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I love the volume 1 Task 2: You and me. I also found learning Chinese through songs is the most fun and efficient way, which would increase students' confidence and passions about learning Chinese. After viewing the different approches of teaching songs on the task 2, I would definitely implement the instructional strategies for teaching songs. I would result in a much better ways for students to understand the lyrics instead of singing along with it. Besides, it is also a great way to recall what they have learned, which is the important step of reinforcement for Chinese learners.

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My favorite activity is my Task 4: Flipped Learning Through Interactive Videos. The best way to create an engaging asynchronous activity is through uploading a video to edpuzzle or PlayPosit. While students are watching the video, they are able to answer questions based on the contents so that teachers can check their understandings of the contents they are expected to learn. After the videos, I would create some questions based on the videos for students to do in pairs. In this way, they are not only able to understanding the contents by filling the blank, typing the answers, etc, but also able to do a short conversations with one another.

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My favorite activity is Task 4 True or False. It is truly a great ice breaker activity at the beginning of the school year. It is first guided by the teacher through visual photos before students do it on their own. It is also one of the most personal interests that students would love to talk about. If I use this activity in my 29 people classroom, I would love them to be divided into 6 groups of 5 participants in the breakout room. After going over 小讲》小练〉小用，each student would be assigned to their breakout rooms in which they would make a copy of the slide and make their own 3 True and 1 False sentences along with the pictures (10 mins). After they return to the main screen, each participant of each group would take turn to present his/her own slide, the number 1 student of each group would take turn to say : 真的，我觉得你...过..., or 假的，我觉得你没去过。

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In the past school year, I implemented the Unit 1 “孝顺的时代意义“ in the Handbook Volume 2 in my class and made some modification and extension on the sequence of tasks.

Task 1 was focused on the interpretive mode of communication. Students read a text about 孔子 and 孝顺 to understand the origin, meaning and influence of the concept of "孝顺" for China and Chinese people.

Task 2 was focused on the interpersonal mode of communication. Students read the “新24孝标准“ and discussed the new standard with their classmates. Finally they voted the 3 most important standard of conduct for “孝顺”.

Task 3 was focused on the presentational mode. There is a senior nursing house in our community and more than 60% of the seniors in that nursing house came from China and Taiwan. Students were asked to conduct interviews with the seniors who are native speakers of Chinese on the topic of “孝顺“. In order to complete that task, they designed the interview questions in Padlet, interviewed one assigned senior in groups of three on Zoom, and wrote group interview reports. The whole class interviewed 9 seniors in total. Finally, students in groups presented their interview report in class and explained how the interview helped them to deepen their  understanding on the concept of “孝顺“.

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Chapter 5 on the “Asynchronous Learning” topic gave me a lot of inspiring ideas on how to extend the use of Quizlet on a sentential level. I usually use Quizlet for vocabulary only. Task 1, 2, and 3 are all good examples to use Quizlet to practice grammatical structures. For example, Task 1 can help students to practice “An idiom+比喻+figurative meaning“. Task 2 can help students to practice expressions for location and existence in Chinese. All “在“， ”有“， ”是“ structures for this function can be designed in this way.  Task 3 uses Quizlet in a very creative way. I have been looking for a good online tool to help students to rearrange word order in a sentence.The design of Task 3 provided me with a good solution. “把”字句， “被”字句， and the normal word order in a Chinese sentence (Subject+Time+Location+Adverb+Verb+Object) can all be practiced in this way.

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In the volume I, a sample task I like the most is online survey hobbies and I used it in my Chinese 2 asynchronous class every year. If I teach in online class, I will apply it differently from my asynchronous class.
1. Students will receive the google form link and complete the survey before the class.
2. Teachers will display the results of survey on the padlet. The result of different questions will be shown on the different columns.
3. Teachers will break the students into group and have them go to the breakout room to discuss the summary and analysis.
4. On the padlet, group members will write their report below the results to present to the whole class.

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I chose Chinese Fengshui to examine closely because this relates to the topic of our group. I like the sequence of tasks because it scaffolds students’ learning and the content is interesting. The tasks start with personal experience to cultural understanding, and then connections to personal life again. Some applications include

1. using pictures or videos to guide students in describing items in rooms.

2. providing guiding questions in breakout rooms to help students’ output.

3. using “True and False” annotate functions to check students’ cultural understanding.

4. Assign projects with online design websites or software that the students have learned in the design class. Students can design their dream room with the concept of Fengshui. At stations in class or in breakout rooms, students present their own products.

