What I Like/Dislike, Mandarin Chinese, Novice Mid

Created Feb. 7, 2024 by Amber Hoye, Hannah Steiner, Camille Daw, Mimi Fahnstrom

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 amberhoye@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 amberhoye@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 in Spanish, 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 WLRCLAR@gmail.com 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)

Likes/DislikesDescription:

In this activity students will practice answering who, what, when, where, why questions about themselves, including their likes/dislikes, and hobbies. Students will roll a picture dice and answer a question that corresponds with the picture. Each round the questions will change and get slightly more complex.

Keywords:

China, real-world practice, hobbies, daily life, preferences, food, daily activities, Chinese

NCSSFL-ACTFL Can-Do Statements:

I can talk about my preferences
I can discuss how often I do activities and with whom I do them
I can talk about the preferences of my friends and family members

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.
COMT 1.2 - Discuss personal preferences in activities and events both within and beyond the classroom

Materials Needed:

Picture Dice

Question Sheet

Warm-up

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

Main Activity

This activity will have 4 rounds. The questions will correspond to both the picture shown on the dice and the round

1. Round One: Students will, one at a time, roll the dice and depending on what image is facing upwards, the lab instructor will ask them a LIKE/DISLIKE question about that picture

Ex. Student rolls the dice and the soccer ball shows up. The lab instructor will ask a round 1 question

2. Repeat until everyone has rolled the dice and been asked a like/dislike question. Depending on group size, determine if you want to repeat this step 1 or more times

3. Round Two: One a time, students will roll the dice, but then when the image comes up the instructor will ask them HOW OFTEN/FREQUENCY they do the activity associated with the image on the dice
Ex. the student rolls and the image of the TV shows up. The instructor will ask a round 2 question

4. Repeat until everyone has been asked a frequency question. Repeat this step as many times as you like depending on group size.

5. Round Three: One at a time, students will roll the dice. When the image comes appears on the dice the lab instructor will ask a WITH WHOM question
Ex. The image of the roast chicken shows up. Lab instructor will ask a round 3 question

6. Repeat until everyone has been asked a "with whom" question. repeat this step as many times as you like depending on group size.

7. Round Four: One at a time students will roll the dice. When an image shows up the lab instructor will ask them a FAMILY/FRIENDS question
Ex. The music image shows up. Lab instructor will ask a round 4 question
8. Repeat until everyone has been asked a "family/friends" question. repeat this step as many times as you like depending on group size.

Feel free to add any questions not listed on the sheet that you think would be appropriate for the activity.

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 talk about my preferences
I can discuss how often I do activities and with whom I do them
I can talk about the preferences of my friends and family members

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...