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Topic 1 (Y5T1a): ‘HELLO!’ (Intro to Chinese + Greetings and The Lantern Festival)Lessons: Approximately 7 (45 minutes each)Overview: The introductory sequence of lessons within this topic address three areas. Firstly, to help your students to understand the main features of written and spoken Chinese, which involves recognising the ways in which this ancient language differs from English. Secondly, to assist students in becoming confident in using some basic vocabulary and sentence structures to introduce themselves and to greet others. Thirdly, for students to become familiar with the traditions, stories and greetings of the Lantern Festival (a very important celebration of the Chinese Lunar Calendar which occurs at the end of Chinese New Year celebrations). The key verb for this topic is叫 jiào which means ‘to be called’. Key vocabulary and structures*Literal Translation**Full translation你好! Nǐ hǎo!You Good!Hello!您好李老师. Nín hǎo, Lǐ Lǎoshī.You Good, Li Teacher (nin = polite form of 'you)Hello, Teacher Li. 你好吗? Nǐ hǎo ma?You Good, Huh?How are you?我很好，你呢？Wǒ hěn hǎo, nǐ ne? I very good, you {suggestion particle}?I'm great, how about you?我马马虎虎Wǒ mǎmǎhǔhǔI’m horses-tigers. (Common idiom)I’m so-so today.我不好Wǒ bù hǎo. I not good.I’m not having a good day.你叫什么? Nǐ jiào shénme? You called what?What’s your name?我叫David. Wǒ jiào David. I called David.My name is David.你叫什么名字?N ǐ jiào shénme míngzì? You called what name?What’s your name?他/她叫什么? Tā*** jiào shénmeHe/She called what? What is his/her name? 你叫Catherine. Nǐ jiào Catherine. You called Catherine.Your name is Catherine.我是Stella. Wǒ shì Stella. I is/am Stella.My name is Stella.谢谢 Xièxiè / 不谢Bù xiè Thanks. / Don't thank.Thanks. / Don't mention it.再见! Zàijiàn! Again see!Goodbye!好久不见Hǎojǐu bújiàn Good(ly) time no see‘Long time no see’ (Common greeting)你吃饭了吗？Nǐ chīfànle ma? You eat-rice-complete huh? (Have you eaten yet?)How are you going?**** (Common greeting)Páiduì / qǐng zuò / bùyào shuōhuàLine up / please sit / don’t want talk speechLine up / sit down / do not speak (Optional classroom phrases)元宵节快乐!Yuán Xiāo Jié Kuài Lè! Lantern (Yuán Xiāo ) Festival (Jié ) Happy ( Kuài Lè)Happy Lantern Festival!* Specific pronunciation guide pages and pronunciation clips are contained in the resource links below for this introductory lesson sequence.**Literal translations can be very useful in assisting new language speakers. They allow lateral thinkers to re-sequence the sentence components to make or recognise new phrases in the future. When teaching aloud, explaining a Chinese sentence with the literal translation is often more useful than a proper English translation (though a full explanation may be required on the first occasion a phrase is introduced). Some gestures can help bridge the gap between literal translations and Chinese phrases, as can be seen in this example of the Accelerative Integrated Methodology (AIM) , a verb-based approach which teaches second language through gestures, music, dance and theatre. ***他 and 她are both pronounced ‘tā’, but the former means ‘he’ and the latter means ‘she’. The characters are different on their left hand sides - they have different ‘radicals’.**** Any greeting that includes ‘chī’ is asking whether you’ve eaten, but it’s similar to English when we say ‘How are you going?’ where the expected response is something like ‘Good, thanks’; the speaker doesn’t want a detailed response. Saying ‘chīfànle’ to imply that you’ve eaten, you’re not starving and everything is fine is the correct response.Teaching and Learning ActivitiesResourcesIf you are starting a Chinese program you may find the Language Learning Space professional learning module ‘New to teaching Chinese?’ useful.New to teaching Chinese?: You need to be logged into the Language Learning Space to access any lls.edu.au links Introduce and practice the most traditional greeting ‘Nǐ hǎo!’ (You good = Hello) and ‘Nǐ hǎo ma?’ (You good huh? = How are you?) with the students, discussing the importance of tones in Chinese. Watch ‘Learn Chinese with Emma’ for the concepts of tones and Pinyin. Use the BBC mini-guide to step through each new piece of information about pronunciation with the class. Play the Chinese Tone game.Audio and written phrases about greetings and information about introducing yourself: clip about tones from Learn Chinese with Emma (5min 19s): Learn Pinyin Tones (Please be aware that some YouTube videos contain advertising at or near the beginning that may need to be skipped or closed.)BBC Mini-guide on tones - activity to click through on Whiteboard with the whole class: what Pinyin is (the spelled-out sounds for Chinese written in the Latin alphabet) and how it works. Practise the sounds using the Yoyo Chinese Pinyin Chart.Yoyo Chinese Pinyin Chart: along with the Groovi Pauli ‘Nǐ hǎo ma?’ (‘How are you?’) song and have students transcribe the list of possible answers to this question from the bridge of the song (as included in vocabulary list above) for ‘I’m great’, ‘I’m so-so’ and ‘I’m not having a good day’.Song (2min): How are you? 