Skip to navigation Skip to main content

WS01 - Game constructing sentences with      Chinese characters

Languages, Chinese, Years 7 and 8 (Year 7 entry)

By the end of Year 8, students use Chinese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Chinese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices.  

 

They use some familiar characters and Pinyin to support learning. Students approximate Chinese sound patterns, tones, intonation and rhythms, and recognise the function of tone-syllables and Pinyin. They demonstrate understanding that Chinese has rules for characters, grammar, non-verbal, spoken and written communication. They comment on aspects of Chinese and English language structures and features, using metalanguage. They demonstrate awareness that the Chinese language is connected with culture and identity, and how this is reflected in their own language(s), culture(s) and identity. 

Communicating meaning in Chinese | Mediating meaning in and between languages

AC9LC8EC04

locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience

Communicating meaning in Chinese | Mediating meaning in and between languages

AC9LC8EC05

develop and begin to apply strategies to interpret, translate and convey meaning in Chinese in familiar contexts

Understanding language and culture | Understanding systems of language

AC9LC8EU01

recognise and use tone-syllable pronunciation and intonation patterns to form words and phrases, and Pinyin to support learning pronunciation

Understanding language and culture | Understanding systems of language

AC9LC8EU02

develop knowledge of, and use sentence structures, characters and writing system features, to understand and create spoken, written and multimodal texts

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Translate from English to Chinese.

 10 46 1 40
2

Translate from Chinese to English.

 86 104 1 40
3

Use measure words for animals.

 104 140 1 40
4

Negate sentences.

 210 227 1 40
5

Construct sentences from a selection of characters to match spoken Chinese.

 234 263 1 40
6

Read Chinese characters applying tone, intonation and rhythm.

 290 295 1 40
7

 Use learnt grammar structures to form a question.

 324 350 1 40
Transcript

(gentle music)

 

[Teacher] I would like you to form the sentence, Chinese sentence, '3 fishes'. Marvellous, read it for me.

 

[Student] 啊. 三条鱼。

 

[Teacher] 金鱼。“yú”  is just fish, but “jīn yú” is goldfish. O.K, read it for me. What's 3 fish, 3 goldfish?

 

[Student] 二 ...条 ...

 

[Teacher] That's 3.

 

[Student] 三条金鱼。

 

[Teacher] 非常好。

 

[Student] 三条金鱼。

 

[Teacher] 很好。

 

[Student] 三条金鱼。

 

[Teacher] 非常好。Now, tell me '2 dogs'. Let it face you. Oh, O.K. O.K, that makes it much easier for you.  '2 dogs'. O.K put the dogs below this. It will make it easier for you to see because that's the first sentence and that's the second, O.K? '2 dogs', excellent. '2 dogs', I still need that goldfish sentence O.K? Do not get rid of that goldfish sentence please. So put this on top because that's the first sentence. O.K, thank you, excellent. How do you say '2 dogs'?

 

[Students] 两只狗。

 

[Teacher] 两只狗。Very good. Third one, third one. 四匹马。

 

[Students] 四匹马。

 

[Teacher] 非常好。What did I just say?

 

[Student] '4 horses'

 

[Teacher] '4 horses'. Now what's the word for horses?

 

[Students] 匹。

 

[Teacher] What's the word for fish?

 

[Students] 条。

 

[Teacher] What's the word for dog?

 

[Students] 只。

 

[Teacher] Very good, now I want you to form the sentence:'My house has 3 goldfish'.  'My house has' ... 'My house has 3 goldfish'. So you just add on to that first sentence that you formed. O.K? So you you just add on to that first sentence that you have.

 

[Student] '3 ... goldfish'

 

[Teacher] Excellent, O.K. Can I have a show of hands.  Who would like to read that sentence for me, 'My house has 3 goldfish'?

 

[Student] 我家有三条金鱼。

 

[Teacher] 非常好。What did you just say?

 

[Student] I said 'my house has 3 goldfish'.

