Heads Up Review, Mandarin Chinese, Novice-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 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 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)

Heads Up Review (Novice-Mid)

Description:

In this activity, students will play the game heads up with vocabulary covered throughout the semester to review for the final exam.

Keywords:

China, real-world practice, review games, games, vocabulary, review, Chinese 

NCSSFL-ACTFL Can-Do Statements:

• I can recognize high frequency vocabulary in Chinese
• I can provide clues and hints to a peer to solve a problem
• I can use my knowledge of the language to describe other target vocabulary  

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 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 1.1- Observe formal and informal forms of language
  
• 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:

Heads Up Cards - All cards are created for use with Integrated Chinese Level 1 Part 1 Units 6-10

• Unit 6 Cards
• Unit 7 Cards
• Unit 8 Cards
• Unit 9 Cards
• Unit 10 Cards

Pen and Paper

Warm-up

1. Start with the Heads Up cards in a deck, in the lab assistant's possession (they are two sided so try to make it so students can’t see them when you have them in the deck. Students will need a piece of paper and a pen to keep track of their points. Each student starts the game with 10 points. 
   
   
2. Students will play in a big group. The lab assistant will hand a card to a student without the student looking. The student will put the card on their forehead so that the rest of the group can see. The rest of the group is going to give hints to the person who has the card on their forehead. The students will give the hints in Chinese only.
   
   
3. There are 3 ways students can lose points:
     - If a students uses English (minus 1 point)
     - If a student doesn't know a hint to give to the person guessing, they can pass their turn (maximum of 2 times) but they will lose a point for every time they pass.
     - If the student who is guessing can't name the word on the card after everyone has given a hint and they don't have more hints, the student guessing can ask what the word is. However, they will lose one point.
   
   
4. When giving hints, students CAN NOT use the word that is showing in the card. If someone does this they automatically lose two points and it will be the next student’s turn.
   
   
5. When the student holding the card and guessing can guess after each hint is given, or can listen to a hint from one student and if they don’t know they answer they can turn to the next student and listen to another hint, though they have to guess by the time the last students has given a hint or give up
   
   
6. When the student guesses correctly/incorrectly they will hand their card back to the lab assistant and the lab assistant will flip it to the other side and shuffle it into the deck somewhere. When a student guesses correctly they will get one point. 
   
   
7. Keep going until the end of the lab time or until all the cards have been guessed. Whoever has the most points at the end win!
   
   

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 high frequency vocabulary in Chinese
• I can provide clues and hints to a peer to solve a problem
• I can use my knowledge of the language to describe other target vocabulary  

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...