你好吗？nǐ hǎo ma by Groovi Pauli & Friends Having watched Growing Up With Chinese Ep. 1 (12 min) ‘Greetings’, have students make a summary sheet (digital or on paper) of the new vocabulary and concepts introduced so far, illustrating their work with cartoon captions incorporating people using Chinese greetings.Growing Up With Chinese Ep. 1 (12 min) ‘Greetings’ (CCTV teacher-led language program in English including dramatization scripts and vocabulary lists). Start at 02:57 ‘Our topic for today…: the overview of why Chinese grammar is comparatively easy for English speakers compared to some other languages and how compound words make vocab expansion simple.Explain to students that the question particle, 吗‘ma’, as in Nǐ hǎo ma?, is great for turning statements into questions by adding it to the end of a statement. Ask students in pairs to practice making ma-questions by taking turns making statements in English and putting ‘ma’ on the end to turn the statements into questions (e.g. ‘You are happy ma?’ effectively means ‘Are you happy?’). English spoken overview of why Chinese is a fun and simple language by Yangyang Chen (4min): Beginner Conversational Chinese - Overview of Mandarin Chinese how spoken Chinese works (pinyin, tones) and how it differs from English through discussion, brainstorming central ideas on butchers paper or the whiteboard.Paraphrase, show or read through information found at Introduce new information about characters through the mini-guide which outlines ‘how characters are formed’ and looks into their origins in China’s history. Teacher reference about characters (not pausable) approx. 8min Mini-guide on characters - activity to click through on Whiteboard with the whole class: the ‘Be a character detective’ activity for the students to complete. Or as a class, try the Sporcle game ‘Can you match the Chinese characters with their two component parts?’Be a character detective (pdf 57 kb) game: Can you match the Chinese characters with their two component parts? idioms with the class and use some examples in English to explain what an idiom is. See if any of the students can make a good guess about the explanation for the ‘mamahuhu’ idiom, given that it means ‘horse-horse-tiger-tiger’ and means ‘so-so’. Then tell them the story (see link) which explains why. Explain that Chinese contains lots of idioms and that it’s ok to look them up if you come across them and feel confused!Teacher reference to tell the story of ‘Mamahuhu’ idiom: watched Growing Up With Chinese Ep. 2 (15min) ‘Thank you’, have students select vocabulary to use in a ‘Memory’ (card matching) games and/or use other printable games from the link. Emphasize that Chinese speakers can generally recognize a far greater number of characters than they are able to write from memory, and that there is not an expectation for students to memorize a vast array of characters in a short time. The best characters to have a go at practicing from this unit are in bold within the vocabulary list above. Growing Up With Chinese Ep. 2 (15min) ‘Thank you’: of online and printable activities about Greetings: education..au/languagesonline/chinese/sect01/index.htm Students take turns roleplaying asking one another ‘Nǐ hǎo ma?’ (‘How are you?’) with appropriate responses, focusing on the use of correct tones. Students might record themselves with iPads or similar so that they can listen back to themselves. Explain to students that there are other ways to greet people including the ‘long time no see’ and ‘have you eaten?’ phrases from the vocabulary list above. Students use the website to make some Chinese names based on the sounds in their real names. They could then have a go at using these new names when introducing themselves or others – just for something different. Note that this is just for fun; a native Chinese speaker should check that the name really sounds good and suits well if a student wants to commit to one Chinese name permanently.Website to create 'Chinese Names': references for background on Chinese names: take notes (digitally or on paper) as they learn vocab and practice introducing self and others from the ‘What's Your Name in Mandarin / Chinese!’ clip. Clip, online teacher (2m10s) ‘What's Your Name in Mandarin / Chinese!’: sing along with ‘What's your name? 你叫什么名字？ (Nǐ jiào shénme míng zi)’ song by Groovi Pauli & Friends, then make own flashcards or use online Quizlet flashcards for games and memorisation activities. Discuss literal translations of vocabulary as these make the words easier to remember.Song (2min): What's your name? 你叫什么名字？ (Nǐ jiào shénme míng zi) by Groovi Pauli & Friends and associated games for this vocab list: time permits, show students the Growing Up With Chinese Ep. 3 (15min) ‘Name’.Growing Up With Chinese Ep. 3 (15min) ‘Name’: the nature of seasonal greetings with students, drawing attention to the way that some people might greet others with ‘Merry Christmas’ for up to a few weeks each year. In Chinese, most seasonal greetings end with ‘…Jié Kuài Lè! …节快乐!’ because ‘Jié节’ means festival and ‘Kuài Lè 快乐’ means happy (lit. ‘fast-happy’). The name of the festival comes first in the greeting. Clip, Chinese speaking teacher with subtitles and graphics (3m39s): ‘Chinese Holidays - Lantern Festival - 元宵节’ watching the information clips, students create a booklet called ‘Yuán Xiāo Jié Kuài Lè! 