Unit 7 全部登机 quánbùdēngjī (All Aboard)
Overview Unit 7
ABOUT THIS UNIT / WHERE THIS UNIT FITS INIn this unit children undertake a trip to China visiting some regions, cities, towns, rivers and everyday locations. The unit links extensively to KS2 Geography.
Children work on their pronunciation with the particular help of a tongue twister. Linguistically they prepare for a journey; learning about dates, the weather and some useful travel related phrases. At a cultural/geography level they work with maps of China and cities within China, most often within a digital context. / This unit builds on Year 3 work on pronunciation, ethnic minorities, regional food, numbers and months of the year and buying at the market and ordering at a restaurant. They say and write the date in Chinese.
The children develop a growing independence as regards creating their own sentences to communicate meaning they want to convey. Here travel to China is used to suggest that independence. As regards pronunciation the children move on from sounds to poems and tongue twisters. See pronunciation notes in teacher’s manual.
Prior Learning
It is helpful if children already know:
· about the existence of ethnic minorities in China
· how to navigate around a digital map (i.e. Google satellite images) /
New Language Content
· Making statements about travel including directions and the weather· Days of the week
· Verbs for modes of transport:
· 在 zài+ place/country at, to be at (place); in, to be in (country etc)
· 去 qù to go, to go to
· Question words: 怎么 zěn me how? in what way?
· 哪儿 / 哪里 nǎr/ nǎlǐ where? / End of Unit Activity
Role play within a Chinese travel agent where questions can be asked in Chinese and English
National Curriculum Links
Primary Literacy Framework
Strand 1 Speaking: Y2 speak with clarity; listen to others in class
Strand 2 Listening and responding; Y1 – sustain concentration when listening; Y2 – listen to others in class; listen to talk by an adult, remember some specific points and identify what they have learned
Strand 3 Group discussion and interaction; Y1 – ask and answer questions, make relevant contributions, offers suggestions and take turns; Y3- actively include and respond to all members of the group
Strand 6 Word structures and spelling ; Y4 – use knowledge of phonics, morphology and etymology to spell new and unfamiliar words; develop a range of personal strategies for learning new and irregular words.
Geography
2a Children should be taught geographical vocabulary
5a. Children should recognise how people can improve the environment or damage it and how decisions about places and environments affect the future quality of people's lives
5b Children should recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement
7a Children should study at a range of scales, local, regional and national
Expectations: At the end of this unit:
Most children will: / identify and pronounce accurately the names of some regions and towns; sing a song from memory on a related topic; be able to write the characters for the 4 directions and some of the principal cities/provinces in China.
Some children will not have made so much progress and will: / respond with a one-word answer or action to questions about travelling to China and within China; need to refer to text or visual clues when singing songs; copy-write using single words or short phrase.
Some children will have progressed further and will: / use short phrases for asking and answering questions, using mainly memorized language; research additional vocabulary using a dictionary.
LINKS TO THE KEY STAGE 2 FRAMEWORK
Session / O4.1 / O4.2 / O4.3 / O4.4 / L4.1 / L4.2 / L4.3 / IU4.1 / IU4.2 / IU4.3 / IU4.4 / KAL / LLS
1 / * / * / * / *
2 / * / * / * / *
3 / * / * / * / *
4 / * / * / * / *
5 / * / * / * / *
6 / * / * / * / *
Resources
· A map of China with relevant regions and towns illustrated with photos
· Equipment to make a map of a local area with the following: zoo, lake, city, airport, railway station, cinema, park, restaurant, sports hall, swimming pool, fire station, police station, hospital, supermarket, castle, sun, clouds, moon as well as forms of transport (preferably pictures can be moved around map)
· Picture flashcards of transport, weather and places
· Bag and picture / word cards for Pass the Parcel
Word cards for 去/在+countries, 坐/骑+ modes of transport, 走路, days of the week, different weather
· A3 cards of characters for compass points
· Squared paper and Chinese ink and calligraphy brushes only if desired / ICT Resources
· Interactive whiteboard
· Access to internet search engine including Goggle plug in
· Online photo sharing application
· email in Chinese (both pinyin script and characters can be used)
· Graphics application for class survey
· Child friendly podcast editing suite
· Word magnet style online application (or cards of words and phrases)
Given this is the beginning of a new year, remind the children of the importance of pronunciation in Chinese.
Introduce the concept of tongue twisters
Ask the children which ones they know in English or any other language
Number examples include
Six thick thistle sticks. Six thick thistles stick.
Introduce them to the following Chinese tongue twister
吃 葡 萄 不 吐 葡 萄 皮 ,
不 吃 葡 萄 倒 吐 葡 萄 皮
Chī pú tao bù tǔ pú tao pí
Bù chī pú tao dào tǔ pú tao pí
Eat grapes without spitting out the skin of the grape, not eating grapes spit out the skin of the grape.
Teaching Tips
• Ask the children to look attentively at your face as you speak.
• Start slowly and then speed up to as quickly as you can.
• Talk about the different pronunciation of any sounds in Chinese.
• As ever, and especially at first, avoid encouraging the children to use the pinyin to ascertain whether their pronunciation is correct.
• You might later like to use the pinyin to identify ‘tricky’ words meaning words that are not pronounced as written. Children will be familiar with the term either tricky or naughty from KS1/
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