A Trip Abroad, Mandarin Chinese, Intermediate-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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
Looking for the English Version of this activity to adapt for your language? CLICK HERE
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)
A Trip Abroad
Description:
In this activity students will look through a series of brochures for tour trips to different cities in China. Students will take on the role of a travel agent and plan a trip to China for a client. Students will then share their individual travel itineraries for their clients with the group and describe their choices.
Proficiency Level:
Intermediate-Low
Keywords:
Chinese, travel, traveling, traveling in china, train travel, air travel, group activities
World-Readiness Standards:
Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 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
Idaho Content Standards for World Languages:
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 1.1 - Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
CONN 2.1 - Access authentic materials prepared in the target language by or for native speakers.
NCSSFL-ACTFL Can-Do Statements:
I can plan an itinerary for a vacation for someone else
I can interpret information about different travel options in the target language
I can advise others on options based on their interests
Materials Needed:
Warm Up
Google Slideshow question slide
Main Activity
1. Set Google slideshow to the slide with the flight and train information
2. Spread out the travel cards on the table in front of the group
3. Each student will choose a traveler profile card
4. Each student will use their traveler profile card, the travel itineraries and the flight/train info to plan a trip to china for their traveler
- Students should keep in mind their travelers likes/dislikes and wishes for their trip
- Students should include at least 3 tours in their travel plan
- Students must include how the traveler will get to China, travel around China and how they will get home
5. Students can write down their choices on a separate piece of paper since there are shared materials
6. Give students about 15 minutes total to complete this or until students have felt that they have created the "ultimate dream vacation" for their traveler
7. One by one, students will go around the group and introduce their traveler and then explain the trip they have planned, including how they will get to China, travel around and get home
- Students should explain why they made the choices they did
Ex: "Steve loves spicy food, so he will travel to Chengdu because there is a food tour."
End of lab: Can-Do statement check in... "Where are we?"
Read can-do statements and have students evaluate their confidence with 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 plan an itinerary for a vacation for someone else
I can interpret information about different travel options in the target language
I can advise others on options based on their interests