Hobbies, Mandarin Chinese, Novice Low

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)



In this activity students will practice discussing their likes, dislikes, and hobbies. Students will play charades to help reinforce vocabulary. Students will then use the charades cards to discuss their favorite hobbies and ask one another about which hobbies and activities they enjoy.


China, real-world practice, hobbies, daily life, Chinese 

NCSSFL-ACTFL Can-Do Statements:

  • I can ask and answer questions about my hobbies
  • I can talk to someone about their hobbies
  • I can talk about my likes and dislikes

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 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  • 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.

Materials Needed:

Charades Cards


1. Begin by introducing the Can-Dos for today’s activity and spend some time to review appearances.

2. Youtube Video - short song with hobbies related vocabulary. This song in this video repeats itself, so you may not need to watch it with students past the 1:30 mark 

Main Activity

  1. Before starting the game, go through each of the cards with the group and read them, so students know what to expect for when they call out answers

  2. Activity facilitator will shuffle the charades cards, and keep them in a stack, face down

  3. One at a time, a student will take the top card and act out the activity listed on the cards. Students in the group will guess, but all guesses have to be in Chinese, or the guesses will not count.

  4. Once the group has gone through all the cards, wind down the activity by talking about hobbies with students

  5. Spread the cards out face up on the table so students can see them and reference them

  6. The activity facilitator will pick up a card and show it to the group and, modeling for the group, say,
    跑步是我的爱好 " "Running is my hobby."(or similar, whatever you choose)” 

  7. Then, going in a circle, ask a student
    "What is your hobby/hobbies?"

  8. A student will then grab a card or two and say
    "My hobby is___"

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 ask and answer questions about my hobbies
  • I can talk to someone about their hobbies
  • I can talk about my likes and dislikes

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...
Can-DO_Statement_JoRhwRK.pngWhere 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...

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...

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