元宵节快乐! Happy Lantern Festival!’ containing facts and stories they have learned about Chinese New Year and the Lantern Festival.Clip, news report style (11m25s): ‘Discovering China - CHINESE NEW YEAR!’ practice their pronunciation by giving the seasonal greeting ‘Yuán Xiāo Jié Kuài Lè! 元宵节快乐!’ (Happy Lantern Festival!) and replying with ‘Xièxiè’ (Thanks).Students work in groups to make paper lanterns, which might include attached riddles (in English at this stage) as per Chinese traditions.How to make a Chinese style paper lantern (1m38s): China culture: Lantern Festival China culture: Riddles for Lantern Festival Students cement and revise new understandings by working in small groups to make a short speech or video about the Lantern Festival. Whilst the bulk of the material they present will be in English, they should open with some standard greetings such as ‘Nǐ hǎo!’ (Hello) and ‘Nǐ hǎo ma?’ (How are you?) etc. and conclude their speech/video with ‘Yuán Xiāo Jié Kuài Lè!’ (Happy Lantern Festival!).Students can extend their understandings of the Lantern Festival (and other traditional celebrations) by learning about the way that the Chinese Lunar Calendar affects the timing of annual Chinese festival dates.Clip: The Chinese Lunar Calendar and Festivals (1m43s) : ‘Hello China - Chinese Lunar Calendar’ (2m42s) Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Chinese culture and their own. It is not prescriptive but rather a guide for teachers to add or adapt.Chinese is a historically rich and fascinating language, and these lessons are likely to be presenting students with their first experiences of using tones and characters to convey meaning. It is important for an effort to be made to use the correct tone, as the pitch and direction of one’s voice can change meanings entirely. Handwriting characters has become less of a focus in the last decade as computers have taken hold but students should still be aware that a knowledge of characters is still integral to a knowledge of Chinese. It is estimated that functional literacy in China requires the recognition of 3000-5000 characters. It is very important to convey respect, particularly to one’s elders, in Chinese speaking contexts. In Chinese there are two forms of the word ‘you’: ‘Nǐ ‘ and ‘Nín’. The latter is more formal and is used in circumstances where you don’t know someone very well or wouldn't just call the person by their first name. Also, in Chinese the honorific comes after the surname rather than before, and frequently uses the person's job title rather than Mr./Ms. etc., so a teacher would be called ‘<Surname> Lǎoshī’.Saying ‘Nǐ hǎo!’ is not the only way to greet someone, just as ‘hello’ is not the only way to greet someone in English. Discuss with the students all the ways that they know how to say ‘hello’ and where they might use the different greetings. For a good list of alternatives in Chinese and some interesting cultural information you can look here: . Links with Australian Curriculum Achievement StandardsEngage in structured and routine interactions, such as using 谢谢， 再见， 请,Y2 Ach. St.Respond to and receive information, for example, 你好， 你好吗？ Y2 Ach. St.Follow simple instructions, including 排队， 请坐， 不要说话Y2 Ach. St.Use simple spoken and written Chinese about self & introductions你叫什么名字？ 你上几年级？Y4 Ach. St.Translate everyday expressions (for example, 好久不见 or 不谢) and use context to assist with interpretation.Y6 Ach. ic 2 (Y5T1b): ‘COUNT ON IT’ (Numbers + Age and Comparisons)Lessons: Approximately 3 (45 minutes each)Overview: A working knowledge of number terminology is essential in any language to talk about quantities, money, time and all sorts of other important details in life. In this unit, students become familiar with the vocabulary for numbers 1-20, which will also give them the tools to make and decode numbers up to 99 as the pattern is very straightforward (and remains simple up to 9999). Using a few easy phrases, students will learn to ask and answer questions about the age of different people. These words will also be useful in upcoming units to discuss time and money etc. The key verb for this topic is 是 shì, which means ‘is/am/are’.Key vocabulary and structuresLiteral TranslationFull translation一二三四五六七八九十Yī',èr,sān,sì,wǔ,liù,qī,bā,jiǔ,shí1-10One, two, three, four, five, six, seven, eight, nine, ten十一，十二，十三，十四......十九，二十，二十一Shíyī, shí'èr, shísān, shísì ... shíjiǔ, èrshí, èrshíyī11-14…19-21eleven, twelve, thirteen, fourteen... nineteen, twenty, twenty-one, (the pattern continues to 99)你多大了? Nǐ duōdàle? You (how)-many big (complete)?How old are you? (A universal phrase)你几岁?Nǐ jǐ suì? You how-many years-old?How old are you? (Especially for asking young people)的De (All-purpose possessive particle)(use like ‘ ‘s ‘ but for all names and pronouns and categories)他们Tāmen?He-pluralThey她是我的老师Tā shì wǒ de lǎoshīShe is me-(possessive particle) ‘old/experienced-master’She is my teacher他是我的朋友Tā shì wǒ de péngyǒu.He is me-(possessive particle) friendHe is my friend我十一岁Wǒ shíyī suìI ten one years-oldI’m eleven years old.