章節試閱
第一課 印度，我們來了！
Lesson 1 India, Here We Come!
課程目標：
Topic： 出訪前準備
1. 能說明出訪前準備。
2. 能了解並比較臺灣與印度的送禮習俗。
3. 能了解臺灣和印度兩國女性就業的情況。
Lesson Objectives：
Topic： Pre-departure Preparation
1. Students can explain what to prepare before departure.
2. Students can understand and compare the customs of gift giving in
both Taiwan and India.
3. Students can understand employment situations for females in both
Taiwan and India.
在臺灣公司辦公室，周經理與王祕書討論，該買什麼見面禮。
In the Taiwan company’s office, Manager Zhou and Secretary Wang are discussing what they
should buy as gifts for when they first meet people.
對話Dialogue
周經理：去印度，我們應該帶什麼禮物？
王祕書：因為宗教的關係，我們不能送皮類和酒類的東西。
周經理：那應該送什麼？
王祕書：我們多帶幾罐臺灣烏龍茶好了！
周經理：好。現在新德里是春天嗎？
王祕書：是的，不冷不熱，帶一件薄外套就好了。
周經理：電壓是跟臺灣一樣是110 伏特嗎？插頭是什麼形狀的？
王祕書：電壓是220 伏特，插頭是三孔圓形的。
周經理：從臺北到新德里要坐多久的飛機？
王祕書：臺灣離印度有一點遠，不過，大概七個小時能到。
周經理：最重要的是別忘了帶合約。王祕書：沒問題。文件我都整理好了。
周經理：辛苦了。有人來接我們嗎？
王祕書：放心，有人會來接我們的。
課文漢語拼音Text in Hanyu Pinyi
Zhōu jīnglǐ : Qù Yìndù, wǒmen yīnggāi dài shénme lǐwù?
Wáng mìshū : Yīnwèi zōngjiào de guanxi, wǒmen bù néng sòng
pílèi hàn jiǔlèi de dōngxi.
Zhōu jīnglǐ : Nà yīnggāi sòng shénme?
Wáng mìshū : Wǒmen duō dài jǐ guàn Táiwān wūlóngchá hǎole!
Zhōu jīnglǐ : Hǎo. Xiànzài Xīn Délǐ shì chūntiān ma?
Wáng mìshū : Shì de, bùlěng búrè, dài yí jiàn bó wàitào jiù hǎole.
Zhōu jīnglǐ : Diànyā shì gēn Táiwān yíyàng shì yìbǎi yīshí fútè
ma? Chātóu shì shénme xíngzhuàng de?
Wáng mìshū : Diànyā shì liǎngbǎi èrshí fútè, chātóu shì sān kǒng
yuánxíng de.
Zhōu jīnglǐ : Cóng Táiběi dào Xīn Délǐ yào zuò duōjiǔ de fēijī?
Wáng mìshū : Táiwān lí Yìndù yǒu yìdiǎn yuan, búguò, dàgài qī ge
xiǎoshí néng dào.
Zhōu jīnglǐ : Zuì zhòngyào de shì bié wàngle dài héyuē.
Wáng mìshū : Méi wèntí. Wénjiàn wǒ dōu zhěnglǐ hǎole.
Zhōu jīnglǐ : Xīnkǔ le. Yǒu rén lái jiē wǒmen ma?
Wáng mìshū : Fàngxīn, yǒu rén huì lái jiē wǒmen de.課文英譯Text in English
Dialogue
Manager Zhou : What should we take when we go to India?
Secretary Wang : For religious reasons, we cannot give leather and
alcoholic goods as presents.
Manager Zhou : What should we give them as presents then?
Secretary Wang : I think it would be best if we take a few cans of
Taiwanese Oolong tea.
Manager Zhou : Good. Is it Spring in New Dehli now?
Secretary Wang : Yes, it’s neither cold nor hot, taking a light
jacket with you will be just fine.
Manager Zhou : Is the voltage 110 volts like in Taiwan? What
shape is the plug?
Secretary Wang : The voltage is 220 volts. The plug has a round
head with three holes.
