我们来庆祝吧wǒmenlái qìngzhù ba(Celebrations)

Overview Unit 3

ABOUT THIS UNIT / WHERE THIS UNIT FITS IN
In this unit children learn language relating to celebrations of special occasions and their achievements in activities and games. They also learn to say the month and day of their birthday. / If units 1 and 2 have already been covered, this unit progresses with pronunciation practice.
Unit 3 consolidates language-learningstrategies such as practising new language with a friend and repeating new wordsrhythmically. It provides opportunities for children to say more about themselves.Strong connections are made between the language and culture of China.
Prior Learning
It is helpful if children already know:
  • about the warm up pronunciation routine
  • how to play party games such as ‘Musical statues’
/

New Language Content

  • Making simple statements about what you can do
  • Expressing praise
  • Days and months of the year
  • Writing an invitation
  • Asking permission to do something
  • Pronunciation practice of sounds/tones
  • Understanding questions can be created in two ways.
/ End of Unit Activity
Children role play their learnt conversations with partners in front of native speakers of Chinese either from the community or online with a partner school
National Curriculum Links
Revised Framework for Literacy:
Strand 1. Speaking; Y2 – speak with clarity and use appropriate intonation
Strand 2. Listening and responding; Y2 – listen to others in class, ask relevant questions and follow instructions
ICT:
1a) talk about what information they need and how they can find and use it [for example, searching the internet /CD-ROM, using printed material, asking people]
3a) share and exchange information in a variety of forms, including e-mail [for example, displays, posters, animations, musical compositions]
4b) describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others [for example, the impact made by a desktop-published newsletter or poster]
PE:
1a) consolidate existing skills and learn new ones; 1b) perform actions and skills with more consistent control and quality
PSHCE:
1b) children recognise their worth as individuals by identifying positive things about themselves and their achievements; 4b) describe and talk about the lives of people living in other places and times, and people with different customs; 4f) that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability
Expectations

At the end of this unit:

Most children will: / State what activities they can do; recognise and respond to instructions; understand and use praise words; say the month of their birthday; write a party invitation from a model, become aware of different and similar elements of Chinese culture
Some children will not have made so much progress and will: / Respond with an action or appropriate sentence to questions about activities they can do; understand instructions with prompting and/or visual support; say the month and day of their birthday;
Some children will have progressed further and will: / State what activities they can do, rapidly respond to instructions, volunteer praise words, say the day and month of their birthday, write an invitation from a model, enjoy practising characters and understand the connections between English, pinyin and characters; have views on the similarities and differences between cultures
LINKS TO THE KEY STAGE 2 FRAMEWORK
Session / O3.1 / O3.2 / O3.3 / O3.4 / L3.1 / L3.2 / L3.3 / IU3.1 / IU3.2 / IU3.3 / IU3.4 / KAL / LLS
1 / * / * / * / * / *
2 / * / * / * / * / * / * / *
3 / * / * / * / * / * / *
4 / * / * / * / * / * / *
5 / * / * / * / * / *
6 / * / * / * / * / *
Resources
  • Picture flashcards for activity verbs
  • As an alternative to using picture flashcards, children bring in clothing or other items to represent each verb.
  • Two sets of text flashcards for verbs (see above) – one large set (to go on the wall) and a smaller set (to go in a feely bag)
  • DVD clip or still image of birthday celebrations
  • Picture flashcards for months of the year and zodiac animals
  • Feely bag
  • Music for playing party games
  • Writing frame for party invitation on interactive whiteboard
  • Mini-whiteboards and pens
  • Pen, paper and pencils for party invitations
  • Skipping ropes and large balls
  • The hall or a similar large space
  • Sound bank
  • Pens and paper for copywriting and drawing
  • Online practice resources
/ ICT Resources
  • Multimedia presentation software
  • Digital camera
  • Animation software
  • Digital pictures of children’s ‘heroes’
  • Split screen in multimedia presentation
  • Email or videoconferencing facilities
  • DVD clip or digital still image of birthday celebrations
  • Access to an internet search engine
  • Digital audio editor/recorder
  • Photo sharing or photo search engine application
  • Access to the class blog
  • Access to a digital content provide
  • Party invitation template produced using word processing software
  • Drag and drop function on the interactive whiteboard
  • Motion paths function in multimedia presentation software
  • Portable voice recording devices
  • Microphone and podcasting software

PRONUNCIATION PRACTICE GRID UNIT 3
This grid should be used for the 5-10 minute pronunciation practice (‘voice warm-up’) at some point in the lesson.
a / ai / ao / an / ang
/ o / ou / e / ei / en / eng
b / ba / bai / bao / ban / bang
/ bo / bei / ben / beng
p / pa / pai / pao / pan / pang
/ po / pou / pei / pen / peng
m / ma / mai / mao / man / mang
/ mo / mou / me / mei / men / meng
f / fa / fan / fang
/ fo / fou / fei / fen / feng
Teaching Tips
At the start warm up the face and tongue by asking the children to move the tongue around their mouth with it closed and by extending their mouths sideways and downwards
Avoid showing the pin-yin grid to the children, instead ask children to listen carefully, especially initially when first encountering the sounds
Each sound should be pronounced using all 4 tones., body and hand movements can accompany the 4 tones on occasions
Ask the children to pay great attention to the movement of your mouth
Show how the tongue moves differently
Vary the exercise by saying the sounds quietly and then loudly reminding the children to listen carefully
Turn around so children cannot see your face or ask them to cover their eyes to listen more carefully to the sounds
Practise as a whole class, and then in groups with each group repeating a a line of the grid. Invite confident children to repeat the sounds to the rest of the class..
Create podcasts and or videos of the grid using either yourself, native speakers or the children to aid practise throughout the week.

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