KS2 Scheme of Work Mandarin Chinese



|Prior Knowledge: Days of the week |

|Framework Objectives |Support |Main |ICT opportunities |

|O4.2 Listen for specific words |Use animation character software to |Practice the tongue twister. According to their general progress, time either how quickly the children can say it|(levels of difficulty 1= easier, 3= more |

|and phrases |break down strokes of characters or |or how long it takes before they stop. |complex) |

|L4.3 To read some familiar |have worksheets, class displays that| | |

|words and phrases aloud and |show break down |Practise writing 星期 xīng qī so children can make a “week” card to combine with existing number cards to make | |

|pronounce them accurately. |Extension |days of the week |Search for online sentence building |

|KAL Hear main word classes |Practise recognition and writing of | |applications such as ‘word magnets’ that |

|(sentence pattern) function. |all days of the week |Revise the days of the week by putting these to a simple tune that children can echo and then sing with you. Give |accept pin-yin and characters for use in |

| | |children a jumbled-up list of the days of the week. They rearrange them in pairs, on mini-whiteboards. |sentence building (2) |

|LLS Use context to aid meaning.| | | |

| | |Refer back to the sentences created in the previous session, e.g. 我坐飞机去北京. wǒ zuò fēi jī qù běi jīng (I am | |

| | |going to Beijing by air plane. )With their talk partners, children whisper to each other as many sentences as they| |

| | |can. Take some in feedback and build them on the board using word cards. | |

| | | | |

| | |Insert days of the week into these sentences and read them aloud, e.g. 星期一，我坐火车去北京。xīng qī yī ，wǒ zuò| |

| | |huǒ chē qù běi jīng (On Monday I am going to Beijing by train.) 星期二，我坐船去圭亚那。xīng qī èr ，wǒ zuò chuán | |

| | |qù guī yà nà(On Tuesday I am going to Guyana by boat.) Ask children to help you translate them. | |

| | | | |

| | |Build more sentences on the board, with the day (星期xīng qī week) missing. Emphasise the sentence pattern; | |

| | |Time/When comes at the beginning. Children come to the front, add a day in pinyin or character and read the | |

| | |sentence aloud. | |

|Throughout the week: |Main Follow up Activities |ICT Follow up Activities |

|Using either worksheets and/or big versions of characters on the wall practise|Add weather symbols and characters to the week cards following the weather |Challenge the children to create as many travel, weather, place |

|both recognition and drawing of the days of the week characters. |forecast of either their home town, partners school location or chosen |sentences as possible containing as many words (pin-yin) as possible |

| |location in China |in a certain time. Ask them to count how many words in each sentence |

| | |they create and keep a tally. They record the longest sentences using|

| | |a child friendly microphone. If they use a child friendly podcast |

| | |suite they can edit these in to produce a recording with longer and |

| | |longer sentences. Use prerecorded sentences is preferred or more in |

| | |keeping with children’s abilities. |

|Learning Outcomes |National Curriculum Links |

|Children: |Primary Framework for Literacy: |

|build sentences integrating vocabulary |Strand 5 Word recognition; Y2 – read high and medium-frequency words independently and automatically. |

|recognise the characters for days of the week | |

|understand that there are different ways of getting to countries, regions and towns, depending on their location. | |

|Teaching Tips |Resources |

|This unit serves to consolidate previously learnt vocabulary within sentence patterns. Emphasizing the importance of |Squared paper and if desired Chinese ink and calligraphy brushes |

|sentence pattering should help learning. Directly translating the sentences in to English might serve to reinforce how |Card for making week cards |

|the meaning is created in Chinese. |Weather symbols used in previous units |

|Given the pin-yin and character content of this session, take the opportunity to reinforce the connections between |Words to make into sentences and pictures if needs (or use online applications) |

|pin-yin (imperfect phonetic system using our alphabet) with characters (drawings of words that tell you nothing of how |ICT Resources |

|they are pronounced). |Child friendly podcast suite. |

| |Word magnet’ style online application for sentence building that accepts pin-yin and characters. See |

| |triptico.co.uk for desktop educational application including Word Magnets. |

|老师的词汇 |Teacher Language |学生的词汇 |Children’s Language |

| | | | |

|星期一，你去哪儿了？怎么去的？ |On Mondy, where did you go ? How did go there ? | | |

|xīng qī yī ，nĭ qù năr le ? Zĕn me qù de ? | |星期一，我坐火车去北京。 |On Monday I am going to Beijing by train. |

|星期一，我坐火车去北京。 | |xīng qī yī ，wǒ zuò huǒ chē qù běi jīng | |

|xīng qī yī ，wǒ zuò huǒ chē qù běi jīng |On Monday I am going to Beijing by train. | | |

| | |星期二，我坐船去圭亚那。 |On Tuesday I am going to Guyana by boat. |

|星期二，我坐船去圭亚那。 | |xīng qī èr ，wǒ zuò chuán qù guī yà nà | |

|xīng qī èr ，wǒ zuò chuán qù guī yà nà |On Tuesday I am going to Guyana by boat. | | |

| | | | |

| | |这是... zhè shì... | |

|这是什么字？zhè shì shén me zì ? | | |This is… |

| |What is this character? | | |

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