Our emblem for our wall display

This is a Nepal in Motion post!  You can access all these posts by choosing the Nepal in Motion category 🙂

We had designed and created an electronic version of our emblem.  But we needed a version that we could hang on our wall, a motivational first step to all our adventure learnings that we want to put on display.  It now looks beautiful and on display, with all its symbolism, reminding us of our awesome adventure to come.  Our feet are now on the wall walking around a mountain, the goal we are going to help each other do together!  The eyes are in the centre, the windows to our inner selves and the individual journeys we will take as we venture out of our comfort zones.  Such an emblem  on display is so powerful to give us that sense of belonging to a team working towards an adventure together.

Creating this paper version though, posed a math problem!

We had to create a red triangle with a blue border, just like on the Nepali flag. I gave the kids the task of doing this, but told them that I didn’t want them to just cut out dodgy triangles, but that we needed to make a perfect triangle with the border relative and consistent. How are we going to do that????

These piks tell of some of the thought processes and research involved :

Their ideas included measuring a cm border around an initial triangle, from the middle and each point…but then realised that 1 cm from a point of the triangle would not meet the line of 1cm from the middle of the side, making a wonky second triangle.  They thought about just cutting strips to place around the edges of the first triangle, but couldn’t work out exactly how to do that precisely.

They do a Maths Online program, that just shows them how to do math concepts, then they do a few online worksheet style questions, which they normally get most ‘right’.  Similar to what they would do in a classroom, great to cover the curriculum…but applying what they’ve learned about triangles and angles to this actual task was not so obvious to them.

They decided to try and draw the first triangle, and then work out how to do the border or a bigger triangle later. Even this posed a problem, they had agreed on the type of triangle they wanted to draw, an equilateral one, they knew this one had equal sides, but how to draw a perfect one?  It took a lot of discussion, and even a few prompts from me wondering if there was any other way, other than the length of the sides, that we could measure or determine a triangle…’Corners!!’ they shouted…’How do we measure these corners???’ I asked…

Even though they seem to learn the facts, even though we have done other practical tasks involving angles, like making a photo frame, measuring body angles whilst doing certain sports…it took discussing about these connections for them to work out that knowing the angles of the triangle might help us draw a perfect one.  As soon as this had clicked, they went to researching, asking google how to draw a perfect equilateral triangle.  They found a compass method, then practiced on plain paper, but then realised that the compass method was not going to work for a big triangle, their compass was too small.  So they found out they could use their protractor to measure the angles, then draw the two remaining sides, regardless of the size of triangle they wanted to draw. Drawing the second bigger one was then the same process, just a 2cm longer base! 

We each made a footprint with paint, each one coloured to symbolise the elements, this was our foot ‘signature’ pledge to the team!  Then traced the Buddha Eyes in a round sun to place in the middle.

It was a long process to get there, but learning that will stick more than just a few worksheet questions about angles.  Plus they had a perfect red triangle with a perfect bigger blue triangle to place it on, that they were really happy with as our symbolic mountain to start off our wall display!

Aust Curriculum Links

For us this activity was more for our sense of wellbeing and belonging to a team.  It has many learning areas covered, but this post has focused on Math outcomes. Math outcomes can be ticked, but often kids don’t really understand why they are learning them.  If we were to link this learning to the curriculum, we could use this one in the YR6 ‘Using units of measurement’ section:

Solve problems involving the comparison of lengths and areas using appropriate units

Or this one in the ‘Geometric reasoning’ section of the Yr 5 curriculum:

Estimate, measure and compare angles using degrees. Construct angles using a protractor. 

