Chinese
Stage 4
Leisure activities and hobbies
Co-creator: Yanling Zhou
School: Sydney Girls High School
Activity context
These digital resources have been designed for languages teachers to use with Interactive Whiteboards
(IWBs) to consolidate the language learned when studying the topic of leisure activities and hobbies.
Syllabus links:
4.UL.1
A student demonstrates understanding of the main ideas and supporting detail in spoken
texts and responds appropriately
4.UL.2
A student demonstrates understanding of the main ideas and supporting detail in written
texts and responds appropriately
4.UL.3
A student establishes and maintains communication in familiar situations
4.UL.4
A student applies a range of linguistic structures to express own ideas in writing
4.MLC.1
A student demonstrates understanding of the importance of appropriate use of language in
diverse contexts
Notebook page
Activity
Title page
© NSW Department of Education and Training 2010
Page | 1
Teacher's notes
Introduction 1
This page introduces some common leisure activities and hobbies.
The teacher and/or students use the eraser tool to reveal the Hanzi
and Pinyin under each image.
The teacher and/or students can touch each image to hear the
audio.
Introduction 2
This page introduces some more common leisure activities and
hobbies.
The teacher and/or students use the eraser tool to reveal the Hanzi
and Pinyin under each image.
The teacher and/or students can touch each image to hear the
audio.
Matching activity 1
Students match the Hanzi to the Pinyin of the leisure activities
learnt in the previous two pages.
Students drag the appropriate Hanzi into the checker tool next to its
matching Pinyin. The checker tool will show whether the match is
correct or not.
© NSW Department of Education and Training 2010
Page | 2
Matching activity 2
As for the previous page.
Reading activity
The teacher and/or students use the arrows to drag the words from
the box. If the word relates to sport, they place it in the green
rectangle. If it doesn't relate to sport, they drop it in the bin.
Speaking/reading activity
Students read each word aloud after they drag it from the box.
Verbs
Please read the instructions for the next page, as this is a dual
page activity.
Alternatively, students can use this table to write the correct leisure
activities next to each verb.
Verbs
The teacher selects the dual page display icon on the toolbar.
Students drag the words from this page, dropping them into the
correct cell in the table on the previous page.
Students learn the different verbs to be used with different
activities.
Editing
The teacher can replace the words on this page with images.
Note
Return to single page view before continuing to the next page.
© NSW Department of Education and Training 2010
Page | 3
Speaking activity
Students look at the images and say what they like to do.
Listening activity
The teacher touches each green rectangle to reveal the answer
and listen to the sentences.
Forming sentences: Speaking activity
The teacher and/or students touch 'Select' to randomly choose a
person on the list. Then they touch the dice to randomly select an
activity. The students say what activity the selected person likes to
do.
Forming sentences: Speaking and reading activity
Students rearrange the words and images to represent meaningful
sentences, then say each sentence aloud in Chinese.
The teacher and/or students then pull the screen shade down, or
touch the 'X', to reveal the answers. The teacher can also touch
each sentence to hear it.
Speaking activity
The instructions for this page are on the pull tab.
Students use the magnifying glass to identify the people and what
they like to do. Students then create a sentence about each
person.
Students touch the images to hear if their responses are correct.
© NSW Department of Education and Training 2010
Page | 4
Listening activity
The teacher drags the pull tab to reveal the instructions for this
page.
Students touch each flower to hear the text. Students discuss the
answers in Chinese.
Reading activity
Teacher pulls out the transcripts for the texts by dragging the blue
arrows.
Assessment strategies:
The teacher:

observes students responding to questions, participating in activities and interacting with each other

provides direct oral feedback to the class to enhance learning

supports individual students with additional explanations and feedback

reinforces linguistic links and encourages students to make linguistic connections

provides opportunities for summative as well as formative assessment.
Assessment criteria:
The student:

listens actively to aid comprehension

practises pronunciation to assist in oral skills

develops skills in the reading of Chinese words in Hanzi and Pinyin

participates in activities to develop vocabulary recognition

demonstrates comprehension of written Chinese

develops and demonstrates oral and writing skills in context.
The Notebook files for each student can form part of your assessment to inform your teaching and capture
"point in time" learning.
© NSW Department of Education and Training 2010
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