你上几年级？ Nǐ shàng jǐ niánjí? You up how-many year grade?What grade are you in?我在小学五年级. Wǒ zài xiǎoxué wǔ niánjí.I at small-school 5-year grade.I’m in grade 5 at primary school.Nǐ de péngyǒu shì bā suì ma? 你的朋友是八岁吗？You (possessive) friend is 8 years-old huh?Is your friend eight years old?Teaching and Learning ActivitiesResourcesWith the aid of simple songs and other sources of information, students learn the number system for numbers 1-99. Information which can be read about the number system: rap for 1-10 (1m48s): clip on Numbers 11 to 100 (2min): Sit in a circle. Students take turns to count from 1- 10. When it is their turn, they stand up and say the number. Repeat until all students are standing, then students must sit as they say their number. How quickly can they go?Students then make (or digitally access) memory/snap cards using pinyin, characters and numerals. This will help them to memorize the words.There are many sets of Quizlet cards on numbers, some testing pinyin, others characters, and some in combination: practice questions and responses for talking about and asking about age. Pronounced numbers and age phrases: listen to and sing along with the How old are you? 你几岁？ (nǐ jǐ suì) song by Groovi Pauli.Song (2min) How old are you? 你几岁？ (nǐ jǐ suì) by Groovi Pauli & Friends role-play asking and answering the age questions, possibly recording their pronunciation onto an iPad or similar.Play some ‘memory’ games online for identification of numbers, such as those accessible through the BBC’s primary languages resource. Number games to play on computer/whiteboard: time allows, students watch ‘Growing Up With Chinese Ep. 4 - Age’ to take notes, focus on pronunciation and develop listening skills.Growing Up With Chinese Ep. 4 (15min) ‘Age’: revise word for ‘teacher’ and learn word for ‘friend’. Students make question and answer cartoons about teachers and friends using the vocabulary introduced. Page of online and printable activities about asking name and age: education..au/languagesonline/chinese/sect02/index.htmIf time allows, the fifth episode of Growing Up With Chinese, ‘Simple enquiries’ could be watched as it contains age questions and other basic questions using the ‘ma’ particle.Growing Up With Chinese Ep. 5 (15min) ‘Simple enquiries’: students on the Pinyin and Characters for numbers 1-10 and 1-99. This could be an informal test. Students could test one another.Students investigate and practice the hand gestures that accompany numbers in Chinese – these can be useful in noisy environments such as markets and are widely used all over China. It is useful to revisit number songs while trying these hand gestures.Chinese on the Street - Counting numbers using finger gestures (2m 31s): the training module section of the following Language Learning Space challenges for more online activities or use the whole challenge as an advanced option.Advanced option: LANGUAGE LEARNING SPACE CHALLENGE – SNOWBOUND: Numbers 1-10 (LEVEL: Beginner) After looking at various texts in English and Chinese to see how they compare, students embark on a variety of activities to learn about Chinese calligraphy and the four main stroke types that are used to create the Chinese characters 一 to 十. Advanced option: LANGUAGE LEARNING SPACE CHALLENGE - HACKED OFF: How old are you? (LEVEL: Beginner) Students learn how to ask and answer questions about their age, use appropriate question form when asking the age of others and are familiarised with Chinese birthday customs. They also explore the Chinese zodiac, including its animal signs & origin. Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Chinese culture and their own. It is not prescriptive but rather a guide for teachers to add or adapt.In Chinese conversation it is quite common to ask people their ages when meeting someone – there is not the same stigma against asking this personal information as there may be in some English-speaking situations. In the same vein, it is not uncommon to talk about whether someone has yet eaten (it’s similar to asking if they are having a good day) and to comment on someone’s weight (as a comment on whether they are generally looking well). Students should be aware that typical niceties vary dramatically across different cultures and that it is best to have an open mind when having a chat with someone from another culture.Links with Australian Curriculum Achievement StandardsEngage in structured and routine interactions, such as using 谢谢， 再见， 请,Y2 Ach. St.Respond to and receive information, for example, 你好， 你好吗？ Y2 Ach. St.Follow simple instructions, including 排队， 请坐， 不要说话Y2 Ach. St.Match characters to the meanings and sounds including numbers (八…)Y2 Ach. St.Access information from drawings - 图样， túyàng,Y6 Ach. ic 3 (Y5T2a): ‘THE HOUSEHOLD’ (Family + Qing Ming Festival)Lessons: Approximately 5 (45 minutes each)Overview: It is vital that young language learners rapidly acquire vocabulary which connects strongly with their everyday life. Being able to discuss, describe and compare families gives students a universally accessible topic. This will mean that they can share aloud in the target language about familiar ideas. This topic will also lend itself to an immediate revision of numbers because students will be able to combine their knowledge to ask about the number of people in a family and could even enquire about the ages of specific people within the family. The key verb for this topic is 有yǒu, which means ‘to have’.Key vocabulary and structuresLiteral TranslationFull translation我 的 家wǒ de jiāMe-possessive familyMy family爸爸 bàba N/ADad妈妈 māma N/AMum哥哥 gēge N/AOlder brother弟弟 dìdi N/AYounger brother姐姐 jiějieN/AOlder sister妹妹 mèimeiN/AYounger sister有 yǒuHaveHave没有 méiyǒu Don’t haveDon't have几jǐ(number query particle)How-many我爱我的家人 Wǒ ài wǒ de jiā rénI love me-possessive family-peopleI love my family你们 家有几 口人 Nǐmen jiā yǒu jǐ kǒu rén？You-plural family has how-many m.w.* people?How many people are there in your family?我家 有 (五) 口人 Wǒ jiā yǒu (wǔ) kǒu rénMy family has (five) m.w. peopleMy family has (five) people.你有哥哥吗？Nǐ yǒu gēge ma?You have big-brother huh?Do you have a big brother?你有没有姐姐？Nǐ yǒuméiyǒu** jiějiema?You have-not-have big-sister?Do you have a big sister?你是不是妹妹？Nǐ shìbúshì** mèimei?You is-not-is little-sister?Are you a little sister?我 有 两 个 弟 弟Wǒ yǒu liǎng*** gè dì diI have 2-m.w. younger-brothers.I have two younger brothers.* Note that ‘m.w.’ means ‘measure word’. English has a few measure words, e.g. six loaves of bread. Chinese nearly always requires that measure words are used between numbers and nouns. Perhaps the most common measure word is个gè. See or for more information about these important grammatical particles. ** Other than putting the question particle ‘吗ma’ on the end of a statement to convert an ordinary sentence into a question, the main way to make questions is to put the verb then the negator then the verb again. So, ‘你有没有… Nǐ yǒuméiyǒu…’ means ‘Do you have … or not?’ and ‘你是不是…? Nǐ shìbúshì…’ means ‘Are you … or not’** *The number two (二 èr) is unique in that it has a special version, 两liǎng, for quantities. See for more.Teaching and Learning ActivitiesResourcesStudents first need to be introduced to the family vocabulary words. This can be done through watching and joining in with the Groovi Pauli song ‘I love my family’ which adds movements/signs to help students memorize key terms. Discuss the way that several family words sound like natural baby noises (gēge, māma, bàba) and discuss that this may be the case across different language families all over the world.Song and explanation (10min): I love my family 我爱我的家人 (wǒ ài wǒ de jiā rén) by Groovi Pauli & Friends Daming's family tree game BBC ‘Memory’ game on family vocabulary: through the BBC vocabulary website (together as a class or individually). Watch the 'Growing Up With Chinese’ episode if time allows to expand vocabulary and build familiarity with key terms. BBC information page on Family vocabulary: Up With Chinese Ep. 9 (15min) ‘Family’: will quickly (re)familiarize themselves with negation words ‘bu’ (‘not’) and ‘mei’ (‘don't’) in the sentence types presented. Discuss that there is no universal/precise word for ‘yes’ or ‘no’ in Chinese, but rather that you need to repeat the verb (or the verb with its negation word to say ‘no’). Practice this concept by asking and answering simple questions in English without using the words ‘yes’ or ‘no’, using can/can’t do/don’t etc. in a sentence form instead. For example: ‘Do you have a TV?’ ‘Have. I have a TV.’ Go around the room and require each student to answer a question this way then think of a question for the next student. Bonus points if they can use ‘shì’ and ‘yǒu’ in place of ‘is/am/are’ and ‘have/has’ in their English sentences, or if they use nǐ/tā/wǒ pronouns!Students will also use the ‘possessive particle: de的’, but note that it can be omitted specifically when talking about family members (a bit like saying ‘me mum’ instead of ‘my mum’ in informal English).Students spend time learning, creating and practicing key phrases about number-based family facts (how many people and their age) according to the facts about their own families. Make sure students experience both sides of question and answer conversations. They can cement their understandings through a range of online and printed resources. Page of online and printable activities about Family Members: education..au/languagesonline/chinese/sect03/index.htm Page of online and printable activities about Talking About Your Family: education..au/languagesonline/chinese/sect04/index.htm Extension ‘listen and answer’ game on Family Members: education..au/languagesonline/chinese/comp_task/comp.htmDiscuss the variety of words that we use for our grandparents in English or (e.g. ‘nana’, ‘pop’, ‘gramps’ etc.). Talk about the fact that there are many more words in