But at the end of the day, we wanted to draw a triangle because we wanted to put our emblem on the wall.  We learned how to. We learned that knowing about angles was useful for this task, will probably forget this, but know we will be able to find out what we need to know to solve a problem next time. The main learning was working out how to find the information needed for the task. It’s just reassurance for some that it’s linked to the curriculum 🙂


Dashain Festival

We are learning the Nepali Language through various means…(more to come on that soon!), but one of the ways we will be learning is through Nepali rhymes.  The first few years of our first language input is through hearing the sounds around us, and often through story and rhymes.  When learning a second language, whether you are a kid or an adult, I feel it is so important to listen to and sing along to songs, even if you don’t know the meaning of every word or understand the grammar!  It’s the best ‘input’ to get a feel of the sounds, and you get to naturally learn the patterns of word order and grammar, so when you do finally get to learning about a particular grammar point, you have plenty of ready made memorised examples to connect meaning of that grammar point to! YouTube has oodles of songs in many languages…just search your target language 🙂

It is currently the ‘Dashain Festival’ in Nepal, one of their longest and most important, it’s 15 days long, the main day for 2018 being tomorrow, the 19th October.  So we are learning a rhyme that apparently every Nepali kid knows about this festival. Here is a version that we really like and are learning:

The basic Nepali lyrics to the original rhyme are as follows, but I think the version in the video is a little different (the challenges of learning a new language from scratch!!!!).  I contacted the makers of the video to see if I could get a transcript of the actual Nepali lyrics in their song….they said they are working on putting the lyrics on the video…so I guess we’ll just have to wait 🙂

Dashain aayo,
Khaula Piula,
Kaha jaula,
Chori lyaula,
Dhatta papi,
Ma ta chuttai basula

The English translation to the original rhyme are as follows:

Dashain has come
We shall eat and drink
Where will we get drink and food?
We shall go and steal
Oh damn, I shall stay away from you sinner.

A main message of Dashain is ‘good overcoming evil’, Nepali kids being passed this message on through this rhyme 🙂

On researching things about the Dashain festival, the kids found that playing cards and kite flying is popular during this time.  But the thing they found really exciting, was the 20 foot bamboo pole swings that are made for the kids….they’ve loved watching lots of YouTube videos….here is one:

Our neighbours have lots of bamboo in their back garden….I think the kids are going to plan an engineering feat with the neighbour’s kids pretty soon….they have found a few videos if these swings being constructed…lots of tech/design/math outcomes to integrate with that project 🙂 possible videos of that to come soon….

Australian Curriculum Links

By searching key words from such activities in the ACARA website, you will find plenty of outcomes for many year levels in many learning areas that this activity could springboard.

Each language for Languages Other Than English (LOTE) in the Australian Curriculum have their own curriculum to follow.  Nepali is not included, but as it shares the same script with Hindi, the Hindi curriculum could be used to map outcomes.  The general scope and sequence of the Hindi Curriculum is on the ACARA website (there are two, one for primary level entry, and one for yr 7-10 entry)…but the year level stuff doesn’t seem to be completed yet.

It’s sequenced as Socialising, Informing, Creating, Translating, Reflecting.  This activity of learning a song for the pure fun of it would include ‘Informing’ outcomes.  Hopefully over the next 5 months as we learn more, we will be able to link all parts of such a scope and sequence to our learning.  We will continue to learn from our hearts and with the resources we have…not from the scope and sequence….we will journal our learning of the language, then work out what we have covered in the sequence for reporting purpose only 🙂

Our Family Nepal Adventure Emblem

This is a Nepal in Motion post 🙂

We have started a new Nepal in Motion FB page to journal the learnings of our preparations for our trip to Nepal! We wanted to have a special family emblem as our profile pik on our Facebook Page…so that was our first Adventure Based Leaning task 🙂

Possible curriculum outcomes are at end of the post…but for us this is just an exciting start to our adventure…creating a symbol of our team, a sense of identity and belonging, a symbol we can recreate on our wall where we will hang all our maps and planning, a symbol we can print on a T-shirt down the track…NEVER get bogged down with the outcomes….they are an afterthought for reporting only…..DO WHAT IS FUN WITH YOUR KIDS, the outcomes come naturally whether you record them or not 🙂

Lucas got straight to work in a paint program on the ipad….doodling this rough draft of a potential emblem, our plane flying through the mountains!

