This is an exciting addition to the recent cluster of new publications in the filed of teaching Chinese as a foreign language. The author fully understands the needs and characters of learners of Chinese (mandarin) as a foreign language, especially adult learners in life-long learning contexts. Different from other courses books based on grammatical structures, this book focuses on developing learners communicative language skills. I shall highlight some gems from a view point as a (practicing) teacher of Chinese as a foreign language.
The book is skilfully designed and nicely-paced. The book consists of 12 thematic units (e.g. shopping, eating and drinking). Learners will find these themes highly useful in their daily lives and therefore boost their learning motivation. I particularly appreciate there is a revision unit every three units. This gives learners the opportunities to consolidate language skills and assess their learning progress.
Good design is also demonstrated by clear components and balanced learning tasks in each unit. Learners have ample opportunities to practise pronunciation, listening, speaking, reading, and writing skills. The cultural information section in each unit will improve their cross-cultural understanding. The learning materials are authentic and learning tasks are meaningful. For example, various input materials are provided including poems, proverbs, and songs. Learners are supported to write birthday cards, or asking about hotel bookings.
Very excitingly, this book offers learners choices in terms of learning characters or pinyin only. This is particularly encouraging for adult learners. It is common for some learners to declare that they are only interested in oral communication and have no interests in Chinese characters. This may dismay many devoted teachers, but I think it is important to recognise the true needs of these real learners, and help them to achieve their targets. The book author recognised such needs, but also cleverly designed her book in a way that authentic vocabulary and structures can be learned by different types of learners. In other words, no matter characters or pinyin learners choose to learn, they would be able to communicate in simple real Chinese by the end of the book.
This book is user-friendly. Apart from its structure and themes, the language used in explaining grammar or pronunciation requirements is simple plain English. The author avoided using big terminology to frighten learners away. Pinyin is provided for vocabulary, dialogues, grammar patterns and answers to exercises. Key words and structures are highlighted for learners to prioritise their learning targets. The book is also highly illustrated by using photos and drawings. Common radicals are explained and stroke orders for key characters are illustrated step by step. This is very appealing for those learners who want to develop their character writing skills.
Overall, I think this is an excellent book for beginners and even pre-intermediate learners of Chinese.