Manager Zhou : How long does it take by plane from Taipei to
New Dehli?
Secretary Wang : Taipei is a bit far from India. But it would
probably take about seven hours to arrive.
Manager Zhou : The most important thing is not to forget to take
the contract with you.
Secretary Wang : No problems. I have already organized all the
documentation.
Manager Zhou : Thanks for all the hard work. Will someone meet
us there?
Secretary Wang : Don’t worry, someone will come and pick us up.生詞一Vocabulary 1
編號生詞漢語拼音詞性英文翻譯
1. 經理jīnglǐ N manager
2. 祕書mìshū N secretary
3. 宗教zōngjiào N religion
4. 關係guānxì N reason, condition
5. 皮類pílèi N leather type
6. 酒類jiǔlèi N liquor type
7. 罐guàn M measure word for a can
8. 薄báo Vs thin
9. 電壓diànyā N voltage
10. 伏特fútè M volt
11. 插頭chātóu N plug
12. 形狀xíngzhuàng N shape
13. 孔kǒng N hole
14. 圓形yuánxíng N round shape
15. 合約héyuē N contract
16. 文件wénjiàn N document
17. 整理zhěnglǐ V to put in order, to arrange
專有名詞Proper Nouns
編號生詞漢語拼音英文翻譯
1. 新德里Xīn Délǐ New Delhi編號生詞漢語拼音英文翻譯
1. 辛苦了Xīnkǔ le. You have been working so hard.
第一課 印度，我們來了！
Lesson 1 India, Here We Come!
課程目標：
Topic： 出訪前準備
1. 能說明出訪前準備。
2. 能了解並比較臺灣與印度的送禮習俗。
3. 能了解臺灣和印度兩國女性就業的情況。
Lesson Objectives：
Topic： Pre-departure Preparation
1. Students can explain what to prepare before departure.
2. Students can understand and compare the customs of gift giving in
both Taiwan and India.
3. Students can understand employment situations for females in both
Taiwan and India.
在臺灣公司辦...
作者序
Preface I
In 2009, I was very honored to arrange the former Minister, Dr. Ching-Ji Wu’s visit
to India. It was the first time a minister from the Republic of China (Taiwan) visited India.
The former Minister, Dr. Wu and the former Minister of the Ministry of Human Resource
Development, India (MHRD) had a meeting. Minister, Mr. Kapil Sibal asked Taiwan to
send 10,000 Mandarin Chinese instructors to India. It was then we understood how broad a
future Mandarin Chinese language education has in India.
After returning to Taiwan, National Tsing Hua University (NTHU) officially accepted
the mission from the Ministry of Education (MOE), Taiwan, to establish Taiwan Education
Centers in India (TEC). In the very beginning, I tried to contact sister universities of NTHU
in India; however, the negotiation process was very challenging, as most were national
institutions and there were no formal diplomatic relations between Taiwan and India. It
wasn’t until 2011 that Mr. Rawat, former Representative of India in India-Taipei Association
(ITA) then, introduced a private university, “O.P. Jindal Global University”, to establish the
first Taiwan Education Center in India, known as TEC-JGU. In addition, it was very lucky
that, in Dubai Education Fair, I happened to come across the son of the Founder of Amity
University, the largest private university in India. This has led us to set up the second TEC
in India, also known as TEC-Amity.
After two TECs in private universities in India have been established, with the help of
Prof. T.C.A. Rangachari in Jamia Millia Islamia (JMI), the first TEC in national university
was founded in May 2013, also known as TEC-JMI. Professor Rangachari speaks fluent
Mandarin Chinese which he acquired in the Republic of China before 1949. Professor
Rangachari was the former Indian Ambassador to Germany and France
In the same year, 2013, the 4th TEC was established in Indian Institute of Technology
Madras (IITM), also known as TEC-IITM. If it wasn’t for the MoU of sister universities
signed during the former NTHU President, Dr. Wen-Tsuen Chen’s, visit to India in 2009
this would not have been possible.During 2015 to 2017, NTHU has further established TEC in Jawaharlal Nehru
University (JNU), SRM University (Sri Ramaswamy Memorial University, which was
renamed as SRM Institute of Science and Technology, SRMIST), and Indian Institute of
Technology Bombay (IITB). These three branches namely TEC-JNU, TEC-SRMIST, TECIITB.