Lucas told me that the mountains represented Nepal, that the plane (planes are his passion) represented our journey and the bridge represented our hike.  Awesome!  Lucas had set the foundation for what our emblem needed…. something to represent Nepal, something to represent us as a family team, and something to represent what we are doing on our journey…but the emblem needed to be a team effort encompassing our values as a whole.

So we brainstormed everything that came to mind when we thought of Nepal, and researched into a few symbols of Nepal.

We found that the Nepali flag is shaped like 2 triangles representing its mountains!  It’s red colour represents the national flower the rhododendron, and blue outline represents peace.  We thought we could include this in our emblem somehow.

We then brainstormed how we as a team would like to be represented in our emblem.  We want to be strong, help each other in our journey, and be gentle on the environment.  So we searched for ways that we could represent both Nepal and us on our journey.  Aurora found ‘chain links’ linked together, and thought that we could draw 4 of these on our emblem to represent our strong team, but she knew it just didn’t quite go with our hiking /Nepali elements.  She then found four hands linked together….getting better!  We then thought….what about 4 feet????

So our team (mostly Aurora this part :-)), using a combination of Microsoft Paint, Publisher and Word, designed and created an emblem like this…

The triangle represents the Himalayan mountains, coloured red to represent the national Rhododendren flower, outlined blue to represent peace. The four feet represent us as a family, walking around the mountain together, leaving only footprints. Aurora had the idea of integrating  the 4 natural elements, water, air, fire and earth into our feet…the energy forces bringing us together in life.  The Buddha eyes, which appear on so many Nepali temples, represent the fifth element, the spiritual journey we would like to achieve individually.

Next task to create a card version of this emblem for our wall display 🙂

Australian Curriculum links 

Designing an adventure family emblem can tick so many outcomes in the curriculum…Here is one from the Yr5/6 Visual Arts Curriculum:

Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts – analysing how symbolic meaning or metaphor is constructed in students’ own artworks and artworks of others.

But it also covers English (researching, discussing and comparing symbols), Design and Technology (using a variety of media tools to design and produce own emblem), Health (awareness of wellbeing and working as a team), SOSE (exploring cultural perspectives)…LOTE cultural outcomes….many learning outcomes 🙂  If you search the keywords of making such an emblem in the ACARA website, like symbol, team, identity, belonging, etc you will find the potential outcomes for your year level.

This activity also involved ‘Ethical Understanding’, ‘Personal and Social Capability’, ‘Intercultural Understanding’ and ‘Critical and Creative Thinking’, all part of the  ‘General Capabilities‘ section of the ACARA website.

We’re learning Nepali!

Namaste 🙂 We are off to Nepal on an adventure next year, so we have started learning Nepali and all about Nepal 🙂

Over the next 5 months we will be preparing for our 230km hike around Annapurna by exploring the Nepali language and culture, learning all about gear and safety, training hard, saving and budgeting, mapping and planning…there will be so many learning areas that we can cover through ‘Adventure Based Learning’, that we have decided to make it our major project for the next 6 months!

These posts, and our FB Page Nepal in Motion are our way of journaling our learning.  But if you are planning a trip to Nepal with kids, or if you are a homeschool family planning an Adventure Based Learning project anywhere local or overseas (we will try and link curriculum outcomes for everything we do), then this journal might be able to offer some ideas or tips….or if you are already doing this you may be able to offer us some ideas and tips 🙂

We will place all Nepal posts in the ‘Nepal in Motion’ category for ease of looking up 🙂

Dhanyavad 🙂

中秋节歌 Mid Autumn (Moon) Festival Song

Mid Autumn Festival (Or the Moon Festival) is on the 24th Sept this year. Who better than Groovi Pauli to give us a great song and video to learn all about traditions for this festival. You can purchase his ‘Celebrations in Chinese 4 Kids’ that this song comes from on album on iTunes. But here is a video for you, we will be singing this song every week in our Mandarin Song and Story Time till the festival 🙂 We will also tell stories and make some things over the next few weeks to help us learn all about the things in Groovi Pauli’s song 🙂

Here are the lyrics:

月亮月亮圆圆圆 yuè liang yuè liang yuán yuán yuán
(moon, moon, round round round)

月饼月饼香香香 yuè bing yuè bing xiāng xiāng xiāng
(moon cakes, moon cakes, fragrant fragrant fragrant)

嫦娥嫦娥飞飞飞 cháng é cháng é fēi fēi fēi
(Chang-E Chang-E fly fly fly) Chang E is the name of the moon fairy!

