游戏和歌曲 yóuxì hé gēqǔ (Games and Songs)
6. Kites and Good Luck
Prior Knowledge: Games vocabulary
Framework Objectives
O 3.1 To listen and respond
to simple rhymes,
stories and songs
O 3.4 Listen attentively and
understand
instructions, everyday
classroom language
and praise words
IU 3.3 Identify social
conventions at home and
in other cultures
KAL Recognise that
languages describe
familiar things differently
Support
Help less confident
children to build a kite
by suggesting they
work in pairs
Extension
Introduce the
vocabulary for the
animals
Main
Oracy
 Pronunciation grid – see if the children can recite the grid by themselves.
IU
 Briefly recap lucky numbers.
 Introduce other lucky symbols including for example – 蝙蝠 biān fú bats
(good fortune), 鱼 yú fish (wealth), 龙 lóng dragon (power), 蝴蝶 hú dié
butterflies and 花 huā flowers (harmony) 鸳鸯 yuān yāng mandarin ducks
(happy family), 乌龟 wū guī tortoise (long life).
 Discuss lucky symbols in other cultures familiar to children; what makes
them lucky? For example horseshoes are lucky in the UK as they are
strong, frogs were thought to bring fire to humans in North America,
elephants bring good luck in India as they have long life spans.
 Discuss how kites were first made in China first of expensive silk (silk
was invented in China) and then when the Chinese invented it – they
were made of paper making them accessible to all. What are kites now
made of? Are kites still made of silk and bamboo in China?
 Tell the children how the word for kite Feng Zheng means wind – Feng
and Zheng comes from the sound it made when a man making kites in
the Imperial court made a bamboo whistler he attached to his kites.
Oracy
 Make a simple triangular kite either yourself or with the children in
groups.
 Chose four of the lucky symbols above and ask the children to chose one
of them to draw on their kite. Count in Chinese how many children have
chosen which lucky symbol.
 Remind the children of games vocabulary and add some specific to kite
flying as you see appropriate.
拉住线 lā zhù xiàn hold the string.
慢慢放线 màn màn fàng xiàn slowly loose the string.
放飞风筝 fàng fēi fēng zhēng Fly your kite.
收线 shōu xiàn tighten (take back) the string.

Practise using the kite and use classroom and game management
vocabulary as you do so.
ICT opportunities
(levels of difficulty 1= easier,
3= more complex)
Search the Internet for Lucky
Symbols across the World (1)
Search the internet for ‘Making
kites’ for instructions on how
to make a simple triangular
kite (1)
Search the internet for
‘Chinese kites’ or ‘Chinese
kites kids’ for videos and
photos (1)
Ask partner school to send
photos of kites their children
play with. (2)
游戏和歌曲 yóuxì hé gēqǔ (Games and Songs)
6. Kites and Good Luck
Throughout the week:
Practise some more Taiji.
Practise classroom instructions and everyday routines in
Chinese.
Main Follow up Activities
Create a kite class display. This could be enhanced by
adding pictures that illustrate the games vocabulary. Add
pinyin and characters.
Practise both the initials and finals together.
ICT Follow up Activities
Show any digital content of kite flying in China (1)
Video children flying their kites. Add sound files
using kite flying vocabulary (3)
OR
Take pictures of the children with their kites add
sound files within a multi-media presentation of the
children saying their names and age in Chinese and
lucky symbol in English. These can be sent to a
partner school (3)
Learning Outcomes
Children:

Have an understanding of some common Chinese good luck symbols and their
significance.

Design and make a simple Chinese kite.

Can use newly learnt vocabulary to play games.
Teaching Tips

Explore why the animals are attributed the lucky meaning they are said to hold.
Some are homophones e.g. fish=yu=profit; bat=fu=good fortune, others have
direct symbolism e.g. tortoise (long life) mandarin ducks(happy family) ,
dragon (power)

It is important children are confident with the pronunciation of initials and
finals .before moving onto to the next unit.
National Curriculum Links
Primary framework for literacy
Strand1 – Speaking; Y2 –speak with clarity
Strand 2 Listening and responding; Y2 –listen and follow instructions
ICT
5b Work with others to explore a variety of information sources and ICT tools
(for example, searching the internet for information about a different part of the
world)
Resources
Materials for making kites
- thin garden twine
- sellotape or glue
- 1 sheet of strong paper (102cm x 102cm)
- 2 strong, straight wooden sticks of bamboo or wooden doweling 90cm and
102cm in length
- markers, paints or crayons to decorate the kite(s).
ICT Resources
Internet search engine
Video equipment or multimedia presentation
游戏和歌曲 yóuxì hé gēqǔ (Games and Songs)
6. Kites and Good Luck
老师的词汇
Teacher Language
学生的词汇
Children’s Language
拉住线 lā zhù xiàn
hold the string
拉住线 lā zhù xiàn
hold the string
慢慢放线 màn màn fàng xiàn
slowly loose the string.
慢慢放线 màn màn fàng xiàn
slowly loose the string.
放飞风筝 fàng fēi fēng zhēng
fly your kite
放飞风筝 fàng fēi fēng zhēng
fly your kite
收线 shōu xiàn tighten
take back/pull back the string.
收线 shōu xiàn tighten
take back/pull back the string.
让我们放飞风筝吧
ràng wǒ men fàng fēi fēng zhēng ba
Let’s fly our kites.
蝙蝠 biān fú,
bat
鱼 yú
fish
龙 lóng
dragon
蝴蝶 hú dié butter
butterfly
花 huā
flower
鸳鸯 yuān yāng
mandarin ducks
乌龟 wū guī
tortoise
游戏和歌曲 yóuxì hé gēqǔ (Games and Songs)
6. Kites and Good Luck
End of Unit activities
Learning Objectives
 To apply the knowledge,
skills and understanding in
this unit.
Teaching Activities
Options include:
 Create a classroom display of
Chinese numbers up to 10.
 Teach numbers up to ten to whole
school assembly
Learning Outcomes
 Use Chinese for real purposes to
communicate information
 Consider how best to present
information for different audiences.
Indeed each of the possible
activities can be discussed in terms
of how they differ in their
presentation needs and why the
children would prefer to do one
activity over another.
Points to note
 Integrate hand gestures for numbers into chosen
end of unit of activity
 If teaching numbers to the whole school,
encourage the children to work on their
pronunciation before the assembly