Leisure, Hobbies and Activities, Songs, Toys and Games, Sports (Topic G, Stage 1)

Quick links to the Modes on this page: 
Content | Communication | Culture | Structure | Setting

Content: Content expands language-learning opportunities, enables students to make connections, and reinforces knowledge from other content areas of the curriculum.

World Language 


Relevant Core Standard

1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.

1.1 Students address discrete elements of daily life.

  • Name the popular leisure time activities and places for these activities in Chinese-speaking cultures. Examples: 饮茶,茶道,学画,写毛笔字,下棋,打麻将,打乒乓,弹琴,看书,听戏,唱歌,跳舞,做菜,运动,上网,打电脑游戏. (Academic)
  • Recognize Chinese games and indicate preferences for leisure time activities when interacting with Chinese speakers. (Real-World)

Music, G.6.3.2

Math, G.7.1.2, G.6.1.1

Communication: Culturally-appropriate listening, reading, viewing, speaking, signing, and writing occur as a real-world shared activity among language-users.
World Language


1.0 Use formulaic language (learned words, signs [ASL] and phrases).

1.1 Students engage in oral, written or signed (ASL) conversations

1.2 Students interpret written, spoken or signed (ASL) language.

1.3 Students present to an audience of listeners, readers or ASL viewers.

  • Ask and answer questions about activities you and the members of a sister school in a Chinese-speaking country / region like and dislike on a Weibo, Facebook or other social media page. (Real-World)
  • Use Skype to ask and answer questions about family members’ favorite leisure time activities. (Real-World)
  • Use text messages to ask and answer questions about sports and what you and an E-pal/ E-pal’s family members do to stay fit and healthy. (Real-World)
  • Identify activities shown in images and video clips. (Academic)
  • As a teacher tells a simple story about a student’s favorite leisure activity, students in class hold up a picture of the described activity or draw a cartoon illustration. (Academic)
  • Listen and identify the activities that each person likes and dislikes. (Academic)
  • Listen and identify people based on the activities they like and dislike.(Academic)
  • View brochures of some enrichment programs in Chinese-speaking countries / regions to see what classes are available. (Real-World)
  • View video texts to identify the activities people do to stay fit and healthy in Chinese-speaking countries / regions. (Real-World)
  • View video texts to identify sports and places people go to work out in a Chinese-speaking country / region of the world. (Real-World)
  • Tell about favorite activities and sports through visuals. (Academic)
  • Create a scatterplot showing the relationship between time spent on homework and time spent on a favorite pastime over one week. Compare with classmates. (Academic)
  • Compile data on the amount of time classmates spend on leisure activities per week and identify a class average.
  • Create a personal page (name, birthday, family members, favorite- and least-favorite food and activities, hobbies and etc.) for the class album to be shared with a sister school in a Chinese-speaking country / region. (Real-World)
  • Recommended Sources:
  1. 北京欢迎你
  2. Nike 08奥运广告
  3. 台北市北投运动中心宣传片
  4. 团结的力量大

Culture: Ideas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.

World Language


1.0 Students use appropriate responses to rehearsed cultural situations.

1.1 Students associate products, practices and perspectives with the target culture.

1.2 Students recognize similarities and differences within the target cultures and among students’ own cultures.

1.3 Students identify cultural borrowings.

  • Identify common places where people go to work out or have fun in Chinese-speaking countries / regions. (Real-World)
  • Recognize some ancient Chinese games and toys that are similar to modern Western equivalents (e.g., polo 打马球 and Chinese yoyo 空竹, 象棋与西洋棋,麻将与 Rummy, 中国书法与西洋书法). (Academic)
  • Recognize that football /soccer originated in the Tang dynasty. (Academic)
  • Recognize that Chinese culture has adopted disco, hip hop, jazz, and ballroom dancing from Western culture. (Academic)
  • Recognize the similarities and differences between the leisure time activities that are popular in Chinese culture and those in the students’ own cultures and visualize them through a Venn diagram. (Academic)
  • Identify sports people do to stay fit and healthy in Chinese cultures. (Academic)
  • Recognize that it is common for Chinese people to work out together in groups or individually in public parks early in the morning and in the evening. (Academic)
  • Recognize that it is common for students in Chinese-speaking countries / regions to attend afterschool enrichment programs. Choose an enrichment activity to participate in at a local Chinese school, such as language, art, calligraphy, dance, and music classes. (Real-World)
Structure: Each language has unique structural elements and patterns used to convey meaning.  These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)
World Language


1.0 Students use orthography, phonology or ASL parameters to understand words, signs (ASL) and phrases in context.

1.1 Students use orthography, phonology or ASL parameters to produce words or signs (ASL) and phrases in context.

1.2 Students identify similarities and differences in the orthography, phonology or ASL parameters of the languages they know.

  • Watch a program about recreation, and identify names of common activities and sports.(Real-World)
  • Watch a program on leisure and Identify the names of common places people go to work out and have fun. (Real-World) Use 因为 to state reasons for the activities students choose to participate in during after school meetings of the Chinese club. (Real-World)
  • Use 有空 . . . 的时候 to talk about what students do in their free time. (Academic)
  • Use 每天, 常常, 有时候, 每个星期一, 一周三次, to talk about how often they participate in an activity. (Academic)
  • Recognize verbs for doing activities (e.g. 打球,打电玩,玩电脑游戏,弹琴, 下棋) and know that In Mandarin, different verbs are used for doing different activities, whereas in English “to play” is most often used. (Academic)

Setting: Language learning within created settings, situations, and contexts help students comprehend meaning and learn to use language in culturally appropriate ways.

World Language


1.0 Students use language in highly predictable common daily settings.

1.1 Students recognize age appropriate cultural or language use opportunities outside the classroom.

  • Visit a park or a recreation center in a Chinese community and observe the activities that Chinese people do. (Real-World)
  • Recognize typical Chinese activities such as taiji, calligraphy, practicing the erhu, or other arts and crafts. (Academic)