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For the asynchronous task, I like Task 2 “What is in the study room?”. I really like the creative ways of using Quizlet including uploading a photo to describe, matching sentence parts based on the photo cues, and learning vocabulary in a meaningful and natural way. The task is a good example of providing a context to learn vocabulary meaningfully. It also provides input flood in learning grammar and immerses students in the target language. This inspires me to use Quizlet in creative ways to create a meaningful context to learn grammar and immerse students in sentential levels.

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A sample task that I like the most for synchronous teaching is Task 5, Class schedule. This task shows a well-prepared and well-designed activity to help students interpret the information and produce output. The content and slides are interactive and interesting to double check students’ comprehension and presentation. Teachers can use the same content with different listening practices. I also like the creative idea of packing the book bag to increase students’ interests. I can use this task as a good model to think how I can provide diverse modes of input and how to design different activities with one resource to make good use of the resource that I find or create. This task can be also applied to other content such as daily routine, shopping list, food and nutrition, etc.

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Chopsticks and Family is a topic I am very interested in. I like the task 2 the chopsticks culture. This is a great sequence of tasks introducing chopstick culture.I like this authentic reading material.  I would simplify and adjust the step 1’s article to fit into my students’ level. The guiding questions of step 1-4 are great for the students to be ready to compare the cultural traditions of chopsticks among the three countries. Before stepping into step 6, I will build the scaffolding for the interview questions. Using 小讲-小练 to help students familiar with the new structure, then using the questions of step 6 to implement 小用。I will use step 7 as 大用.

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A dream city in China in chapter 5. Google Tour Creator is a great technology tool for using in topic. The students can type in short descriptions. This also resembles real-life experiences from many 360-degree torus in real life. The students can view scenes in detail such as stores, restaurants, bars, and others at identified location points. It provides authentic settings for the students to use.  I want to use this idea for a topic of introducing a dream city in the USA, Asian country or  the world.

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I like Task 9 in chapter 4 a lot. Food and restaurants are always an attractive topic for the students. Most of my Chinese class students are Asian American, so I will adjust this task a little bit. I want to change the topic to Which Asian Restaurant Would you like to recommend? The students come from different cultural backgrounds and all can talk about their favorite restaurants and relate to their real life. I like the pre-task questions.The students bring the guiding questions with them before they get into the restaurant, which can help them understand the language and culture goals of the tasks.

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A sample task that I like the most for “asynchronous” teaching (Chapter 5) is Chinese Culture Capsules. I am always struggling how to teach AP students culture presentation in a fun and effective way. When I teach the AP culture presentation, I can upload the different types of authentic materials such as text, video and audio to the VoiceThread, then I will create the guided questions for the students to voice response, or design the three modes activity for the students practice, at the end create the prompt for the students to give the cultural presentation about the topic.
I also want to mention the quizlet task really give me a new idea to use quizlet for rearrange words order. I usually just it for vocabulary practice and now I can also use for sentence practice.

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The sample task that I like the most for "synchronous" teaching is True or False. 真真假假。I can applied this task to check for understanding during instruction or to do the interpretive task after the the teaching. This activity make the teacher and students interact with each other and students is either moving or speaking with the teachers and will be more engaged in the learning. When I teach the online class, I can use this tasks during I teach the new vocabulary or structure, then I will show students some sentences or say some sentences to ask students to give me thumbs up or down (click the green yes or red no) for the sentences in order to check for understanding. Also, I can ask the students read/view the authentic materials and give them some true or false statements. Students will click yes or no to show their comprehension.

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Since our group is going to focus on the room layout and Feng Shui, I paid extra attention to that chapter, the topic in volume 2 called “My room and Chinese Feng shui”. What I like about this topic is how it can clearly show how students learn and it can teach teachers how to extend our teaching so students can learn more about Chinese language and Chinese culture. The first task the students would be doing is simply talk about what they have in their bedroom. This is a very easy start yet very important basic information for later learning. During this task, the students can learn a lot of basic words and phrases they can use that are related to “room” and they get to have interpersonal communication asking about each other’s room. One thing I definitely will use in my class is that teachers need to remind the students to take notes when other students are presenting their rooms because this is a great way for them to practice listening and they can also practice their speaking when they answer teacher questions. The reason I want to emphasize this part is because based on my experience, many students would not pay attention when it’s their peer’ turn to answer questions. After learning the basic vocabularies, we move on to the cultural perspectives. This step is vital to students because culture is one of the most important elements of learning a language. The students need to connect the language with the culture. This way they can be more interested in learning and their learning will also be deeper. One task I will definitely use in this unit is to ask the students to compare their own bedrooms with what’s more make sense to Chinese Feng shui. The students will look at all ten taboos and think about what their own rooms look like. If the students can identify the differences, that means they meet the learning goals. To wrap up everything, the students need to do a presentation about what they learned. This is a very classic way to end a chapter. Teachers can check their understanding from the presentations and the students review what they learned and make reflections by also learning from their peers.