Since 2011, one TEC has been established each year on an average (details shown in
table 1). Later MOE suggested that we could slow down our pace. Nevertheless, Chitkara
University contacted us in 2018, expressing that they would like to support NTHU to set up
a TEC in their campus and offered to cover all the expenses required. The 8th TEC was still
much supported by MOE in Chitkara University, and hence, TEC-Chitkara was established
in 2019. The Ministry of Education altered its previous policy and acceded to NTHU to
continue establishing TEC in India. In this regard, the 9th TEC in India in SRM University,
Andhra Pradesh, was established, also known as TEC-SRMAP.
The establishment of TEC assists institutions around Taiwan to collaborate with the
Indian universities. With the education of Traditional Chinese characters, it was possible to
introduce Taiwanese culture to Indian students and helps them to have better understandings
of Taiwan. The Indian-Taiwan bilateral collaboration has been fruitful with the partner
universities’ support in providing our instructors’ staff quarters and other necessities.
After running TEC for about 5 to 6 years, we came to notice that there are no books
from Taiwan in India. For one, the Indian government protects the press and publication
industries in India. For another, without formal diplomatic relations between Taiwan
and India, it is very difficult for publishers to issue Taiwanese books to India. Moreover,
though there are many great Mandarin Chinese language teaching materials by Taiwanese
publishers, they are not designed for Indians. We think learning a language requires adaptive
materials designed based on learners’ cultural background. With the support from MOE,
we have organized three “India-Taiwan Bilateral Forum on Mandarin Chinese Teaching
Materials for Indian Learners” since 2017. We have gathered opinions and requirements
on the needs of Mandarin Chinese teaching and learning from institutions around India.
This provides us much confidence in developing a new Mandarin Chinese learning material
dedicated to Indian. At the same time, we came to understand that exporting books to India
cost tremendously. Consequently, we decided to search for local publishers for printing,
publishing and selling new material.
With years of sustained effort, we have gained sole license to edit, print, publish and
sell the best-selling Mandarin Chinese textbook, A Course in Contemporary Chinese, in
Taiwan edited by National Taiwan Normal University (NTNU). It took us a year and a
half to acquire an exclusive license from “Linking Publishing Company” to publish this
textbook in India. Thanks to the Founder of Yaoindia, Ms. Chih-Wei Yu, who introduced us
to “Sanctum Books” to handle related works of printing, publishing and sales. Before this,
Taiwan and India had no such international collaboration. The printing quality is exquisite
and the price is also tailored to the Indian market. This textbook A Course in Contemporary
Chinese is now on sale on Amazon India online. All TEC now are using this textbook as
official teaching and learning material. We hope this material will become a popular choice
among teachers and learners of Mandarin Chinese language in India.
In the meanwhile, we are preparing a Mandarin Chinese learning material designed for
Indian learners. We invited Prof. Shu-Fen Chen, from Department of Chinese Literature,
NTHU, to be the Editor in Chief leading the team with Instructor Diane Dien-Min Liu,
Instructor Ching-Hua Chen, Prof. Felicia Zhen Zhang and other specialists to co-edit,
review, proofread and trial teach this textbook you’re holding - Incredible Mandarin. This
is just the beginning. At the moment, we continue to develop more Mandarin Chinese
teaching and learning materials for India. Not only do we work on contents that cover daily
life inquisition but also Mandarin Chinese used in professional fields. This would facilitate
instructors/teachers from Taiwan to improvise Mandarin Chinese teaching in India greatly.
Apart from above-mentioned tasks, we are also trying to set-up Business Mandarin
Chinese courses in Indian universities. However, a shortage of adaptive teaching and
learning materials and also restrictions from FRRO and visa regulations, TEC instructors
are still not permitted to teach courses off-campus. Indeed, we know that there is a hugedemand for learning Business Mandarin Chinese in India. With this in mind, we invited
Senior Vice President at NTHU, Prof. Shih-Chang Hsin, to form a team to edit further
Business Chinese teaching and learning materials in India.
