1. Students discuss about their ideal jobs, describe the jobs, preference of location, work time, salary, etc. 

2. Students can understand various job advertisements on a Chinese website, choose one job ad that they are most interested in, and explain the reason. 

3. Students can understand the samples of some Chinese college students’ resume, analyze and discuss about the components of the resume. 

4. Students can write their own resume and give a 2-3 minutes presentation about themselves. 

5. Students can write a job application letter for the job they have chosen. 

6. In a mock job interview, students can introduce themselves, describe their educational background and work experience, explain why they are fit for the job position, and ask questions about the company. 

7. Students can design interview questions and conduct an interview about their parents’ job seeking experience. 

8. Students can present their parents’ job seeking experience and reflect on their interview with their parents. 

Task 1 My Ideal Jobs

Communicative Mode: Interpersonal and presentational 
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Suggested Structures:
 

Task 2 Job Ads

Communicative Mode: Interpretative, interpersonal, and presentational

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Task 3 Write a resume and job application letter

Communicative Mode: Interpersonal and presentational

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Task 4 Mock Job Interview

Communicative Mode: Interpersonal and presentational
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Task 5 Survey and Interview

Communicative Mode: Interpretative, interpersonal and presentational
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Task 6 Reflections on parents’ job seeking experience

Interpretative, interpersonal and presentational
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Interpretative:

I can understand and interpret the main ideas and some important details of the multimodal materials about the development of AI technologies.

I can comprehend the survey report. 

Interpersonal:

 I can exchange information with my classmates about my experience of using AI and ask a variety of follow-up questions.

      

Presentational:

I can present my findings based on the survey result with an infographic about the basic facts of AI and how my classmates use AI in their lives.

Interpretative:

Can-do: I can read and analyze the main idea and key information related to the influence of AI on people’s lives.

Interpersonal:

I can discuss and debate the pros and cons about the use of AI.

Presentational:

I can write a reflection journal to express my opinion on the pros and cons of AI and give some advice to high school students about how to use AI properly.

 

Interpretative: I can understand and interpret a short video of how a Chinese school uses AI technology. 

Interpersonal: I can discuss with my classmate about how to implement AI technology in our school.

Presentational: I can present my proposal of my dream AI school at the students government meeting with detailed information about the functions. 

Task:

Intercultural: I can compare the Chinese AI school with my high school.

Unit Theme & Target Performance Level
Unit - Cloud birthday celebration 云庆生 (Review Unit)

Student grade: 9th grade

Level: novice level

Lesson 1

Students can introduce and exchange basic information related to name, date, time, place, age, family relationship, etc.

Introduce three family members

Review basic information

Lesson 2

Students can discuss and identify customs associated with different age groups (ex. baby, teenager, senior etc.) in Chinese culture.

Students can interpret the birthday traditions in Chinese. 

Lesson 3

Students can communicate and present information related to birthdays based on different age groups. 

Students can write a diary about this cloud birthday celebration.

Scenario: You are invited by a Chinese immigrant student in your school to visit their house to celebrate the Mid-Autumn Festival. You will visit their house and room. Then have a Mid-Autumn Festival dinner with the family. Watch the Mid-Autumn Festival Gala on TV with the family. Create a Chinese performance with your partner to perform at the Chinese community Lunar New Year Gala.  

Intercultural communication can do statement: 

In my own and Chinese culture I can compare how and why house furniture placement and decorations reflect various culture perspectives.

Interpretive communication can do statement:

I can understand the meanings of the decorations like Chinese calligraphy and traditional painting.

 

Interpersonal communication can do statement:

I can compare and contrast the difference of furniture placement between a Chinese immigrant’s house and my own house.

Presentational communication can do statement: 

I can describe how I decorate my room/house and the meaning of decorations. 

Intercultural communication can do statement: 

In my own and Chinese culture I can compare how table manners and taboos affect behavior and language.

Interpretive communication can do statement:

I can understand the Chinese table manners and taboos in an article or introduction video. 

Interpersonal communication can do statement:

I can exchange opinions with Chinese immigrant students and their family about Chinese cuisine vs. U.S. cuisine. 

 

Presentational communication can do statement: 

I can present the table manners and taboos related to my own culture.

Intercultural communication can do statement: 

In my own and Chinese culture I can identify and compare the values expressed by the ways people celebrate festivals. 

Interpretive communication can do statement:

I can identify the main idea of a simple Chinese poem.

Interpersonal communication can do statement:

I can have a conversation with others to determine how we should create a Chinese performance for the Chinese community Lunar Festival gala. 

Presentational communication can do statement: 

I can present a Chinese performance at the Lunar New Year Gala.