華語教學專用英語(2版)

推薦序 I

作者二版序一 III
作者二版序二 V
作者序一 VII
作者序二 X

Unit 1 ∥ The First Day of Class ∥上課的第一天
1.1 Listing Your First Day Teaching Notes ／002
列出第一天上課的準備要點
1.2 Getting to Know Your Students ／004
認識你的學生
1.3 Creating a Class Syllabus ／006
撰寫教學大綱
1.4 Introducing Yourself to Your Students ／011
對學生自我介紹
1.5 Facilitating an Icebreaker Activity ／016
進行破冰遊戲活動

Unit 2∥Classroom Management∥課室經營
2.1 Beginning the Lesson／021
課程的開始
2.2 Facilitating Class Activities／026
引導課堂活動的進行
2.3 Checking for Student Comprehension／031
學生理解度的檢測
2.4 Problems in the Classroom／037
課堂裡的問題

Unit 3∥English for Carrying out Tests∥考試進行用語
3.1 Phrases for Announcing Quizzes, Tests, and Exams／047
宣布考試之用語
3.2 Proctoring a Test／050
監考
3.3 Common Formats of Tests/Exams／052
考試常用格式
3.4 Test Instruction Examples／054
考試指導語之範例
3.5 Examples for Testing the Four Language Skills／058
語言四項技能考題範例

Unit 4∥Teaching Chinese Characters∥漢字教學
4.1 Liushu／067
六書
4.2 Chinese Writing Scripts／077
中文書寫字體
4.3 The Composition of Chinese Characters／083
漢字的構造組合
4.4 Basic Strokes and Teaching Stroke Orders／088
基本筆畫及筆順教學

Unit 5∥Teaching Chinese Words∥教授中文詞彙
5.1 How Chinese Words are Formed／099
中文的詞如何組成
5.2 Techniques for Guiding Students to Decode Words in Sentences／103
引導學生譯解句子裡詞義的教學技巧
5.3 Teaching Chengyu／116
成語教學

Unit 6∥Teaching Grammar∥教授語法
6.1 Parts of Speech／135
詞類
6.2 Word Order／140
詞序
6.3 The Use of Nouns With Measure Words and Localizers／146
名詞與量詞以及方位詞的使用
6.4 Particles LE and GUO／152
助詞「了」和「過」
6.5 The Use of Complements／166
補語的用法
6.6 The BA and BEI Constructions／179
「把」字句和「被」字句
6.7 The SHI...DE Construction／186
「是……的」字句

Unit 7∥Teaching Chinese Pronunciation∥華語發音教學
7.1 Teaching Chinese Consonants／197
華語子音教學
7.2 Teaching Chinese Vowels／206
華語母音教學
7.3 Teaching Chinese Tones／213
華語聲調教學

參考答案 221


 

作者二版序

　　2005年，我在中原大學應用華語文學系開設並教授「華語教學英語」這門全新課程。當時，無論在台灣或國際間，皆鮮見類似課程或可資參考的教材。我有幸成為首位從課程設計、教學實踐到研究發展皆親身投入的教師，從零起步，與學生一同探索：如何以英語教授華語，如何在課堂中實踐EMI教學理念，搭起語言與文化之間的橋樑。

　　本書《華語教學專用英語》即源自這門課的教學經驗與發展成果，初版的撰寫，原是為了回應當時課堂上的實際需求，協助初任華語教師掌握教學現場所需的英語表達與教學語言。前三課內容以課堂情境為主，協助學生學習如何規劃與引導教學活動；後四課則聚焦於本體教學，並強調教學結構的起承轉合：先定義語言點，再進行師生問答，最後總結內容。如此兼顧理論與實務，逐步建立出這門課的理念與教材架構。

　　在教材實際使用與回顧過程中，我們發現部分語句仍有潤飾空間。為使內容更為準確、語言更為清晰，並更貼合教學的實際需求，本次修訂針對細節進行了調整。雖非大幅增刪，但每一處微調，皆出於對教學品質的堅持與對讀者的尊重。

　　我始終相信，華語教學不僅是語言的傳授，更是文化的傳遞與理解的建立。教師可透過有策略的中文教學，亦能靈活運用英語引導學習。只要學生真正學會，就是有效的教學。在這樣的教學歷程中，英語成了一座連結世界的橋樑，協助華語教師將語言之美傳遞至更遠的地方。「華語教學英語」所帶來的，不僅僅是英語的運用技巧，而是一種能以英語建立專業教學場域的能力與視野。

　　衷心感謝一路支持本書的讀者與教學夥伴。謝謝我的合著者Lucas Allen，為本書帶來不同文化與教學視角；亦感謝彭妮絲教授在初版出版時所撰序言與給予的鼓勵與肯定，讓本書得以問世。特別致謝賴明德老師，老師雖已離世，未能親見新版出版，但當年他所給予的提攜與鼓勵，至今仍是我堅持前行的重要力量。最後，感謝新學林出版社的信任與支持，讓我們得以不斷精進本書內容，持續回應教學現場多元且變動的需求，期盼它能成為華語教學領域中一份兼具實用性與專業深度的資源。
作者二版序

　　In 2018, after completing my degree in Chinese Studies at the University of Houston, I moved to Taiwan to continue my language studies. At Chung Yuan Christian University, I had the privilege of studying under Professor Yu-fen Liou in the Department of Teaching Chinese as a Second Language (TCSL). She not only encouraged me to deepen my language skills but also inspired me to think about how I could contribute to the field of TCSL. It was through this experience that I became involved in the first edition of this book.

　　Now, as I serve in the United States military, my life may look very different, but my commitment to language learning and cross-cultural communication remains unchanged. Chinese continues to be an integral part of my daily life. I read, practice, and reflect on how language bridges cultures, even in unexpected environments.

　　This second edition of Practical English for Teaching Chinese as a Second Language is more than just an update—it reaffirms the book's original mission. Many native Chinese speakers aspire to teach Chinese internationally, particularly in English-speaking contexts. However, simply being proficient in English does not always equip a teacher with the specific language needed for effective teaching in a TCSL classroom. This book addresses that gap by providing practical classroom expressions, structured teaching language, and real-world examples that help Chinese teachers effectively apply English in their instruction.

　　At the same time, this book also speaks to a broader audience. Non-native Chinese-speaking educators, especially those whose first language is English, will find in these pages a structured introduction to Chinese language teaching. It provides insight into the strategies, challenges, and professional language that shape effective instruction in the Chinese classroom. This makes the book a valuable resource not only for native Chinese-speaking teachers but also for those who wish to teach Chinese as a second language in an English-speaking environment.

　　Working with Professor Liou on this project has been one of the most meaningful parts of my academic journey. This book reflects both of our perspectives: hers as a seasoned teacher and curriculum developer, and mine as a learner who came to teaching through language. We hope this book continues to serve as a resource for educators dedicated to building bridges—between languages, cultures, and the people who share them.