We are really glad to have Prof. Shih-Chang Hsin, accepting this mission, without any
hesitation, to head the editorial of this book. As a leading specialist in Mandarin Chinese
education and material development, Prof. Hsin has profound experiences in editing popular
Mandarin Chinese textbooks for German, Spanish and French speakers. He has plans to
complete this series of teaching and learning material in the near future.
I believe that we could take teaching Mandarin Chinese language in India to the next
level with great efforts going into developing better Mandarin Chinese language teaching
and learning materials, our professional and passionate instructors in teaching, and strong
support from partner universities.
Our future goal is, as described, to establish more TEC in suitable places around
India, to invite more Mandarin instructors who are interested in teaching in India, to
encourage more people fond of Indian culture to visit India, and to expand the influence
of language education of Taiwanese Mandarin Chinese in India. Meanwhile, we introduce
higher education in Taiwan to excellent Indian students for further studies, bringing a
stronger relationship between Taiwan and India. We also hope to inspire cross-cultural
communication through Mandarin Chinese language education in India. Meanwhile,
stimulating collaborations in economics, technology, national defense and academics
between Taiwan and India. Without language barriers, collaboration can be direct and
at larger scales. We hope our government and the Ministry of Education will continue to
support the operation of TEC.
Furthermore, we plan to serve Taiwan companies in India to train their Indian staffs
with Mandarin Chinese courses provided by TEC before they take up their positions in
Taiwan and to help Taiwanese staffs to gain better understandings about India before
they expat to India. In recent years, we have invited the industries to join Taiwan Higher
Education Fair, fully utilizing the synergistic effect of industry-academia collaboration. Inthe future, we will assist Amity University in setting up the first Bachelor Degree program
of Mandarin Chinese. We wish to assist and nurture more Indian students who will become
a major boost between India and Taiwan in business, education and various aspects.
Prof. Wei-Chung Wang
Director, Program Office for Taiwan Education Center in India at NTHU
National Tsing Hua University
TAIWAN.
Preface II
As early as 2011, Prof. Wei-Chung Wang, Director of Center for India Studies,
National Tsing Hua University (NTHU), was assigned the mission to establish “Taiwan
Education Center in India” (TEC). Till date, nine institutions are hosting the operation of
TEC, collaborating with the Ministry of Education, R.O.C. (Taiwan), which dispatches
Mandarin Chinese language instructors from Taiwan to offer courses in higher education
in India. Given that the Mandarin textbooks currently used by Indian universities are quite
outdated, bearing a large gap with the Indian culture and condition of the nation, TEC has
been proactive in advancing pedagogies and teaching materials. Prof. Wang, in a joint effort
with Prof. Chen-Cheng Chun, former Director of Graduate Institute of Teaching Chinese as
a Second/Foreign Language, National Kaohsiung Normal University (NKNU), organized
“The First India-Taiwan Bilateral Forum on Mandarin Chinese Teaching Materials for
Indian Learners” in Jawaharlal Nehru University (JNU) in March 2017, and “The Second
India-Taiwan Bilateral Forum on Mandarin Chinese Teaching Materials for Indian Learners”
in Amity University in May 2018. The third forum, initially planned to be held in India in
April 2020, was later suspended due to the difficult situation of the COVID-19 pandemic.
Yet, the Center for India Studies did not give up on promoting Mandarin Chinese education.
Instead, the center held a preparatory meeting for “The Third India-Taiwan Bilateral Forum
on Mandarin Chinese Teaching Materials for Indian Learners” at NTHU on 9 March 2020.
During this meeting, we decided to compile country-specific Mandarin Chinese teaching
materials specially designed for Indian learners, and I was elected as the editor-in-chief.