中秋中秋中秋节 zhōng qiū zhōng qiū zhōng qiū jié
(Mid-Autumn, Mid-Autumn, Mid-Autumn Festival)

罗尔德达尔日 Roald Dahl Day

Celebrate Roald Dahl Day on 13th September (his birthday 🙂 ) in Chinese with your kids or students.

Roald Dahl’s Chinese name is 罗尔德。达尔 ( Luóěrdé 。Dáěr). 

All of Roald Dahl’s books have been translated into Chinese. Using translated versions of books that kids are familiar with and love, are great for kids to practice their second language reading. Older students (including senior students and adults) will enjoy the nostalgia and challenge of trying to read their fave Roald Dahl book in Chinese!!!!! We’ve picked up a few of Roald Dahl’s books on our trips to China, but you can order them online for delivery to Oz… pick your favourite one and get it in time for Roald Dahl Day!

If a full chapter book like this in Chinese is too difficult for your students, use Roald Dahl Day to springboard memorable ways to visualise some Chinese vocab.  For example, you could do a  mind map of all the different products a chocolate factory could produce…at the centre of your mind map would be 威利旺卡先生的巧克力工厂 (Wēilì Wàngkǎ Xiānsheng de Qiǎokèlì Gōngchǎng)’Willy Wonka’s Chocolate Factory’.  You can take examples from the book to start your mind map, then the kids brainstorm all the different products and flavours they would like…with flavours like roast beef and gravy bubblegum, blueberry pie lollipops, and whatever kids’ imaginations think of, there are some great opportunities for food vocab to come alive!

Or, if you are following a strict curriculum with just no room to budge for your students, then you could just pick a few paragraphs, or key sentences from a Roald Dahl book that are really exciting, but also have grammar points that you are working on at the moment…so you can have some fun with Roald Dahl but still tick the boxes you need to as a teacher 🙂

Such books are also really good to spark conversation about translation…are there some things that have been translated literally that have ambiguous meanings in the first language, but just don’t work in the second language? (Roald Dahl plays with language so much!!!). The books were written for western children, immersed in western ‘culture’…are there things in the books that Chinese children (growing up in China) would find difficult to ‘get’ the point of?  These questions can really help kids with literary analysis in their first language too 🙂

Below I have typed out chapter 5 of the ‘BFG’, to give an idea of the level of language typically required for a Roald Dahl book in Chinese.  In this chapter, Sophie is having her first conversation with the giant, which is all about what the giants think children from different countries in the world taste like.  Giants like to eat kids from Turkey because they taste like turkey, they don’t like to eat kids from Greece because they taste greasy, kids from Denmark (Danes) taste like Great Danes, kids from Wellington in New Zealand taste like Wellington boots, kids from Jersey taste like jumpers, and kids from Panama taste like Panama hats.  The Giant is not very good at English grammar, which also allows for Dahl to play on words some more, he call human beings ‘Human Beans’.

This chapter is really interesting for kids to read, and full of grammar points just waiting to be highlighted 🙂 BUT, what is really interesting for kids, parents and teachers to discuss, is how the translator has managed to keep the same play on words using Chinese like Dahl intended using English. It contains Chinese idioms that the translator has carefully picked to maintain Dahl’s humour the best way possible in Chinese, eg. when Sophie tries to correct the giant’s grammar he says not to ‘咬文嚼字’ (yǎo wén jiáo zì) literally to bite words and chew characters (meaning don’t be punctilious about the finer details of wording!).  This is within a conversation about Bone Crunching Giants biting and chewing kids’ bones, so a cool idiom to use 🙂

How does a translator translate ‘Greek kids taste greasy’ in Chinese?? It just wouldn’t have the same effect if translated literally.  So the translator has used a Chinese idiom to describe children from Greece (Greece= 希腊Xīlà) have a taste described as 味同嚼蜡(wèi tóng jiáo là) which means to taste as if one is chewing wax.  The character 腊(là) in the country name of Greece is not only pronounced the same as the character 蜡(là) which means ‘wax’, but also shares some of the same character components.  This way the translator has been able to keep the same play on words that Dahl intended using English.

