Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

• Most activities are 30 minutes in duration, unless otherwise specified.
• Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

• Google Slideshows:
  
• To begin, go to File -> Copy to create an editable version of the slideshow.
• Once finished with your changes, please complete the following steps to share:
• Click on Share
• Who Has Access
• Ensure link sharing is on and allow external access.
• Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 
  

3. Adapt for Another Language:

• See the linked English Version at the top of the activity (English Version may not be available for all activities)

Schedules (Novice-Mid)

Description:

In this activity students will practice discussing and describing events in their daily lives. Students will build a daily schedule from an assortment of random events, and then describe their schedule to a group or partner. Students will practice using correct and accurate time phrases in Chinese.

Keywords:

China, real-world practice, telling time, daily schedules, schedules, daily life, Chinese 

NCSSFL-ACTFL Can-Do Statements:

• I can have a simple conversation about my day
  
• I can tell time in Chinese
  
• I can make a creative narrative in Chinese using simple, everyday prompts
  

NCSSFL-ACTFL World-Readiness Standards

• Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Chinese
• Standard 1.2 - Students understand and interpret written and spoken language on a variety of topics in Chinese
• Standard 4.1 - Students demonstrate understanding of the nature of language through comparisons of the Chinese language with their own

Idaho State World Language Standards:

• COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
• COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
• COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
• CLTR 1.3 - Function appropriately in diverse contexts within the target culture.
• COMT 1.2 - Discuss personal preferences in activities and events both within and beyond the classroom

Materials Needed:

iPad or Computer (projector)

Clocks

Blank Schedules

Activity Cards

Warm-up

1. Scramble activity cards and arrange them face down on the table
   
   
2. Taking turns, each student (and lab assistant) will take turns selecting a card from the middle until no cards are left, alternatively the lab assistant can pass cards randomly to students.  Ask students to wait until all cards are dealt until they look at them. Everyone should get about 5 cards. Students may have duplicate cards, that's fine! The point is to get creative and have fun!
   
   
3. Everyone gets a few minutes to look at their cards, and then arranging them in any order on the provided schedule sheets. Students should also write times on the schedule sheet to correspond with activities.
   FOR EXAMPLE:
   "我早上八点起床， 然后洗衣服。洗衣服以后我上课。下午二点我跟朋友吃饭。最后我看电视"。
   "At 8:00 am I get out of bed, and then I wash my clothing. After washing my clothes I go to class. At 2:00 pm I go eat with my friends. Finally, I watch TV. "
   
   
4. Depending on comfort level or group size, feel free to modify this into a partner activity. Pass out a few more cards to each pair (about 6-8 cards) and give students a few minutes to work with a partner to create a schedule. Small groups will then share the schedule they made with the larger group.

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can have a simple conversation about my day
  
• I can tell time in Chinese
  
• I can make a creative narrative in Chinese using simple, everyday prompts
  

Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...