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.
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.
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.
LINKS TO THE KEY STAGE 2 FRAMEWORK
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
Classroom PCs with Chinese font functionality and English word processing
Webcams or mobile phones
Class language learning blog
e book maker
PRONUNCIATION PRACTICE GRID UNIT 8 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)
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?
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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