Daily Routines and Planning a Day Trip, Mandarin Chinese, Novice-Mid/High

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 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

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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)

Daily Routines and Planning a Day Trip (Novice-Mid/High)

Description:

In this activity, students will ask their partner questions to create an appropriate schedule of activities. Students will learn how to create a schedule based on everyday activities and their partner's hobbies.

Proficiency Level:

Novice Mid/High

Keywords:

China, daily routines, trips, interviews, home town, daily activities, Chinese

NCSSFL-ACTFL Can-Do Statements:

I can exchange information about what to do in my home town or favorite town
I can compare and contrast my daily routine with friends
I can interact with a partner to create a daily routine and itinerary for an outing
In my own and other cultures I can interpret simple schedules and consider how people value their time

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.
COMP 1.2 - Identify patterns and explain discrepancies the sounds and the writing system in the target language.
COMP 1.3 - Compare and analyze idiomatic expressions in the target language.

Materials Needed:

Google Slideshow

Itinerary Sheets

Name Tags

Warm-up

1. Begin by introducing the Can-Dos for today’s activity.

2. Start with the slideshow to review the vocabulary words. On each slide, clicking the mouse one more time will uncover the word so that students will be able to see what it is and whether they guessed it right.

Main Activity

Split students into two groups. One group will be celebrities, other will be the personal assistants. Students acting as a celebrity can choose a celebrity name tag if they would like to to help them act in character. Provide each personal assistant with an itinerary
The personal assistants will ask questions to the celebrities to find out more about their daily routine and preferences. Remind students to be creative and pretend they are the celebrities when they give their answers!
Example Questions might include:
你每天几点起床？What time to you wake up everyday?
你什么时候吃晚饭? What time do you eat dinner?
你每天做什么活动？What activity do you do everyday?
你喜欢去yoga课吗？ Do you like going to yoga class?
Using the information they gathered, the personal assistant and the celebrity will create an itinerary for a one day visit to their hometown. The personal assistant will act as the expert on their hometown and should suggest activities to the celebrity based on what their preferences are. The itinerary should include activities that the celebrity does to get ready for their day as well as what activities they will actually do for the visit.
After about 10 minutes have passed where the personal assistant has interviewed the celebrity and created an itinerary, come back together as a large group. Each personal assistant will introduce their celebrity to the group. Personal assistants will also share two things from the routine and two things for the visit.
If there is still time have students switch roles.

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 exchange information about what to do in my home town or favorite town
I can compare and contrast my daily routine with friends
I can interact with a partner to create a daily routine and itinerary for an outing
In my own and other cultures I can interpret simple schedules and consider how people value their time

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...