KS2 MFL: 'Months of the Year' in Mandarin with Rhys Stephenson and Nancy Xu

Super Movers > MFL

Strictly duo Rhys Stephenson and Nancy Xu perform this Super Movers song introducing pupils to the months of the year in Mandarin.

Teacher Notes

After viewing, singing and dancing along, your class could try some of these activities to further explore their learning:

Talking about months of the year

• Practise numbers in Mandarin with your pupils using this Super Movers song. You could play a game of Bingo as a fun way to develop knowledge. Show how to count to 12 by adding 10 shi and 1 yi together 11 = shi yi - then simply adding the word month 月 yuè.
• 月 yuè - Also means moon, you could investigate the phases of the moon and that the Lunar calendar follows the phases of the moon and sun - whereas the Gregorian calendars follows the suns and rotation of the Earth. The Lunar calendar is therefore 30-50 days later than the Gregorian calendar.
• To practise listening: you could ask the children to stand up when the month is their birthday month

Finding out about months of the year in Chinese culture

• Compare the traditions celebrated at birthdays, what is the same and what is different? Birthdays tend to be for children and the older generations. There is cake, the birthday song, a party and presents. Also 长寿面 Chángshòu miàn is eaten by your family. These are super long noodles that symbolise a long life, try and eat them in one slurp!
• In China, children are born as one-year-olds because of the lunar calendar. They also have a one-month birthday.
• Look at the festivals mentioned in the song. Each has their own traditions from dress, customs and different foods.

Curriculum Notes

The Super Movers song Months of the Year and these activity notes address the following learning objectives from the curriculum guidance of the four UK nations.

England
From the Key Stage 2 National Curriculum programme of study for Foreign Languages:

• listen attentively to spoken language and show understanding by ing in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• appreciate stories, songs, poems and rhymes in the language
• engage in conversations; ask and answer questions
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• describe places and things orally
• understand basic grammar appropriate to the language being studied, including (where relevant): […] conjugation of high-frequency verbs (hacer); key features and patterns of the language (question forms);[…] and how these differ from or are similar to English

Northern Ireland
It is not statutory for primary schools to teach a language other than English or Irish (in Irish-medium schools).

Scotland
Modern Languages - CfE Experiences and Outcomes, Second level

• I explore the patterns and sounds of language through songs and rhymes and show understanding and enjoyment by listening, ing in and responding. (MLAN 2-01a)
• I can listen to and respond to familiar voices in short, predictable conversations using straightforward language and non-verbal techniques (MLAN 2-02a)
• I can take part effectively in prepared conversations by sharing information about myself…or interests of my choice, using familiar vocabulary and basic language structures. (MLAN 2-03b)
• I can participate in familiar collaborative activities (MLAN 2-05b)

Wales
From the Curriculum for Wales (2022)

• Progression step 2:
  • I have heard international languages being used.
  • I have experienced opportunities to use international languages.
• Progression step 3:
  • I can communicate using familiar phrases and sentences.
  • I am beginning to reflect on my language use in order to improve the quality of my communication.
  • I am beginning to interact with others, sharing information, feelings and opinions.
  • I can construct my own sentences using the vocabulary and patterns I have learnt.
  • I can recognise high-frequency words and phrases and understand the general meaning in what I hear, read and see.
  • I can listen and read empathetically, recognising the differing opinions of others.
  • I can listen and read to build a bank of words and sentences and use these to improve my own communication.
  • I can listen and read to gain an understanding of how grammar and punctuation affect meaning.

Language introduced

Extra Chinese language