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The sample task that I like the most for “asynchronous” is “make dumplings包饺子”. The students will be watching a video about making dumplings and they should know what they need to prepare before the activity. The students will be listing the ingredients and the steps by themselves and record the cooking instructions in Chinese. What I like about this task is not just because it’s so much fun for the students to do, it also gives students the freedom of what they want to put in the dumplings and when they do the activity. The students can still practice their writing, speaking and listening skills. Most importantly, they can also practice presentational skills. The students can finish the task during after school hours which will not be in the way of the actual class time yet they still get to practice their language skills. I can apply this type of activity in my class by changing the titles of the task. For example if the students are learning about rooms then they can make a list of the rooms and also what each room has and they can record a video presenting their rooms. All other students can watch the video during their own time. This way, the students get to practice their skills but they can still do the activity in a somewhat convenient time.

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What I like the most for “synchronous” teaching is: “True or False 真真假假”. We all know that “过” is one of the most difficult grammar patten. A lot of students cannot use it correctly. So we need a lot of practice in speaking and listening to practice. I really like the idea that the teacher did sample sentences prior to the students making sentences. Teacher can use past experience he/she mentioned to the students or students for sure know the answer first. This way the students can focus more on the sentences themselves. I also liked that the students would line up to talk about making responses based on what the teacher said. This way, the students can practice both listening and speaking at the same time. In my own online class, I can definitely apply this method in any kind of grammar lesson. teachers would make examples at first and the examples would be close to the teachers’ personal experience that the students are aware of. This way, it can be easier for them to understand the sentence pattern. Another benefit is that the students would be learning everything in a target language environment and avoid more English classrooms.

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My favorite learning activity in the synchronous teaching chapter (chapter 4) is “Task 21 Narrate a Story”. This activity helps to prepare students for the story narration task in AP Chinese exam. I especially like the four “Can-do Statements” listed in the book on page 115. In this task, students will be able to 1) identify and interpret visual clues in 4 sequenced photos, 2) comprehend and interpret stories, 3) exchange ideas and discuss story lines, and 4) narrate a story with a string of sentences.

I will implement this task in my class in the following steps:

1. Teacher will provide 4 sequenced photos and ask students to watch the photos carefully

2. Students in pairs will brainstorm and write down any key words related to the 4 photos in Padlet

3. Students in pairs will orally ask and answer questions on each picture

4. Each student will type one or two sentences to describe actions in each of the four photos

5. Each student will add detailed information (environment, time, weather, location, characters’ feeling and emotions, etc.)

6. Each student will add cohesive words to connect sentences and make sure the story progress logically

7. Each student edits the story with the provided checklist and submits their writing.

8. Each student reads three peer’s writing, does peer editing with the provided checklist, and adds comments.

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The rubrics are somewhat differentiated based on the assessment modes. I can’t tell which one I like the most but regarding to the topic I will use to my project, I would pick “Fengshui” task 5 rubric as reference. However, I might modify the criteria based on my lesson content difference.

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I truly think that all sample tasks are great activities in both synchronous and asynchronous designing. Online teaching is more challenging than F2F classes. The variety of activities can engage students to study. Based on the topic or the assessment mode, we can pick the different tasks to meet the goal. Specifically, I can use task 12 on P100 to design my mini-lesson plan. In the breakout room students will watch a video of a Zillow house, then apply this task to their application to discuss whether the bedroom has any taboos or whether the house is their ideal bedroom. Besides, I can also use Zoom Annotate, zoom Kahoot! Etc. to alternate this activity based on presentational, interpretive, or interpersonal modes. Similarly, the asynchronous tasks are also designed based on the communicative modes and then choose the activity. I like to use Flipgrid for students to demonstrate their understanding. Use my mini lesson again as example, I can give students different bedroom pictures and design a task that they use Flipgrid to talk about each bedroom’s Fengshui.

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I really like the sequence of tasks about education tours and study abroad in Taskbook III. It is a very engaging and comprehensive task. To apply it in an online class, here is my suggested procedure:

1. Before the class, students watch the videos and research the provided websites. They should take notes and gather key information to complete the table.