Where the translator has not been able to change this play on words in Chinese, they have kept the same literal translation, but added a foot note to explain the intended meaning, for example a foot note explaining what a Wellington Boot is in England, how they were named after the soldier ‘Wellington’ and how the capital of New Zealand ‘Wellington’ shares the same name etc.  The foot note explaining that the Panama hat is a straw hat from Panama is a good one to discuss, because it can lead to a discussion as to whether the Panama hat actually does come from Panama…so translating the text from Chinese can actually lead to students delving deeper into analysis of the text in English 🙂

Read the full chapter to find out how the translator has translated the other kiddie tasting comparisons 🙂  Hope you and your students can have fun with Roald Dahl in Chinese in some capacity on Roald Dahl Day this year 🙂

好心眼儿巨人   Chapter 5 



巨人坐下来,狠狠地盯住索菲看。 他的耳朵真大。每一只耳朵有车轮那么大,他好像可以随意把它们转来转去。


‘请…请不要吃我。’ 索菲结结巴巴地说。

巨人哈哈大笑。‘只因为我是一个巨人,你就以为我是一个吃人生番!’他叫道,‘你说得也对!巨人全是生番,要杀人豆子!他们当真吃人豆子! 我们如今是在巨人国!四面八方都是巨人! 在外面我们就有个赫赫有名的嘎吱嘎吱嚼骨头巨人!嘎吱嘎吱嚼骨头巨人每天晚上要嚼上两个肥肥胖胖不值钱的人豆子做晚饭!他吃饭的声音会把你耳朵震聋!他嘎吱嘎吱嚼骨头的声音会传得非常远!’










可这些是笑话吗? 也许这凶恶的巨人谈吃只是要引起他的食欲。














‘丹麦人豆子有很 强烈的面粉味道。’巨人说下去。‘当然,’索菲接上他的话,‘面粉是麦子磨出来的。你说话是不是有点混?’索菲说。‘我是一个非常混的巨人,’巨人说,‘不过我已经尽力不这样。我一点儿没有其他巨人混。  我认为这么个巨人,他一直跑到惠灵顿去吃他的晚饭。’










(2)英国有长统靴  惠灵顿高帮靴,其实它们的名称源自英国陆军元帅惠灵顿1769-1852,跟新西兰的首都惠灵顿根本不搭界。




非洲的地缝 African rift!

非洲的地缝 (Fēizhōu de dìféng). We learned today that Kenya all of a sudden started to split…

Here is a picture Lucas made for our big world map…

The text reads:   这里的土地慢慢裂成了两半,一天这一大片地会变成两快。

(Zhèlǐ tǔdì mànmàn lièchéng le liǎng bàn , yī tiān zhè yī dàpiàn dì huì biànchéng liǎng kuài).

‘Here the land is slowly splitting in half, one day this big continent could become two!’

Thanks to Randall Munroe’s Chinese version of the book ‘Thing Explainer’ for sparking our curiosity to learn more about this!

Here are some videos to explain what is happening 🙂



巧克力‘木制芝士板’! Chocolate Cheese Board!

