Interest Bingo, Mandarin Chinese, Intermediate-Low

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
    • 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)

Interest Bingo

Description:

In this activity students will get to know their fellow students through simple introduction conversation. Using the bingo cards they will ask people open ended questions related to each image and fill out their chart with signatures.

Proficiency Level:

Intermediate-low

Keywords:

Chinese, interests, hobbies, bingo, language games

NCSSFL-ACTLF 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
  • CONN 1.1-Compare and contrast information acquired from other content areas.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask open ended questions on a variety of topics.
  • I can describe my hobbies and interests 
  • I can express my preference or disinterest in a topic or activity

Materials Needed:

Interest Bingo Cards

Bingo Markers or Expo Markers

Warm Up

"What did you do over break?"

If there are 6 or more students in a lab, have students pair off. If not, remain in a group.

1. Students will warm up by sharing a few activities they did over the holiday break (at least three activities)

2. If there are enough students that pairs can be made, give students about 5 minutes to interview each other about what activities they did over the semester

If doing the activity in a smaller group, give students 3 minutes about 3 or so minutes to think back on their break and what activities they did

3. Students will then go around in a group and, if in pairs, will report to the group what their partner did over the break

If working as a larger group, students will go around and share what they did over the break to the group

Main Activity

1. Each student will receive a bingo card and an expo marker 

2. They will go around and talk to each other and ask them a question about the photo on their card

Example: 

What type of animals do you like? Where have you traveled or can you fly a plane? They can be very abstract or anything that relates to each photo

3. After the person responds, write what they said over the photo in a short abbreviation

4. Continue until everyone has a full card or has talked to everyone (whichever comes first)

5. Then the instructor can ask individuals what they learned about each other or larger survey questions like "How many people did you find out have a dog?" etc.  

Wrap Up

Ask students the following questions: 

What did you learn about each other? 

Who had the strangest answer? What was their answer? 

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!


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