2. In the online class, divide students into breakout rooms, allowing them to discuss their answers to the table.

3. In the main Zoom class, the teacher can review the table/form and facilitate a discussion by asking questions related to the three program options.

4. Randomly pair up students and have them interview three different classmates about their thoughts on the program choices.

5. After the interviews, students return to their teams and report whether their choices have been influenced by their classmates and explain why.

6. Students present their program choices and rationale on a shared platform, such as the pallet. They can also watch and learn from other students' choices.

7. As a final step, students write an email to their teacher, expressing their program choice and explaining the reasons behind their decision.

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A sample task that I like the most for "asynchronous" teaching is Task 14: Show Your Store. This task involves all three modes, even though it is asynchronous teaching. I have never used the tool CoSpaces, but this website looks very fun for students to collaborate together and do their creative projects. I think I will use this website and task procedure for students to collaborate on creative projects, such as creating a store, making their dream house, or an art gallery for Chinese characters. It provides a platform for students to engage in hands-on and interactive activities, fostering their creativity and collaboration skills.

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A sample task that I like the most for "synchronous" teaching is Task 14. This task leads the class to discuss traditional Chinese festivals, and then they choose their own favorite annotation color and type their names in a self-chosen cell in the table. All the students simultaneously type their responses. Then, they take turns orally describing and elaborating. I like this task the most because:

1. It is applicable to a variety of topics, as long as the posed questions are discussible and relatable to each student, so everyone has someone to share with.

2. The teacher can see everyone's responses at the same time and can easily reach out to individual students and ask them to elaborate.

3. Students can also see others' responses and can get some ideas and inspiration from their peers' responses.

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I like the sample task in Page 129 in Book 1, Chapter 9, Task 5 “人间天堂的天气”. Through this task, students can not only review the "clothes" and "what to wear" which they learned in the previous lesson, but also combine the "season" and "weather" topics in this unit. This task can train students' comprehensive language ability. What’s more, through the choice of the city "人间天堂", each student can choose their favorite city, so that they will be more enthusiastic and willing to do online research, so as to output the language they want to speak, which implements “student-centered” learning.

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In chapter 5 (asynchronous teaching), I like the activity in P132 “What is in the study room” the most. I use a quizlet very often in my class. Quizlet offers interactive games and activities such as Match, Gravity, and Quizlet Live. These games make learning Chinese more engaging and enjoyable. Like the example in P133, students can study individually or in groups. Moreover, students can listen to the correct pronunciation of words or phrases and practice speaking them aloud. Most importantly, quizlet provides data on students' progress, including their performance on quizzes and games. We can use this information to assess students' understanding.

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In chapter 4 (synchronous teaching), I like the activity in P81 “You act, I guess” the most.  This activity encourages all students to participate by taking turns as actors and guessing the words or phrases. We can provide positive feedback and support throughout the activity to create a comfortable and engaging learning environment. We also need to be ready to assist students with vocabulary or pronunciation difficulties. Offer hints or guidance if necessary to help students make progress in their language learning.

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I like the sequence of tasks of Smartphone’s Influence on Teenagers (Book III, Ch 5). Since my group will be working on the theme of artificial intelligence, I think the lesson plan of this unit can greatly inspire us to plan our group’s technology unit. I like the increasing difficulty level of the sequence of tasks with simple interpretive tasks first, then spiraling up to the more complicated interpersonal and presentational tasks, and really push students to a higher level of language use and critical thinking about culture comparison.

Modeling the sample lesson plan, we can (1) start from cartoon pictures that give a brief intro to AI, then (2) students fill out a survey and share their experience of using AI technology. Based on their understanding of AI and their personal experience, then (3) students compare the cons and pros of AI and (4) compose a Padlet post to express their concerns about AI.  (5) “Will AI replace human beings？” could be a topic for debate because AI is becoming more and more intelligent and taking up many jobs in our society.  AI has become an indispensable part of our lives and brings convenience and efficiency. Many schools in China have started to use AI, so how can we upgrade our schools with AI technology?  (6) Students will brainstorm ideas about how to build an AI school and present their proposal at the student government meeting.

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In “asynchronous” teaching, I like the task of “Flipped Learning Through Interactive Videos”.  I used this task in my Intermediate-mid level class when we learned about the stories of Asian immigrants. The purpose of this task is that by completing this task, students can narrate the stories of Asian immigrants and express their views about Asian Americans’ immigration experiences. I posted a 2-minute interview video with 江孙芸 on the Edpuzzle, students need to answer the questions either by typing or recording their answers while watching the video. I also posted some questions and added notes to provide some background information or annotations for some vocabulary words.  The last question is to have students record a summary of 江孙芸’s story and express their own opinion about her experiences.  In my view, this is an excellent interactive asynchronous pre-class task that students can work on their own before class.

