KS2 MFL: Mandarin greetings with Rhys Stephenson and Nancy Xu

BBC Teach > Super Movers > MFL

Strictly duo Rhys Stephenson and Nancy Xu perform this Super Movers song teaching pupils greetings 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 greetings

• Practise the greetings with the children, using the tones to help with correct pronunciation. It’s a nice idea to play music and walk around the room and when the music stops - pair up and practice.
• A nice art exploration is looking at the origin of 早 (zǎo) in 早上好 (zǎo shang hǎo) – Good Morning. 早 zǎo is made up of two parts, the sun character on top of ten 日 rì - sun 十shí - ten and shang 上 means up or rising up.

Finding out about greetings in Chinese culture

• 你好 (nǐ hǎo) – Hello is made up of two words, 你 (nǐ ) which is the pronoun - you and 好 (hǎo) means good, well or nice, so when are greeted you are given a compliment! Hello - you’re nice!
• 您好 (nín hǎo) – Hello polite and formal - 您 (nín) – is the pronoun you but showing respect and more formal, eg your elders whether you know them or not.
• In the song, Rhys greets the teacher with 老师好 (Lǎoshī hǎo) as in "Hello, teacher"! In China alot of people greet a teacher like this, even if they are not your teacher.
• 再见 (zàijiàn) means goodbye. However 再 (zài), which means “again” and of the character 见 (jiàn) “to see”. As in see you again but you can use it even if you’re not going to see the person again.

Curriculum Notes

The Super Movers song Greetings in Mandarin 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 joining 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, joining 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