KS2 MFL: 'Colours' in Mandarin 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 about colours 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 colours

• All the colours end with 色。 sè。 which means colour so that 红色。hóng sè。 means red colour. You can use the colour word without 色。 sè。 also.
• To practise listening: you could ask the children to write the colours on paper and when you say the colours or they hear the colours said in the song, they can ‘splat’ that colour.
• You can colour and label the colours on a rainbow or any picture.
• When using the colour as an adjective you add the particle 的 de, which is possessive, so that the colour belongs to the noun.For example 红色 的 自行车 hóngsè de zìxíngchē - red colour bike

Finding out about colours in Chinese culture

• Red is a lucky colour in China, it is one of the colours on the national flag of China as well as yellow, which is the colour for emperors in Ancient China. You will see decorations which use red, such as weddings, birthdays and festivals.
  • 红色。hóng sè。 (red)
    Good fortune and joy
  • 黃色。huáng sè。 (yellow)
    Emperors
  • 绿色。lǜ sè。 (green)
    Green and environment
  • 蓝色。lán sè。 (blue)
    Healing and calmness
  • 紫色。zǐ sè。 (purple)
    Divinity and immortality
  • 棕色。zōngsè。 (brown)
  • 黑色。hēi sè。 (black)
    Evil and sadness
  • 白色。bái sè。 (white)
    Mourning and death

Language introduced

Extra Chinese language

Curriculum Notes

The Super Movers song Colours 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.