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In “synchronous” teaching, I like the task of “You Act, I Guess”.  It is more convenient to administer in the in-person classroom. I will pair up students (A and B) first and show A the sentences in the first round, and then show B a different set of sentences in the 2nd round.  In addition to speaking out the sentence, I will also ask students to write down  the full sentences on the whiteboard. These sentences are not randomly chosen, but selected for the purpose of reviewing the sentence structures/vocabularies. Also these sentences actually can be reordered to make a paragraph.  After students finish writing the sentences on the whiteboard, students can work in groups to reorder these sentences into a coherent and meaningful paragraph or a dialogue.

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Tic Tac Toe (Volume I)  is a meaningful interpersonal communication activity. It can be used for many different topics, levels, and the teacher can also apply differentiation strategies (simpler/more difficult questions and/or not providing sentence structures) to meet individual students’ proficiency level.  I used it in my on-site class and students love it. In my online class, I will put two students in one breakout room and students can use an online worksheet/jamboard with Tic Tac Toe table to complete the task. The teacher and TA will monitor online interactive platforms and/or breakout rooms and help students. After students complete one round game with one partner, then can go back to the main room and pair with another partner. I do agree the activity is easier in the on-site classroom.

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I also like “Making dumplings (asynchronous teaching)” because I learned how to scaffold students step by step to approach culture learning objectives and language learning objectives. The task also is a great example to explain 3 P: present, practice, and produce. I especially like steps 2-4, which guide students to find the ingredients and cooking steps by providing them with materials and instructions. The task also involves interpretative communication at the beginning besides presentational communication at the end. In my online classroom, I will add interpersonal communication steps at the end. Each student is supposed to answer questions and make comments on the padlet after they watch posted video and read questions posted by their peers. Of course, for my favorite steps 2-4, I will adopt and adjust guided questions based on my students’ proficiency level.

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I like “Which house would you like to pick (synchronous teaching)” because it involves 3 modes of communication and authentic materials to help students to solve real world problems. When I taught the renting topic, I asked my group of  3 students to choose an apartment in Shanghai to rent for one year and they will present which apartment they chose and why they chose this apartment, including rooms, utilities, transportation, community, price, etc.. I will do the following adjustments to my online class after I read this chapter. 1. I will add guided questions to guide students to achieve their language learning goals2. I also like comparing parts, so I will encourage students to compare three houses after they search on their own. 3.I will give students a chance to rethink and organize their thoughts by typing their discussions and summative responses before they present.

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The task "Mingmei's typical day" from the Handbook of Tasks and Rubrics for Teaching Mandarin Chinese is my favorite. The reason why I like it is it combines three modes of communication within meaningful contexts. In online teaching, I would implement it through three steps: a pre-task where students read and answer questions related to their daily activities and prepare pictures, followed by an interactive dialogue with peers based on the pictures, and finally, students write and share sentences about their daily routines. This task promotes communication skills and personal engagement in learning Mandarin Chinese.

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In asynchronous teaching samples, I like the task “I am a rock star” the most. Because this particular activity offers a student-centered approach that allows students to explore their own interests. The task involves students selecting their favorite song and taking the initiative to learn and perform a Mandarin version of that song. I will apply this activity into my online classes by introducing the task to students. Then, I will provide resources and materials to support students in choosing a Mandarin song or find the Mandarin lyrics. I will also offer individualized guidance and support to students as they work on their songs. Provide constructive feedback on pronunciation, tone, and expression to help them improve their Mandarin skills. At the end, students will watch their recording on the Flipgrid and vote for their favoriate Chinese songs.

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I particularly enjoy incorporating the “fashion show” task into my synchronous online class. This activity not only allows students to utilize the language elements they have learned in describing real-world situations but also encourages interactive engagement among students in remote learning settings. To prepare for this task, I will review all the language elements as pre-tasks using a Quizlet game set. On the first day, I will introduce the scenario  and goal of the task and have students work in pairs to plan the logistics such as background photo, music, outfit and accessories of their fashion show. Throughout the process, I will act as a facilitator, providing support as students independently work on their own projects. Finally, students will have the opportunity to share their videos showcasing various outfits and describe their chosen clothes in Mandarin.