Kids made a Cheese Board with a twist for their birthday afternoon tea 🙂 Here is a video they made showing some of the steps in Mandarin 🙂


将软糖   杏仁糖   干果坚果    棉花糖  撒在巧克力上。
添加更多 巧克力!
乳酪   饼干  草莓  放在巧克力‘木制芝士板’上。

shì mùzhì zhīshì bǎn ma
kànqǐlái xiàng mùzhì zhīshì bǎn

lín bái
hēi niúnǎi qiǎokèlì zài kǎopán shàng xiàng mùwén yī yàng
jiāng ruǎntáng
xìngréntáng gānguǒ jiānguǒ miánhuātáng sā zài qiǎokèlì shàng 
tiānjiā gēngduō 
sì gōngjīn qiǎokèlì 

fàng zài bīngxiāng lǐ ràng qiǎokèlì biànyìng

mócā zhídào guānghuá
xiàng mùbǎn yī yàng
  bǐnggān  cǎoméi fáng zài qiǎokèlì ‘ mùzhì zhīshì bǎn ’ shàng
gēn péngyou yīqǐ chī

Is this a wooden cheeseboard?
It looks like one…
Drizzle white, dark and milk chocolate on the tray, like wood grain.
Scatter jelly beans, marzipan, fruit and nuts, and marshmallows on the chocolate.
Add more chocolate!
4 kgs of chocolate
Put in the fridge to set.
Grate and rub till smooth like wood.
Put  cheeses, crackers and strawberries on the chocolate ‘wooden’ cheeseboard

Share with friends!

This is the video that the kids followed to make their Chocolate Cheeseboard if you want to try making your own!

Hinchinbrook Island 5 Day Hike 五天在欣钦布鲁克岛徒步旅行

Hiking is one of our other passions in the Mandarin Motion family!  We recently did a 5 day hike on Hinchinbrook Island, and of course hiking is a great opportunity to integrate some math (weighing each item in our packs, totalling, spatial awareness, spreadsheet of  distances between towns on our long drive etc), Science (ecosystems, micro-organisms, water purification etc), Health (training, safety etc), and of course Mandarin!  Kids created a video diary in Mandarin of some of the fun and challenges of our hike 🙂 The transcript, with pinyin and translation is below 🙂 

To see our hike in Tiger Leaping Gorge in China earlier this year you can click on the link 🙂 To see our Mandarin Diary Video of our Wilson’s Prom Hike in Victoria last year you can click on the link 🙂

We will post about all the things that need to be packed on a hike soon, in English and Mandarin 🙂


我们坐船穿过红树林来到欣钦布鲁克岛上。 很快,受大风!

(Wǒmen zuò chuán chuānguò hóngshùlín lái dào Xīnqīnbùlǔkè dǎo shàng 。 hěn kuài , shòu dà fēng !)

We took a boat through mangroves to Hinchinbrook Island. Fast ride, very windy!


(Wǒmen shùnzhe chéngsè de jiàntóu , zhè yàng wǒmen bù mílù)

We followed the orange arrows, so we didn’t get lost.


(Wǒmen shèguò xīliú)

We tramped through creeks.


(Měi tiān dā zhàngpeng)

Every day we set up camp.


(Měi tiān zhǎo liúshuǐ , shōují shuǐ)

Every day we found flowing water to collect.


(Shuǐ zài yǐnyòng qián yāo jìnghuà)

We had to treat the water first before we could drink it.


(Wǒmen zákāi le yēzi , hē yē zhī , wǒmen gēn yēzi wán yóuxì , chī lǐmiàn de yēzi ròu)

We cracked open coconuts, drank the juice, played games with the coconuts, and ate the coconut flesh.


(Wǒmen yòng bèiké hé xiǎo shùzhī zài hǎitān dǎ jǐngzì yóuxì)

We used shells and sticks to play tic tac toe on the beach.


(Wǒmen zài dà pùbù tán yóuyǒng)

We swam in big water fall pools.

土生土长夜行的老鼠会咬破徒步旅行者的背包和帐篷吃他们的食物!  所以没晚上我们把食物放在金属盒子里面。

(Tǔshēngtǔzhǎng yèxíng de lǎoshǔ huì yǎopò túbùlǚxíngzhě de bēibāo hé zhàngpeng chī tā men de shíwù ! Suǒyǐ méi wǎnshang wǒmen bǎ shíwù fàng zài jīnshǔ hézi lǐmiàn)

Native nocturnal rats chew through hikers’ backpacks and tents to eat their food! So we put our food in the food boxes at night.