a Chinese family tree than an English family tree due to the distinctions of younger/older mum’s-side/dad’s-side. The Chinese terms give a lot more detail. Do the students know of other cultures that do this? Whilst every culture values family, China’s traditions place extra emphasis on the importance of respecting family and celebrating ancestors. Watch and learn about the Qing Ming Festival (also known variously as ‘The Festival of Pure Brightness’ and ‘The Tomb Sweeping Festival’. Discuss the impact and importance of ancestors in Chinese culture. Build on this discussion by asking how China’s ‘One-Child Policy’ might change the structure of families. Depending on whether your students already know about this or not this could be a short discussion or a lengthier exploration. Informative clip led by teacher (4min): Chinese Qingming Festival - Festival of Pure Brightness (Chinese Traditional Holidays 2014) clip about the significance of Qingming Festival with animation and artwork detail (2m 41s): a fun, fictitious family tree. Students either draw people or cut up magazine pictures to create a scrapbook page of a family tree, which they label in Chinese with help from the online and print resources they have used so far. They may need access to dictionaries and computers to find terms for different types of aunties and uncles and grandparents etc.Some help with Chinese kinship words (e.g. for making a family tree) can be accessed via the written information at: identification of family word characters by playing ‘Fly Swatter’. This game is particularly useful for character recognition. How to play: Provide groups of students with a set of character cards, which they lay out in front of them. Make each set the same. You call out the name of one of the characters in the set and the first student to swat the card with their fly swat gets to keep the card. The winner in each group is the student who has collected the most cards. Tip: A variation of the game involves you brainstorming words with the class on the board. Group the class into two teams. One student from each team comes to the front. You say a word and the fastest to 'flyswat' or circle the word wins a point for the team. The game continues until all the words have been identified.Chinese Language Games: Flyswatter Materials needed: a set of character cards (in this case, family member words) and some fly swatters.Students can also use online card/memory/sorting games such as Quizlet to improve their memorisation of key terms. If this technology is available in the classroom, students could rotate through some digital games, some paper-based copying or sentence constructing activities and some physical games such as ‘Memory’ or ‘Fly Swatter’ with assistance and supervision as required by the activities.Family flashcards and games (includes extended family): the training module section of the following Language Learning Space challenges for more online activities or use the whole challenge as an advanced option.Advanced option: LANGUAGE LEARNING SPACE CHALLENGE - STRIKE OUT TOPIC: Family Members (LEVEL: Beginner) Students learn basic vocabulary for introducing family members. Activities involve asking and answering questions about one's family, learning about the philosopher Confucius and his influence on family and Chinese society. Cultural/Intercultural Understandings The understandings cover a selection of possible areas where students could reflect on Chinese culture and their own. It is not prescriptive but rather a guide for teachers to add or adapt.Note that all the characters referring to female family members (at least the key ones presented here) have the ‘woman radical’ on the left, as does the word for ‘she’. This makes these characters easier to identify and memorise. Remind students that a ‘radical’ is a primary building block of the character which gives a hint at the meaning. The other part(s) of characters can be known as ‘components’ and can often give a hint at the pronunciation. For instance, the ‘component part’ in妈妈 māmā (mother) is the same as the word mǎ 马 (horse) – a homophone albeit with a different tone. Whilst this is no substitute for an alphabet or a truly phonetic language, the concepts of radicals and components will give students some feeling that Chinese does indeed get easier as it goes along. Family is an incredibly important concept in Chinese culture. The celebration of one’s ancestors is seen as vital to being a good person. The Qing Ming Festival is an important tradition in the Chinese calendar for families to visit the tombs or graves of those who have passed away. Depending on the translation it can be known in English as ‘The Festival of Pure Brightness’ or ‘The Tomb Sweeping Festival’. The ‘One-Child Policy’ has had a huge impact as many young Chinese families now find themselves caring for both sets of grandparents without any aunties, uncles or cousins to help. Opinions on the policy vary across different groups in China.Links with Australian Curriculum Achievement StandardsMatch characters to the meanings and sounds family members (爸爸， 妈妈)Y2 Ach. St.Use simple spoken and written Chinese about family 你有狗吗？