Review Jeopardy, Mandarin Chinese, Novice- Low/Mid

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)

Review Jeopardy (Novice-Low/Mid)

Description:

In this activity, students will review concepts covered throughout the semester by answering questions in a Jeopardy game. The questions will involve translation, vocabulary, and some questions about Chinese Culture.

Keywords:

China, real-world practice, culture, review, review games, vocabulary games, jeopardy, group activities,  Chinese 

NCSSFL-ACTFL Can-Do Statements:

• I can recognize common words or phrases in Chinese
  
• I can demonstrate knowledge of concepts/vocabulary learned in class
  
• I can work in a team using the target language to achieve a task
  

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 an 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.

Materials Needed:

Jeopardy Game - if needed, password is "chineselabs"

Warm-up

1. Use the link above to log into the Jeopardy game
   
   
2. Split lab students into two teams
   
   
3. Each team will take turns picking a topic and a point amount. The students who picks rotates each turn. The student who picks the questions should attempt to answer the questions themself, but if they are unable to they may work together as a team   
     
   
4. Questions that appear in "-" are translation questions and students should translate the sentence into Chinese
   

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 recognize common words or phrases in Chinese
  
• I can demonstrate knowledge of concepts/vocabulary learned in class
  
• I can work in a team using the target language to achieve a task
  

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...