ia dower wO ah fang. jan” kan yf xa ws ee ee a oy sha * na. pe ea 0 ni qd fang jan 2 SE SFE IR AL? 2 wen wen zi nd Ii Riks Ai Fhe we gi kan yi xia 2S PRS aK = 45 SE Same46Let's Learn Chinese SGD eH EBL To Wiig Ps ERs, AVS Sadie as wee xe cM img qd devin Write the correct bopomofo or pinyin. 7 2. HE Rit? zhud zi Limes | shang mian ba Le x , Be abi as Ria 2 SS de wen jd zai nah eH EB ay Roce ° cha eng gabe Write the correct Chinese characters. LRES bes Lape zhud Zi shang = mian xia mian 3 RLAEe Be 2 dou méi you wo de U2 Ree jan i mign ye mat yéu ROBE hou mian N re 2m 47 SEBOCO) Rem EMR Pe EMR Ls ALR th ee ma ah) bang qa ae Sia ee a ee Wiite the correct Chinese characters and their bopomofo or pinyin. L.Hordhe > Re AgE eS eS ma oma wo de = oman hua *, 72°? 2. fenis FS EE sha. Ow Spe a 4. Rodeo Bee RS fT gag ni ql fing itn 5) Fp vos ne mign xa rign #2 DE BLBee min zhao mei you ° 48Let's Learn Chinese 3482.2 Task: Where is it? we “CRD te: 3858)2 + tec ra Bi sing jong tain (A) SESE RR be RE ABTA ORE» Match the pictures to the images to their corresponding Chinese characters. ier 49 SESONE|Be , the correct pinyin or Chinese characters based on the picture below. HOE a AR Wri F? E/shang di. ° ° ° sé wa ‘ea 2 pas z hee es Bee Me ee ae Ws Be SGN wm FH Ce 50Let's Learn Chinese EEF ROB ng Bara x8” en PS ALAA + Aca Gi MR EB RS ° ES 2 RENE aka one Fi Pi y 2. 35 (Aels) 4 FRE FBS ROR TOR Bi Re aL Age t Fitness as BES Ba BEBE AHR © Got RS BE er PRayiAsme: CLs 2. 3. kimi | Shah: Bs Aa Mg a ae ane fee Ai—-AL Pi Bp ete FEE RRR T ° ing" yi ton tong shy BO stu wong Shang 3. BU Ba ERAS dae BlE—- Fe ae? wi: AE ARS BCH SE@E Arg ATE mB Babe BQ) AS 4 QeaegeAc kes Ths aaitetee Class Activity: Up, down, front, back 1. The teacher divides the class into two team, Each team designates one student to compete. 2, The two students play rock, paper, scissors to determine who goes first. The one who wins rock, paper, scissors says: “I, 2, 3, (direction)” and points in the direction that he/she says. The other student is supposed to point in any direction other than the one said by the first student. For example, if the first student says, “I, 2, 3, up” the second student wins this round if he/she points in any direction other than “up”, but loses if he/she points up. The first student can say any direction during each round. 3. If the second student points in the same direction as the first student, the first student wins and continues to call out the directions in the next round, 4, The directions are up, down, front, and back, 51 SEBO