Y4 Ach. St.Use simple spoken and written Chinese about peopleY4 Ach. St.Use modelled questions to develop responses, for example, 你的哥哥几岁？， 他是谁？， 你住在哪里？， 这是什么？ Y4 Ach. St.Use numbers in relation to age and family members, and to quantify objects with measure words such as 一个男生，两个姐姐，三只狗.Y4 Ach. St.Access information from texts - 课文，kèwénY6 Ach. St.Use details of participants, for example, 我的朋友， 小明的哥哥.Y6 Ach. St.Use prepositions and possessive clauses, including 的.Y6 Ach. St.Use a range of verbs, including verbs of identification and existence (是), and some modal verbs (喜欢 、 会) to express interest or abilityY6 Ach. St.Negate with 不 or 没Y6 Ach. St.Use simple connectives such as 和 and conjunctions to connect ideas.Y6 Ach. ic 4 (Y5T2b): ‘I LIKE...’ (Colours, Opposites, Emotions)Lessons: Approximately 5 (45 minutes each)Overview: By now, students have access to people words (teacher, friend, self, family members) and now need content words to make meaningful sentences about people. Sentences about emotions and sentences about ‘liking’ things (preferences) are good places to start. This unit gives students access to a selection of emotion words and a range of colours. A small selection of extra word pairs (big/small, fast/slow, up/down) will further expand the range of sentences that students will be able to build. The key verb for this topic is 喜欢xǐhuān, which means ‘to like’ or ‘to enjoy’.Key vocabulary and structuresLiteral TranslationFull translation你生气了 Nǐ shēng qì le. You life gas complete.You're angry.爸爸, 我无聊. Bàba, wǒ wú liáo! Dad, I without chatter.Dad, I'm bored!你快乐吗?我很快乐. Nǐ kuài lè ma? Wǒ hěn kuài lè.You fast-happy huh? I very fast-happy.Are you happy? I am very happy.我想睡. 我很累 . Wǒ xiǎng shuì. Wǒ hěn leì.I want/wish sleep. I very tired.I'm sleepy. I'm very tired我害怕! 不用怕.Wǒ hài pà! Bú yòng pà. ‘I’m harm-afraid! No need/use afraid.I'm scared! Don't be scared.你最爱的颜色是什么？?Nǐ zuì ài de yánsè shì shénme?You most love possessive colour is what?What’s your favourite colour?我最爱的颜色是... Wǒ zuì ài de yánsè shì…Me most love possessive colour is…My favourite colour is…他喜欢红色Tā xǐhuān hóngsè.He likes red colour.He likes red.白色Bái sèWhite colouredWhite蓝色Lán sèBlue colouredBlue黄色Huáng sèYellow colouredYellow绿色Lǜ sèGreen colouredGreen红色Hóng sèRed colouredRed橘色 or 橙色Jú sè or chéng sèOrange colouredOrange咖啡色Kāfēi sèCoffee coloured (note the transliteration!)Brown黑色Hēi sèBlack colouredBlack紫色Zǐ sèPurple colouredPurple灰色Huī sèGrey colouredGrey男, 女Nán, NǚN/ABoy/Man or Girl/Woman (e.g. for restrooms)上,下Shàng, xiàOn/up/getting-in, down/under/getting-outUp, down快, 慢Kuài, mànN/AFast, slow大, 小Dà, xiǎoN/ABig, smallTeaching and Learning ActivitiesResourcesStudents tap into the vocabulary within the sequence of Groovi Pauli songs about emotions. See if students can guess at the meanings of unexplained words in the song based on context/sound/images, then reveal the explanations and translations in the ‘Show More’ section below the clip.Students choose one of the emotions to make a poster about, using vocabulary from the appropriate song. As an extension option, students could also construct and include new sentences about the emotions of their family members using vocabulary (pronouns etc.) from the previous topic.Song (3min): Angry 生气 shēng qì by Groovi Pauli & Friends (2009) (3min): Bored 无聊 (wú liáo) by Groovi Pauli & Friends (2009) (2m 16s): Happy 快乐 (kuài lè) by Groovi Pauli & Friends (2009) (2m 20s) Sleepy 想睡 xiǎng shuì by Groovi Pauli & Friends (2009) : (2m 10s) Scared 害怕 hài pà by Groovi Pauli & Friends (2009) Students learn a range of colour words through the video clip and by using the flashcard games via Quizlet or the BBC. Colours - Teacher led clip (4min): Learn Colors in Mandarin Chinese! Learn Chinese with Emma for the set of colours in the above vocabulary list: ‘Memory’ game on colours: Ask students what they think certain colours might mean from a cultural perspective in China. For instance, in Western culture we might associate black outfits with villains and white with angels. Discuss the meanings and connotations of colours in Chinese Opera / Beijing Opera as described in the recommended link (or students could research this information for themselves).Written information about the significance of different colours in Beijing Opera costumes and masks: ‘Bingo’ game. Bingo allows for interactive, social learning of numbers, vocabulary, and characters. How to play: Call out one of the key words. If a student's card has the word, they cover it or cross it out. The first person to cover a line; be it vertically, horizontally or diagonally, wins the game. If you find that the game is finishing too fast, students could be required to cover all items in order to win. Tips: A variation of this game is Team Bingo. All students stand up, you say a word or phrase in English or Chinese and students are required to translate. The fastest students sit down. When a whole row is out they win. Consider giving small treats as