1. Sports performance culture teaching method

The cultural teaching method of physical performance was founded by Wu Weike and Noda Zhenshi in the 1970s, aiming to cultivate foreign language talents with appropriate communication skills in non target language environments. This teaching method integrates language, culture, and communication, with culture as the core, to cultivate the participation ability of foreign language learners in the target language cultural community. Sports performance culture aims to accumulate cultural stories as teaching content, redefine the roles and tasks of teachers and students through sports performance as a learning form, break traditional teaching models, and cultivate cross-cultural communication skills. Dr. Li Minru summarized it as "culture as the center, performance as the means, students singing the lead, and supporting multimedia learning materials". The characteristics of physical performance culture in cultivating cross-cultural communication skills have attracted the attention of scholars both domestically and internationally. This article will explore the concept of "exercise" in sports performance culture and its implementation methods at different stages of learning.

2 Drills

Introduced the "drill" lesson type in the cultural teaching method of physical performance, emphasizing its applicability in primary, secondary, and high-level teaching. Through practice and exercises, the drill class allows students to communicate and interact in Chinese within the target cultural context, in order to enhance their ability to flexibly apply the learned content. The teacher does not use the students' native language to explain grammar and cultural knowledge during the practice class, nor does they encourage students to ask questions in their native language. Interpretation class is a classroom format where teachers explain and answer questions, and should be taught using the most efficient language. The ratio of practice classes to interpretation classes can be adjusted based on the detailed explanation of the textbook and students' self-learning ability. The culture of physical performance advocates a ratio of 4:1. The main task of the drill class is to practice the target culture, including achievement culture, information culture, and behavioral culture. The scenario and script design during lesson preparation are one of the difficulties in the practice class. The article also provides examples of scenario and script design for oral and reading/writing in each learning stage to introduce the expression of the goal.

3 Elementary Oral Exercises

Introduced the teaching design of cultural, grammar, and vocabulary points in primary oral practice. The cultural section emphasizes the use of "hello" in different contexts and the difference between using single and double names, and helps students master them through exercises in different contexts. The grammar section explains how to use "your surname" and "what is your name" to introduce a name, and through situational exercises in formal and informal situations, helps students understand the applicable context. The vocabulary section is practiced through the topic of "boyfriend/girlfriend" to help students learn how to respond appropriately to marriage and love topics, while also comparing Chinese and American cultures to enhance cultural sensitivity. Overall, through specific situational exercises, help students master key cultural, grammar, and vocabulary knowledge in primary oral communication.

4 Beginner Reading and Writing Exercises

Introduced the design of reading and writing exercises in the primary stage of physical performance culture, following the principle of "listening and speaking first, reading and writing following", delaying the introduction of Chinese characters to cultivate oral skills, and gradually introducing reading and writing skills. Learners first master pronunciation and basic Chinese characteristics, adapt to the learning environment, and then recognize and read the Chinese character form of oral practice content to reduce cognitive burden. Elementary reading and writing exercises start with learning the Chinese character versions of spoken language content, accumulating the amount of Chinese characters, introducing common written language signs, increasing the proportion of written language texts in each lesson, and completing the transition from spoken language to written language. The cultivation of writing skills begins with the introduction of the Chinese character writing system. Through forms such as dictation, dialogue writing, and note taking, one can use Chinese characters to record what they can say, learn the components of oral Chinese characters and the writing process, and then write simple paragraphs based on reading materials to practice the conversion between oral and written language.

5 Intermediate Oral Practice

Introduced the design of intermediate oral practice, including cultural points, grammar points, and vocabulary points. The cultural focus is on the behavior of toasting and persuading dishes in Chinese banquets, and students are encouraged to practice expressing respect and gratitude by simulating banquet scenes. The grammar points explore the complex semantics and displacement meanings of the "ba" sentence, and students are encouraged to practice the "ba" sentence through cooking scenes such as Beijing roast duck. Vocabulary points are used to practice describing taste words such as sour, sweet, bitter, spicy, and salty through homemade food scenes, and to practice the behavioral culture of tactful comments and suggestions. These designs aim to improve students' ability to express and communicate in Chinese, while enhancing their understanding and mutual awareness of Chinese and American cultures.

6 Intermediate Reading and Writing Exercises

Chai (2022) proposed that intermediate reading and writing exercises should continue the oral context and comprehensive examination of the primary stage, creating interactive opportunities through role-playing and information gaps. For example, American students ordering dishes in Chinese restaurants need to read the Chinese menu and the waiter records the order. Teachers can use teaching aids to specify dishes, and all students in the class can practice reading simultaneously. In terms of writing, Liu Ying (2019) suggests training in informal communication and formal writing styles, such as text messages, emails, etc. The author designed a writing task for students to introduce their American life experience on social media or official websites under the name of their personal or international student office, further involving geography, population, and other aspects. The essay is divided into two drafts, the first draft is typed and the second draft is handwritten. With the improvement of students' level, reading and writing exercises use more target social raw materials to enhance cross-cultural communication skills. Zeng Zhini (2018) introduced the Zhihu Q&A community into Chinese media classes, organizing students to read discussion posts, answer questions, provide a real discourse environment and diverse styles, and cultivate students' ability to learn Chinese independently. The author draws on this method and conducts Zhihu expansion exercises based on the textbook "China in Change", including reading and writing, to improve students' understanding and expression abilities of specialized field knowledge.

7 Advanced Oral Exercises

Introduced the design of advanced oral practice, including cultural points, grammar points, and vocabulary points. Cultural points emphasize humble self introduction in formal occasions, integrating professional context, cultural reserves, professional background, and cultural connotations. The grammar points explain the usage of the verb 'wish', allowing students to express urgent hope in a context. The vocabulary points introduce the idiom 'forced to accept', which expresses being forced to accept a certain situation. By designing scenarios that are close to students' actual lives, such as participating in activities of the Chinese Student Union, joining volunteer teams of Chinese schools in the Chinese community, as well as scenarios that are useful for future studies and work, such as welcoming new students to graduate programs in Chinese departments at universities, job interviews for foreign interns at Chinese e-commerce companies, etc., we help students master advanced oral expression.

8 Advanced Reading and Writing Exercises

We discussed the design of advanced stage performance cultural classroom exercises, emphasizing the use of raw materials from the target society and guiding learners into specialized fields through reading and writing exercises. The classroom is mainly used for discussion and feedback, while reading and writing exercises are mainly completed outside of class. Examples are given to illustrate how "Physical Performance of Spring Grass: Advanced Chinese Audio Visual Speaking Course" improves students' written expression ability by analyzing Fan Wen in the natural context of China, and how Yu Li guides students to study "Shanghai's urban heritage" through reading texts, writing small papers, and research papers in the "Old Shanghai, New Shanghai" course. Liu Ying suggests that in the advanced stage, emphasis should be placed on formal writing and specialized field writing, while Wang emphasizes the task decomposition and writing assistance activities in the academic writing process to improve students' comprehensive and critical thinking abilities. These reading and writing activities embody the cultivation goal of integrating knowledge and practice in the target cultural context, and helping Chinese learners communicate with professionals like adults.

9 Conclusion

Provided specific teaching cases within the framework of performance culture, clarified the main lesson types and content of the teaching mode, demonstrated the design methods of real situations and authentic scripts in the target language culture from three aspects: oral, grammar, and vocabulary, and explored the methods of reading and writing ability exercises at different learning stages, aiming to help learners proficiently use Chinese and prepare for professional communication with Chinese target language professionals.