Concentration: The Evergreen Game

Games for Chinese Class

One of the great joys of working with children is seeing that so many games stick around through the generations. Kids are still playing freeze tag, because it is awesome. Unfortunately, we cannot play freeze tag all day for Chinese class. There are other evergreen games that we can play so the children can learn Mandarin Chinese while having fun. One of those games is concentration (also called memory). 

The Game of Concentration

You remember playing concentration, right? There is a set of cards based on a theme, with matching pairs. They are placed face down on a table or the floor. Players take turns turning two cards over at a time to try and find the matching pairs. I like playing games that the kids already know how to play because then we can spend more time with actual game play and less with explaining directions.

kids playing concentration
Kids in one of my classes playing a homemade version of concentration.

Sure, you could play this game in utter silence, but I have actually found that it works well as a game for Chinese class. I play a few variations with the kids, but this post is about a version that I do with Chinese animals.

How to Play it

First, I introduce the map of China. We Chinese teachers are lucky since we can cover most of the Chinese-speaking world (or least places where Mandarin is an official language) with just a map of China and Taiwan. I honestly don’t know how Spanish teachers manage to cover the geography of the Spanish-speaking world. There are so many countries! Then, I introduce animals that live in China.

In general, kids love animals. They like looking at pictures of pandas, snow leopards, and camels. They don’t even notice that they are learning Chinese while we look at the fun pictures (it’s all part of my evil plan, mwah haha!) Sure, camel is not a high-frequency word. A person could certainly argue that spending precious class time talking going over the word for camel is a waste. In talking about camels, however, I am using lots of high frequency expressions. I ask, “what animal is this?” “Where does it live?” “Is is from China?”

photo of baby panda
If all else fails, a cute picture of a panda will get them to pay attention.

Why this Game is Useful

Some of the animals we talk about are only found in specific regions of China. Some you can find all over. Once we finish with this part of the lesson, we move on to actual game play. Again, a person could argue that talking about exotic animals (well, exotic to Americans) is not a good use of class time. But really, the kids hear lots of high-frequency words during game play. They hear “what is it?” “is it a xx?” “no, it is not xx” “Shelby has two xx” The children hear the words for “to be” and “to have” over and over again.

As we know with language learning, repetition is the name of the game. We can also play the game more than once in class so that the kids can get even more of that sweet, sweet repetition.

By playing concentration with Chinese animals, children learn loads of different things. They learn Chinese geography, the names of different animals, and also the high frequency expressions mentioned above. The best part is, they don’t even realize that we are learning! They think that we are just playing a game!

Do you have suggestions for a game to play in Chinese class? Please share in the comments!

More posts on SPECIFIC activities that we can do in Chinese class:

How well do you know African animals?

Movie talk: Bao (short film)

Twister in Chinese Class

Class Content for Little Kids

One of the challenges of planning my classes is integrating what I know many parents want their children to learn, with what I know about how students learn. Many parents want to make sure that their children are learning the “basics” of Chinese, especially if their kids are young. This usually means things like numbers, colors, body parts, and food.

Learning Chinese with Games

Anyone who has watched this video knows that Lotus Chinese Learning classes are not about memorizing lists of vocabulary words. You also know that I’m a big believer in making sure that students are having fun in Chinese class. There is good evidence that students learn more easily when they are relaxed and having fun. In other words, learning Chinese can be all fun and games. Luckily, there are ways to integrate what parents want their kids to learn with an input-based curriculum.

How to Use Twister in Chinese Class

The game of Twister is a fun game that almost everyone knows how to play. This saves time in class since we do not have to spend that much time explaining the rules to the students. The game is all about colors and body parts, with right and left thrown in. When playing Twister for the first time or with a group of novices, I will write out the English translations of the words that we are using on the board. If the students already know they their colors pretty well, then all I have to write is hand, foot, left and right.

If you have not played Twister since childhood, let me warn you that the mats have gotten tiny now! Just kidding, of course it is us who have gotten bigger J. If you have more than a few kids per class, you might need more than one mat so the kids have enough room.

By playing Twister, the kids will hear the words for colors, hand, foot, and right and left over and over again. It is this type of input that will help them acquire these words in the long run. Additionally, by watching the students, the teacher will also be able to see if the students understand these words.

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Short Activities for Chinese Classes (Kids)

Why Short Activities?

With short attention spans in young children, often doing short “bursts” of activity works best. Lots of activities that children already do in their regular classes can work for a Mandarin Chinese class. By short activities, I mean an activity that takes around 5-7 minutes. There just need to be a few adjustments so that kids understand what they hear/see and get enough repetition so that everything sinks in enough to stick. Below are a few short activities that work well in Chinese classes with young kids.