rewards to the winner/winning team. To further enhance the learning opportunities, it could be the students’ responsibility to call out the given colour so that they can practice the words and the pronunciation. Chinese Language Games: Bingo lls.edu.au/teacherspace/professionallearning/16 Materials required: Pre-prepared Bingo cards (you can prepare sets of bingo cards featuring pictures or characters) or students can make their own right before the game (they draw grids of 3 X 3 and insert their chosen vocabulary on a particular topic, e.g. colours). Make sure the cards are unique and that they are laminated for reuse if desired.Students learn comparison words big/small, up/down and fast/slow from the songs. The characters for the first two pairs are quite easy so students could certainly learn these by practicing them and testing themselves. They could also research some other pairs of opposites using iPads, computers or dictionaries. See the information and web-link in the Cultural/Intercultural Understandings section below for more information on opposite pairs. Song (2m 48s): Big, small 大小 by Groovi Pauli & Friends Song (3min): Going up, going down 上下 (shàng xià) by Groovi Pauli & Friends Song (2min): Fast, slow 快慢 by Groovi Pauli & Friends A learning activity for writing simple characters including some opposites is ‘Quick Draw’ Play this game to hone skills of character identification and calligraphy. How to play: Split the class into two teams. Two students, one from each team, come out to the front of board. You say a word and the students have to 'quick draw' the Hànzi (Chinese characters) as correctly and tidily as possible. Points are awarded for the best completion of the character. The next person from each team then comes out to the front. While students are waiting they practise in their books until it's their turn. This is a good activity for character work, although pinyin could be substituted for younger students or for harder characters, with your agreement. Tip: To make the game more challenging, students could be required to put the word into a sentence.Chinese Language Games: Quick Draw lls.edu.au/teacherspace/professionallearning/16Materials required: Whiteboard, whiteboard marker.Vocabulary game: ‘Catch a Word and Pass It On!’ is a great game for students to concentrate on decoding and using new words aloud. To start, a student constructs a sentence using recently introduced vocabulary. The next student translates the sentence into English. The third student chooses a key word from within the original sentence to use in their new sentence. Step two and three repeat so that students either create a sentence from a keyword or translate the sentence. Ideally everyone will have a chance at both types of tasks. Tip: Students will be more attentive and engaged if they are not certain when it will be their turn, so lucky-dipping for the next name or choosing the next person off a class roll can be effective. An ‘open book’ approach to this activity would be fine so that students can see their lists of words. Preselecting a secret ‘magic word’ from a recent vocabulary list and hiding it (i.e. within a folded piece of paper) can motivate students to try lots of different words, especially if there is some reward involved if they are the fortunate first to use the ‘magic word’ in the game!At this stage in its technological development, Google Translate can be problematic when using complex phrases but is a useful resource for looking up simple words and many basic phrases. Understandings The understandings cover a selection of possible areas where students could reflect on Chinese culture and their own. It is not prescriptive but rather a guide for teachers to add or adapt.How people respond physically to emotional events is similar across cultures but how these emotions are expressed can be influenced by someone’s cultural background. You can read a couple of interpretations of how emotions are expressed in Chinese culture on these websites: , . Colours play an important role in Chinese cultures and traditions. For instance, red is a very lucky or 'auspicious' colour. Students may be familiar with red lanterns which are often used in celebrations to bring luck to everyone. Other colours have significance as well. Learn more about the beliefs and historical meanings of colours in Chinese culture here: can be very useful to learn pairs of ‘opposites’ in Chinese. Many of them are comparatively simple characters and some appear as radicals or components in other characters which students will learn down the track. Additionally, using the pairs together often makes a new word which is an involved concept in some way. For instance: 多?少 duō-shǎo = many-few = amount or ‘how many?’. Similarly, 快?慢kuài-màn = fast-slow = ‘speed’. You can read more about this here: with Australian Curriculum Achievement StandardsExpress simple likes and dislikes (喜欢， 不喜欢)Y2 Ach. St.Match characters to the meanings and sounds colours (红…)Y2 Ach. St. ................
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