各种地势  :海滩、红树林、沼泽、热带雨林 和崎岖的海岸线。

(Gèzhǒng dìshì : hǎitān 、 hóngshùlín 、 zhǎozé 、 rèdàiyǔlín hé qíqū de hǎiànxiàn)

All kinds of terrain:  beach, mangroves, swamp, tropical rainforest and rugged coastline.


(Wǒmen chénggōng le !)

We did it!

再见!  欣钦布鲁克!

(Zài jiàn ! Xīnqīnbùlǔkè !)

Goodbye Hinchinbrook!

WAM Videos

We need your feedback 🙂

We are making WAM videos!

No not Wham videos!

Although our technology at the moment seems very 80’s 🙂

WAM stands for ‘Words Action Music’.  WORDS ACTIONS and MUSIC together use Multiple Intelligences and create a more complex representation of a word, making recalling second language vocab easier.  Plus putting it all together like this to rhythm feels fun for both body and mind.

These are our very first ones (learning fruit vocab), and even though we had a microphone we know we have to work on the sound more…and framing, and lighting…we are amateurs learning LOL. But we will work on it for our future videos, but only if you think they might be useful for you! So please give us your feedback so we know 🙂

We hope to use a better platform to share these videos with our families soon, together with story videos so that we can incorporate vocab, sentence patterns and grammar in our WAM videos…but we need to know if you think they would help you!

In the meantime here are our pilot videos and the instructions on what to do. Let us know if you think they will be good for learning Mandarin vocab and practicing your Auslan signs in the bargain 🙂 (***See Auslan note at end of post***)

There will be a sequence of 4 WAM Videos, to help you practice, then try and recall all by yourself 🙂

1. An example video that has a student, showing you what you have to do…ie be the echo to the beat, repeat the WORD and do the ACTION 🙂

2. A video that leaves a space in the beat that you do the echo, repeat the WORD and do the ACTION. This is the video to keep watching and echoing to practice 🙂

3. A video that just does the ACTION, and you have to say out loud the WORD all by yourself! If you miss a WORD, just let the video play and try and get the next WORD. If you find this tricky, then watch video 2 some more and practice before trying again 🙂

4. A video with the WORD only, and you have to do the ACTION. Again if you miss an ACTION just carry on and try and get the next ACTION. If you find it tricky, watch video 2 some more to practice, and then try again 🙂

We will work on the sound and adding text to these videos for you etc….but first we need to know if you think WAM videos will help families at home learn some vocab 🙂

The words in our video are as follows:

苹果 píng guǒ Apple
香蕉 xiāng jiāo Banana
葡萄 pú tao Grapes
橘子 jú zi Orange
草莓 cǎo méi Strawberries
西瓜 xī guā Watermelon
柚子 yòu zi Grapefruit
营养 yíng yǎng Nutritious
好吃 hǎo chī Tasty / Yummy

****AUSLAN note***
Our actions to accompany our Mandarin are to get the Multiple Intelligences working and help recall Mandarin vocab.  We use Auslan signs, as we feel that children may as well be learning Auslan sign vocab and learning vocab for two languages at once 🙂  AUSLAN is a language, with its own grammar, word order and culture, just like any other language.  When we learn another language we have to learn a new set of grammar rules, and often a word order that is different to our first language.  But in doing so we actually get to understand our first language better!  Mandarin has a different word order to English at times, and some grammatical particles that just don’t exist in English.  But as we learn the language, we get used to these differences.  Auslan too has a different word order to English! So it is important to know, that if you want to learn Auslan, I would really recommend enrolling in a course, like the ones Lisa Mills Online has.  That way you can become a multi lingual and communicate in Auslan too!  You will already know a few signs 🙂

Music in videos : “Street Party” Kevin MacLeod (incompetech.com)
Licensed under Creative Commons: By Attribution 3.0 License