Traveling in China Choose Your Own Adventure, Mandarin Chinese, Novice-Mid/High

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)

Traveling in China Choose Your Own Adventure (Novice-Mid/High)

In this activity students will use an interactive Google Slideshow to choose different places around China to explore a mini trip to that place. Students will choose a location, and in that location they will choose an activity and food based on limited clues, allowing each choice to be a surprise and expose students to different experiences in China they might not have known about previously.

Keywords:

China, real-world practice, traveling, food, tourist destinations, Hong Kong, Taiwan, interactive activities, Scavenger hunt, video, Chinese 

NCSSFL-ACTFL Can-Do Statements:

• I can share my opinion about places I want to visit
  
• I can identify the cultural differences between different locations in China
  
• I can identify parallels and differences between free-time activities in my own and other cultures
  

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 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the Chinese-speaking world
  
• Standard 2.2 - Students demonstrate an understanding of the relationship between the products and perspectives of the cultures of the Chinese-speaking world
  
• Standard 3.2 - Students acquire information and recognize the distinctive viewpoints that are only available through the Chinese language and culture
  
• Standard 4.2 - Students demonstrate understanding of the concept of culture through comparisons of Chinese culture 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.
  
• CLTR 1.1 - Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture
• CLTR 1.3 - Function appropriately in diverse contexts within the target culture
• CLTR 2.1 - Analyze the significance of a product (art, music, literature, etc...) in a target culture.

Materials Needed:

iPad or Computer (projector)

Google Slides

Opinion Cards

Warm-up

1. This lab can be facilitated in two ways. One way is to have students complete the lab individually or in teams of two if students are provided devices such as iPads or Chromebooks. Students will  access the Google Slideshow and fill out the opinion card by themselves. The second way is to do the lab as a large group using a single projector, where the whole class will be interacting with a single presentation of the slideshow. 
   
   
2. Pass out an opinion card to each student. Tell Students that they will be choosing locations on a map, and watching short videos about different experiences in China. 
   
   
3. Tell Students that they will be choosing locations on a map, and watching short videos about different experiences in China. On their card, for each of the three locations they “visit” and the two videos they will watch from each place, they should write something they like, dislike, and if they would want to go to that place based n the videos they watched
   
   
4. One student will choose a location on the map
   
   
5. The next student will choose something they want to see based on one of the three options 我要看 (I want to see)：Watch the video (they should be trimmed to about 3 minutes each, but due to time limits only watch about 2-3 minutes of any video) Click back on the link to go back to the main page of the location the first student chose
   
   
6. Have a new student choose something to eat based on a clue 我要吃(I want to eat)：Watch the video. After the video click the link to go back to the main map and repeat with either a different location (or the same location and a different option than what was chosen the first time if a student chooses that option, but if a student does that they must chose a new option for that place)
   
   
7. Only do this for 3 different locations (this should take about 20 minutes, try to leave ten minutes at the end of the lab)
   
   
8. In the last ten minutes, students should share their opinions about the three locations that they visited in the videos
   
   
9. After they have all shared, advance to the FINAL SLIDE and answer the questions as a group (you can get there via the 地图 slide)
   
   
10. BE SURE TO CLICK LINKS AND NOT ADVANCE THROUGH THE SLIDES LIKE A REGULAR SLIDESHOW
    
    

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 share my opinion about places I want to visit
  
• I can identify the cultural differences between different locations in China
  
• I can identify parallels and differences between free-time activities in my own and other cultures
  

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...