Unit 9 给我讲一个故事 gěi wǒ jiǎng yí gè gù shì

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Unit 9 给我讲一个故事 gěi wǒ jiǎng yí gè gù shì (Tell me a story!)

Overview Unit 9



In this unit children work on a traditional Chinese story from the Tang Dynasty. Told in English and Chinese, the children use anchor words and context to understand more of the Chinese version as it is reread. The children conduct their own research into the Tang Dynasty within the context of understanding where the Tang Dynasty fits into Chinese history. They also research silk from multiple perspectives. They discuss an ICT/internet research strategy and learn some vocabulary around ICT and the Internet.

They practice writing characters from the poem that makes up the pronunciation practice. They work on creating a ‘story’ about themselves in Chinese.

Children continue their work on pronunciation. In unit 5, children used the strategy of using context of what they hear to determine some of the broader meaning to understand a story. Here too that LLS is used and built upon. In conducting their own research into China and choosing exactly what to research and how, the children understand that China needs to be both discovered and understood. The children gain greater linguistic independence by learning to talk about themselves in technological terms.

Prior Learning

It is helpful if children already know:

  • Classroom instructions such as those in units 3, 4, and 5.

  • Use of internet to conduct research.

  • Experience of writing previous Chinese characters from this Scheme of Work.

New Language Content

  • Phonic focus on a new tongue twister and a Ci poem.

  • Vocabulary related to traditional Chinese story.

  • Internet and ICT instructions and research language.

  • General introductory conversation between people.

End of Unit Activity

Create a class display on silk and/or recite the poem to a friendly audience.

National Curriculum Links

Primary framework for literacy:

Strand 1 Speaking: Y4 - Use and reflect on some ground rules for sustaining talk and interactions

Strand 3 Group discussion and interaction; Y4 - Take different roles in groups and use the language appropriate to them, including the roles of leader, reporter, scribe and mentor

Strand 12 Presentation; Y4 – use word processing packages to present written work


1a Pupils should be taught to place events and objects in chronological order

4b To ask and answer questions about the past

5b Select from their knowledge of history and communicate it in a variety of ways.

Expectations: At the end of this unit:

Most children will:

appreciate the importance of the Tang Dynasty and silk, improve their pronunciation, develop their LLS and learn some ICT and internet research vocabulary that they use to start introductory conversations, extend their knowledge of characters and continued experimenting with inputting pinyin into a PC to chose the characters.

Some children will not have made so much progress and will:

recognise certain facts about the Tang Dynasty and silk but not understand their importance, practise but not have perfected the new characters and poetry, understand but not be able to use the new vocabulary independently.

Some children will have progressed further and will:

understand the traditional story in Chinese, be able to recite the Tang poem, use the ICT /conversational vocabulary in a new setting, enjoy perfecting and practising the new characters.











































  • Wen and the Princess story in English (long and short) and Chinese (short version)

  • Visuals (flashcards or online resources) to help tell the Wen story

  • Hard copies of the story in English to identify key words

  • Squared paper and pens or Squared Magic Water paper and brushes

  • Word cards of introductory and technological language for sentence building

  • Material to make class silk displays

ICT Resources

  • Child friendly podcasting suite

  • Video-cast equipment if using

  • Access to online internet search engines

  • Child friendly word magnet and cartoon making online applications

  • Classroom PCs with Chinese font functionality and English word processing

  • Webcams or mobile phones

  • Class language learning blog

  • e book maker

This is the first time children encounter Chinese poetry. Before you work with the poem you might like to create prior understanding in two areas as follows:
What is poetry?

    • Where words are used for their rhythmic and aesthetic qualities as well as their meaning and where meaning can be conveyed and remembered more easily because it is in the form of a poem

    • Try some silly ‘meaningless’ nonsense poetry out with the children e.g. Spike Milligan (e.g. ‘The Land of the Bumbly Boo’) versus some poetry that holds meaning (e.g. ‘Mum’ or ‘Dad’ by Andrew Fusel Peters)

    • Talk about Chinese sounding poetic and ‘sing songy’ when spoken normally

    • Talk about tones in Chinese adding rhythm to language and poetry

What is interesting about Chinese Poetry

    • To obtain jobs working for the government you had to study poetry!

    • Everyone was encouraged to join in the poetry so many poems were written

    • Many poems carried hidden meanings that were passed on through the popularity of sharing poems

    • Researching ‘Tang poetry’ using an Internet search engine will gain further insights







Yì jiāng nán
Jiāng nán hǎo

Fēng jǐng jiù céng ān

Rì chū jiāng huā hóng shèng huǒ

Chūn lái jiāng shuǐ lǜ rú lán

Néng bú yì jiāng nán

Remembering south of the river

South of the river is good,

Long ago, I knew the landscape well.

At sunrise, the river's flowers are red like fire,

In spring, the river's water's green as blue grass.

How could I not remember south of the river?

Teaching Tips

  • Introduce and practice the poem in incremental steps.

  • Correct poor pronunciation gently by repeating the word or phrase rather than saying ‘you are wrong’ or your pronunciation is not correct’.

  • Create teacher and children podcasts to place on the classroom language learning blog.

  • Display the Chinese character version in the classroom preferably with the children watching you create the Chinese characters.

  • Make the poem more meaningful. For example explore and comment upon the general concise feel of the Chinese language. You might also want to look at the depth of meaning in the simple word 好 “good and/or the fascination the Chinese have with the colour green.

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