Where’s Waldo

Since they are so popular, the Where’s Waldo (Wally in the UK original) books are available in Chinese as they are in many other languages. Their Chinese name is 寻找威利 (lit. looking for Wally). The beauty of using books like Where’s Waldo in class, however, is that you don’t really need a Chinese-language edition. The point is to look at the only the pictures. By looking for Waldo, the children hear lots of repetition of commonly-used phrases. These include: Waldo在哪里?(where is Waldo), Waldo在这里 (Waldo is here), 他是Waldo吗?(Is he Waldo?) 她不是Waldo (She is not Waldo.) It is such a simple, short activity, but it gives students a lot of good input in Chinese.

photo of Where's Waldo
Where’s Waldo can be a basis for a good short activity

Jenga

When kids see the Jenga tower, they think that they are going to be playing a game. It is true that they will play a game in class. They will also get good lots of input of a key phrase: 小心!小心 means “be careful.” This will be useful later on when we do activities that use scissors, paint, and other potentially messy materials. Other short activities based on familiar games can teach kids the phrase “be careful.” These include Operation, Monkeying Around, the Balancing Pizza Game, and more.

photo of kids playing Jenga
Kids playing Jenga in Chinese class

Games and Keeping Score

I hate the name “corn hole” but that is what the game pictured below is called in English. It doesn’t have to be corn hole, any game in which players quickly rack up points can work. Students can count their points in Chinese as we keep score.  To extend the activity, the teacher can demonstrate writing the numbers in Chinese (一、二、三。。。) as the class moves along. Advanced students can practice writing the numbers in Chinese themselves. The game of corn hole technically only goes up to 21 points, which could be perfect for a class. Or it could be too high a number. If students can only count up to 10 or less, Connect 4 could be a good alternative. In that game, students really only have to count up to four.

photo of corn hole game in Chinese class
corn hole game in Chinese class

Short activities often really work well for young kids because longer activities are too much for them. An hour-long class can include several of these “bursts” and then maybe a longer story. Students like playing games that they already know. Because they already know the basics of how to play the game, it is easier for them to put together the Chinese words with the meaning.

Have your own ideas for short activities that can work for young kids? Share in the comments!

Interested in learning more about Mandarin Chinese classes at Lotus Chinese Learning? Get in touch via the contact page.

Why Are There Toys and Games in Your Child’s Mandarin Class?

Approaches to Language Teaching

We know from research (that has been around since the 70s!) that people learn language from hearing/reading comprehensible and compelling input. Comprehensible input means that the learner understands what they hear. They’re not just turning on the radio and listening to a Polish-language station from day one. Compelling input is stuff that students care about. We are not pretending that we are in a train station buying train tickets. There are many different approaches we can take to language teaching that supply the communicatively embedded input that students need in order to learn a second (or third) language. Lotus Chinese Learning classes use a mix of immersion, tasks, story listening, and TPRS in order to teach children and adults Mandarin Chinese. These are all communicative approaches to language teaching. They give students the meaningful input that they need in order to acquire the language.

How Immersion Works

Immersion is a very popular approach to language teaching, especially for children. Immersion works because learners focus on meaning and not on the grammar or structure. It is not a perfect approach to language teaching. Often the teacher uses language that is too advanced for learners, i.e. using too many words that the students can’t understand. However, immersion can be powerful when students can connect the language they hear in the environment with what they are doing. For example, my younger students almost always learn “收一收” (clean up) pretty quickly. This is because we sing the clean up song every class while we clean up. The students hear the words and can immediately associate them with what we are doing.

photo of students putting together puzzle in Chinese class
Students putting together a puzzle in Chinese class

Games and Immersion

Simple games that the children are already familiar with can be good activities to do in the immersion environment. Since most students begin classes begin with zero knowledge of Chinese, it is important that they already pretty much know how to play the game. If we are doing immersion, and I need to explain complicated rules of a game, they students simply do not have enough vocabulary knowledge in order to understand what they hear. When we play Jenga, put together a puzzle, toss a bean bag, etc., I focus on a few phrases that I repeat during the activity.

Most students are not ready to talk in Chinese while we are playing. They are still at the novice level. All they are really capable of doing is connecting what they hear with what they’re doing. So if we play Jenga, I say “小心” (be careful) over and over again while they are pulling out their wooden blocks. With the strong context (playing a game), and the repetition, I know that these phrases will stick in their brains.

photo of kids playing Jenga in Chinese class
“Be careful!”

If it looks like we are having fun in a kids Mandarin class while playing games, it is because we are. Although this does not mean that we are not learning the language. With the right lesson design, immersion can lead to language acquisition. Kids are naturally very interested in what they are doing if we play games. It is easy when they are interested for them to make connections between what they hear and the activity.