Concerning that teaching tasks were not to be hindered another second, after
preliminary work, we immediately called for the first meeting for compiling a Mandarin
Chinese language textbook for India. We invited Instructor Ching-Hua Chen and Instructor
Diane Dien-Min Liu from Mandarin Training Center, National Taiwan Normal University
(NTNU), and Prof. Felicia Zhen Zhang from the Master Program of Teaching Chinese
as a Second Language, Chinese Culture University (CCU), to co-author this textbook. Inaddition, eight Mandarin instructors from TEC: Ms. Woanyuh Zoё Tsou, Ms.Ling-Yun
Tsai, Mr. Hao-Cheng Wang, Ms.Yi Ying Hsiao, Ms. Chia-Ling Wu, Ms. Jessica Wang,
Ms.Chia-Yin Lai, and Ms.Hsiao-Hui Yuan, also joined us for an initial discussion on the
central theme and the main topics of the textbook.
The ten lessons of this textbook are threaded by an interesting story, introducing
cultural highlights of Taiwan and India through cross-culture comparison. The four leading
characters in the story overturn our stereotypical impression. The female manager and the
male secretary of a Taiwan jewelry company go on a week’s business trip to “Incredible
India”. In the textbook, the male secretary Mr. Wei-Chung Wang is based on the current
Director of the Center for Indian Studies with the same name and surname, an actual “India
Expert,” having traveled between India and Taiwan 44 times so far to facilitate interactions
between the two countries. He promoted Mandarin Chinese language education under
harsh situations in India. Thousands of Indian students are learning Mandarin in traditional
characters, and many Indian students are encouraged to study overseas in Taiwan. Although
Prof. Wang is not an expert in Mandarin Chinese and language teaching, he is undoubtedly
the meritorious contributor to Taiwan’s Mandarin Chinese language education in India.
Editors and instructors who contributed their teaching career in India would like to carve a
niche for Prof. Wang’s name and publish this textbook to appreciate the selfless dedication
and sincere contribution Prof. Wang has devoted to the exchanges between Taiwan and
India.
The target audience of this textbook is designed for university students who are
learning Mandarin Chinese for the second year in India. The material before this textbook is
A Course in Contemporary Chinese, Volume 1, published by Linking Publishing. It would
provide a foundation in common vocabulary and usages for the learner. With an exclusive
license NTHU has received from Linking Publishing, all nine TEC offices use A Course in
Contemporary Chinese around India. In accordance, this textbook adopts the same system
for parts of speech in A Course in Contemporary Chinese, which Prof. Shou-Hsin Teng has
edited, for better cohesion in learning. This textbook is targeted at students with Chineseskills at A2-B1 levels of the Common European Framework of Reference for Languages
(CEFR) and designed with localized content aiming at cultural comparison and language
learning for communication. Each lesson is divided into seven parts:
1. Lesson Objectives and Topics: Each lesson has lesson objectives and a particular topic
and provides a contextual picture related to the lesson as a guide to introduce students to
the topic of the lesson.
2. Dialogues: The dialogue for each lesson is about 14-18 turn-takings between
interlocutors. Content of the dialogues in each of the ten lessons are developing plots
to the story. Starting with Manager Zhou and Secretary Wang preparing for their India
visit, venturing a very different cultural experience in India, and finally heading back
to Taiwan. The lively dialogues are to motivate students’ autonomous learning through
these interesting plots.
3. Readings: The essay for reading in each lesson is about 300 words. The content is related
to the topic of the lesson, mainly introducing various aspects of Taiwanese culture. Some
compare the similarities and differences between Indian and Taiwanese cultures, and
some provide critical thinking in cross-cultures, allowing students to understand and
respect more about cultural diversity from language learning.
4. Vocabulary, Proper Nouns, and Phrases: New vocabulary and phrases are listed after
the dialogue and reading of each lesson. The number of the vocabulary in each lesson is
maintained within 40. Moreover, the explanations of new words and phrases are based
on the meanings that appear in the lesson. Hanyu Pinyin, part of speech, and English
translation are listed for each vocabulary.
5. Grammar: Four to five grammar points are selected from the dialogue and reading for
each lesson. Systematic explanations, examples, various practices, and comparisons to
similar usages are provided to assist students’ acquisition and proficiency.
