饮食 yǐn shí (Food and Drink)

Overview Unit 6

ABOUT THIS UNIT / WHERE THIS UNIT FITS IN
In this unit children learn about the food grown and eaten in China. They learn the associated vocabulary and to say which foods they like and dislike. They learn the life cycle of rice and its importance to China. Children learn how to say what they would like to buy in a market and order in a restaurant. / Children build on the vocabulary of previous units to role play being in a restaurant or market. They integrate greetings into extended conversations. They try to maintain accurate pronunciation whilst also thinking about what they want to say. They finish working on the last pronunciation grid thereby covering all the main sounds of Chinese.
The unit complements Life Processes, studied in the key stage 2 national curriculum for science.
Prior Learning
It is helpful if children already know:
• the life cycle of a plant
• numbers up to 10
•  how to work with a partner in a role-play. /

New Language Content

·  Expressing likes and dislikes (about food).
·  Saying what you would like to buy and eat. / End of Unit Activity
Role play of the scenes of a restaurant and/or market using props and vocabulary learnt in the unit.
National Curriculum Links
Literacy
Strand 1: Year 2 speak with clear diction and intonation
PSHCE
4b) Think about the lives of people living in other places and times, and people with different values and customs.
Science
SC2 Life processes and living things; 1b) that the life processes common to plants include growth, nutrition
and reproduction.
Art
2 Investigate and make art, craft and design
2a investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work
2b apply their experience of materials and processes, including drawing, developing their control of tools and techniques
2c use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts.
Expectations

At the end of this unit:

Most children will: / listen with care; ask and answer simple questions with correct intonation; remember a sequence of spoken words; recognise a negative statement; read familiar words and with practice take part in a role play, recognise between 2 and 5 more Chinese characters.
Some children will not have made so much progress and will: / require support from a spoken model or visual clue in producing responses to simple questions; understand names of some foods with visual clues
Some children will have progressed further and will: / use visual clues to produce phrases, sentences or short passages, using memorised language; initiate a conversation when working with a partner; play an active and confident role in the end of unit role play, recognise 5 more Chinese characters and write two of these relatively accurately
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, real or plastic foodstuffs
·  Small picture cards of foodstuffs
·  Text cards or labels for foodstuffs
·  Chopsticks
·  Picture flashcards or interactive whiteboard images showing stages in the life cycle of a plant
·  Chinese money (fake or real)
·  Map of China
·  Bite-size portions of vegetables and cooked rice to taste
·  Packets of rice from China
·  Trays and plates
·  Cardboard for restaurant and market signs as well as other props for market and restaurant role play
·  Seeds for growing Chinese vegetables
·  Squared paper for character practise (ink and calligraphy pens if desired)
·  Big pieces of paper for wall display of characters of all characters learnt to date
·  Props for role play in market and/or restaurant (e.g. baskets and bags)
·  Children’s lunch boxes or school dinners to photo / ICT Resources
·  Photos or DVD clips of markets in China
·  Photos of food
·  Video equipment and editing software
·  Podcasting suite
·  Access to the internet to generate research material
·  Clip art for menus and a menu template or choice of them
·  Interactive whiteboard
·  Chinese character animation software
·  Scanner


PRONUNCIATION PRACTICE GRID UNIT 6
Practising the sounds should take up some 5-10 minutes sometime during the lesson. The exercise should be presented to the children as a fun ‘voice warm-up’.
i / ie / iao / iu / ian / iang / in / ing / u / ui / uo
d / di / die / diao / diu / dian / ding / du / dui / duo
t / ti / tie / tiao / tian / ting / tu / tui / tuo
n / ni / nie / niao / niu / nian / niang / nin / ning / nu / nuo
l / li / lie / liao / liu / lian / liang / lin / ling / lu / luo
Teaching Tips
•  At the start warm up the face and tongue by asking the children to move the tongue around their mouth with it close 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 altering whether your voice is loud or soft to ensure they listen more carefully.
•  Turn around so they cannot see your face or ask them to shield their eyes to listen more carefully
•  Do some as a whole class, divide into 4 groups each does a line of the grid, do some with individual children volunteering.
•  Create podcasts and/or videos of the grid using with either yourself, native speakers or the children to aid practise throughout the week at home and at school.

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