 

[Teacher] Excellent! Sentence two. 我家没有两只狗。So this sentence here is for that one. Now we are forming another sentence. 我 ... Very good, excellent! Second sentence again O.K? 我家没有两只狗。Somebody read that sentence for me. You had your hand up just now, may I have you?

 

[Student] Me?

 

[Teacher] Yes.

 

[Student] 我家没有两只猫...狗。

 

[Teacher] Try that again.

 

[Student] 我家有...

 

[Teacher] Just the second sentence.

 

[Student] 我家没有两只狗。

 

[Teacher] What does that mean?

 

[Student] My house does not have 2 dogs.

 

[Teacher] Good. What is the negative verb that we're using there？

 

[Students] "没"。

 

[Teacher] 没。 OK. 没有。没有 is the complete verb. What is the positive word that we have there? Verb?

 

[Student] "有"

 

[Teacher] 有。O.K excellent. Last but not least sentence, O.K, the last one. 你家。 。 。

 

[Students] 你家。

 

[Teacher] 没有四匹马。

 

Are you short of "没有"？

 

[Student] Yeah, we don't have another.

 

[Teacher] I'm sorry about that. 没有。You O.K? You need another“ 没有”  没有四匹马。

 

[Student] 你家没有四匹马。

 

[Teacher] And what does that mean?

 

[Student] 'My family does not have 4 horses'.

 

[Teacher] Is it 'my family' or is it whose family? Take a look at that first character again, what's “你" ？

 

[Student] 'You don't have 4 horses'. 

 

[Teacher] Correct. So 'your family doesn't have 4 horses'.

 

[Student] 'Your family doesn't have 4 horses'.

 

[Teacher] O.K, good. Excellent. Now, those are sentences that we've just made. Now we are going to form a question. O.K. Now we are going to ask 'do you have cat'? Can you read your question to me?

 

[Student] 你家有猫吗？

 

[Teacher] What does that mean?

 

[Student] Do you have a cat?

 

[Teacher] Yes. Why did you use a “吗” ？

 

[Student] Because it's a question word.

 

[Teacher] It is a question word. O.K, very good. Is there another way of doing

it without the question word?

 

[Student] Put the "没有" 。

 

[Teacher] Good, can we try that? Excellent！Can you read that for me？

 

[Student] 你家有没有猫？

 

[Teacher] Excellent. Why don't we need a question word here?

 

[Student] Because it says 'do you have or don't have a cat'?

 

[Teacher] Excellent！Can you please read your sentence to me.

 

[Student] 你家有猫吗？

 

[Teacher] Good. What is the positive verb that you have there?

 

[Student] "有"。

 

[Teacher] And therefore, because it's a question you need to end it with a..?

 

[Student] "吗"。

 

[Teacher] Which is a...?

 

[Student] Question word.

 

[Teacher] Good. Can you read from that sentence please, so that you ask it in another way. Read that for me.

 

[Student] 你家有没有猫？

 

[Teacher] Good. What happened to the question word? 

 

[Student] You don't need it because you're asking 'do you have or do you not have'?

 

[Teacher] A cat.

 

[Student] A cat.

 

[Teacher] Marvellous. Read your sentence for me.

 

[Student] 你家有猫吗？

 

[Teacher] And what does that mean?

 

[Student] 'Do you have cat'？

 

[Teacher] Very good. Form it in such a way that there's no question word. Read that for us please.

 

[Student] 你家有没有猫？

 

[Teacher] Good. Now, yours is a very unique one. Can you read it for me.

 

[Student] 你家有没有猫？

 

[Teacher] What happened to your question word？

 

[Student] We didn't need it because we're using a positive and a negative word so we have a choice.

 

[Teacher] Absolutely, and therefore it already indicates that it is a...?

 

[Student] Question.

 

[Teacher] Very good. Now try it with only one verb. And what does that become?

 

[Student] 你家有没有 ... 你家有猫吗？

 

[Teacher] Very good. O.K. Actually you did another "家" here.  You just said「你有猫吗」which is perfectly O.K. You do have cats. O.K, excellent! Thank you students. You are marvellous!

 

(bright music)