6. Cross-Cultural Extension: This section is written mainly in English for students to
understand the cultural differences between India and Taiwan, fostering international
perspectives and diverse visions. A Chinese version is provided in Appendix III as asupplementary for advanced reading.
7. Language Tasks: Two language tasks are designed for each lesson. The authors use
grammar points of each lesson to design task-based teaching activities and provide a
variety of communicative language tasks. In this way, students can learn practical usages
of the language and improve their oral proficiency.
The teachers responsible for writing each lesson of the books are as follows:
● Felicia Zhen Zhang: Lessons 1 and 2.
● Diane Dien-Min Liu: Lessons 3, 5, 6, and 7.
● Ching-Hua Chen: Lessons 4, 8, 9, and 10.
Despite there being one author responsible for each lesson, nearly 20 editorial
meetings were held for the content of each lesson by the three authors and me. In addition,
I have also held numerous individual meetings with each of the three authors to discuss
the details of the texts and grammar points before finalizing the draft. Special thanks to the
three reviewers: Prof. Cornelius C. Kubler, Department of Asian Languages, Literatures,
and Cultures, Williams College, U.S., Professor Emeritus Teh-Ming Yeh, Department of
Chinese as a Second Language, NTNU, and Prof. Li-Ping Chang, Graduate Program of
Teaching Chinese as a Second Language, National Taiwan University (NTU), for reviewing
and proofreading, providing invaluable editorial suggestions in perfecting this textbook.
This textbook is translated into English by Prof. Felicia Zhen Zhang and proofread by Prof.
Cornelius C. Kubler.
Although most language textbooks are written from the authors’ perspectives, we want
this textbook to be a handy tool book for learners; thus, we still managed to conduct pilot
courses to test this textbook during the severe situation under the COVID-19 pandemic.
Twenty-six students were elected and interviewed out of 396 Indian students who signed up
as participants for our pilot courses. These 26 students are grouped and dispatched among
nine Mandarin Chinese instructors’ online courses. One of the authors, Ms. Diane Dien-Min
Liu, also taught two groups, with seven Indian students in total. The editor-in-chief and the
three co-authors revised the content according to the pilot courses’ feedback from studentsand instructors.
I believe pioneers and others in the field would share the same thought that compiling
a teaching material is straining and arduous and that it would be impossible with the effort
of a single person. Therefore, I am thankful to all co-authors, consultants, and reviewers,
as well as students and the Mandarin Chinese instructors from the pilot courses, and all
who participated in the editorial of this Mandarin Chinese textbook. Thanks to seamless
administrative support from Ms. Sophie Chung, Senior Program Manager and Mr. Jim
Tsai, Program Manager of Program Office for TEC in India at NTHU, and Yi-Xiu Lin, MA
student of International Intercollegiate Program, MA Teaching Chinese as a Second/Foreign
Language at NTHU in assisting with proofreading and typesetting. A hearty appreciation to
our Indian culture consultant, Ms. Jessica Wang, and the many pictures of India provided by
Ms. Diane Dien-Min Liu and Ms. Ginger Chen. Furthermore, we would like to express our
gratitude towards the financial sponsorship from the Ministry of Education and Prof. Wei-
Chung Wang’s vigorous effort in the making of this textbook. We have finally started the
trial and set foot on the expedition of language education materials for Indian learners. For
an even better cross-cultural communication between India and Taiwan, we sincerely hope
this textbook would lead more scholars to join us in developing and providing more diverse
and adaptive teaching materials for learners in India.
Chief Editor
Prof. Shu-Fen Chen
Autumn, 2021
Department of Chinese Literature, NTHU
Preface I
In 2009, I was very honored to arrange the former Minister, Dr. Ching-Ji Wu’s visit
to India. It was the first time a minister from the Republic of China (Taiwan) visited India.
The former Minister, Dr. Wu and the former Minister of the Ministry of Human Resource
Development, India (MHRD) had a meeting. Minister, Mr. Kapil Sibal asked Taiwan to
send 10,000 Mandarin Chinese instructors to India. It was then we understood how broad a
future Mandarin Chinese language education has ...
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