Queen Mary’s Grammar School – Lesson Plan
Subject: Mandarin Chinese
Student teachers:
Year group: 8
Date:
Period:
No. of pupils:
Lesson context:
Chinese culture+ China facts+ Basic language
Learning objectives:
Assessment opportunities:
1. To recognise the numbers 1-10.
(Student) teacher assessment
2. To learn the structure for numbers 11-99.
Peer assessment
3. To learn the hand gestures for the numbers 1 –
10.
4. To learn about Chinese New Year, the Dragon
Boat Festival, and the Mid-autumn Festival.
5. To learn about the food eaten at these festivals.
Planned teaching and learning activities (including differentiation)
Time:
Starter/Warm up: Pupils will be given 1 minute to discuss with the rest of their table 1 (0 – 1)
things that they can thing of related to Chinese Festivals.
The class will then be asked to volunteer answers. After all answers have been given, 2 (1 – 3)
some possible answers will be shown on the board and explained.
Main: Pupils will be given 1 minute to discuss with their partner (the person sitting next 1 (3 – 4)
to them) the pronunciation of the numbers 1 – 10.
The class will be asked as a whole to go through the numbers 1 – 10 (with hands up).
2 (4 – 6)
Ten different members of the class (volunteers if possible) will be asked to come up to 2 (6 – 8)
the board and attempt to write the characters 1 – 10. The correct characters will then be
displayed.
The teacher(s) will go through the ‘structure’ of writing/saying numbers 11 – 99 3 (8 – 11)
(number of tens followed by units).
The class as a whole will be asked how to say the numbers 33, 78 and 42. Then, the class 2 (11 – 13)
will be asked to translate into English 七十, 十八 and 六十一 .
The teacher(s) will go through the hand gestures for the numbers 1 – 10, after which 3 (13 – 16)
selected pupils will be asked to translate from hand-gesture to number and vice-versa.
 More able pupils will be asked to translate numbers into hand gestures.
 Less able pupils will be asked to translate hand gestures into numbers.
The teacher(s) will go through Chinese New Year, and will explain how the Chinese New 2 (16 – 18)
Year of the Animal works.
The teacher(s) will go through the Dragon Boat Festival and the Mid-autumn Festival.
3 (18 – 21)
Pupils will be introduced to the characters 吃 and 喜欢.
1 (21 – 22)
The pupils will be shown the sentence structure “我吃... ”and “我喜欢... ”
4 (22 – 26)
Pupils will be asked as a class to translate 我吃饺子 and 我喜欢吃 into English. They will 2 (26 – 28)
also be asked to attempt to say them (ie. the pinyin).
The teacher(s) will write on the board the stroke order for the characters 吃, 喜 and 欢.
Pupils will then copy down this stroke order and then write out 吃 and 喜欢 5 times.
2 (28 – 30)
10 (30 – 40)
There will be a character recap of the characters learned today, with members of the 2 (40 – 42)
class selected to read out aloud the characters on the slide.
Finally, a quick test, where the English translation will be covered up, and members of 2 (42 – 44)
the class will have to translate the characters on the board.
Plenary:
Pupils will be introduced to the “Mandarin Chinese Lesson Review” quiz and will be split 1 (44 – 45)
into 3 teams: two teams of five and one team of four (‘geographically’ based). They then
choose team names.
Pupils will play the “Mandarin Chinese Lesson Review” quiz. Teams will be asked around 5 (45 – 50) (depending on
4 questions each. (NB: Time should be carefully monitored here, as all teams will need time remaining, quiz can
be shorter/longer)
to answer an equal number of questions)
Differentiation: More able pupils will be asked the more challenging questions, whilst less able pupils will be asked
the less challenging questions. Lower ability pupils will be given more attention during the writing part of the lesson.
Focus on
culture,
speaking,
listening,
Number of Characters required for reading: 14 (+5 from previous lesson)
Number of characters required for writing: 3
writing,
reading