Read-On StarTalk 2016 Home

- Complete Elementary Unit
- Complete Middle School Unit
- Complete High School Unit
- Complete College Unit 

Read-On StarTalk 2017 Home

- Complete Elementary Unit
- Complete Middle School Unit 
- Complete High School Unit 
- Complete College Unit

Read-On StarTalk 2018 Home

- Complete Elementary Unit
- Complete Middle School Unit
- Complete High School Unit
- Complete College Unit 

• How has internet/social media influenced the goods to be marketed and sold?

• How does social media impact our shopping habits and decision?

• How do you view social commerce?

Non-heritage college students

Oral Proficiency: Advanced Low/Intermediate High

Reading Proficiency: Intermediate High

8-10 class periods (50-minute)

Each phase in the lesson plan below takes 1.5 periods to 2 periods

Upon completion of the unit, students will be able to do the following based on national standards.

Communication:

• I can identify the main idea and some supporting details about social commerce.

• I can describe the pros and cons of social commerce and online shopping in paragraphs with some detail.

• I can participate in conversations and exchange information regarding online shopping and social media.

• I can present my ideas an organized manner and incorporate some supporting details.

Focused Interpretive Reading Skills:

• Through reading closely, I can determine what the text says explicitly and make logical inferences from it.

• I can cite specific textual evidence to support conclusions drawn from the text.

• I can interpret words and phrases used in a text, including determining connotative and figurative meanings, and I can analyze how specific word choices shape meaning or tone.

• With some instructional help, I can assess how the author’s viewpoints or purposes shape the content of a text, and form my own interpretation and opinions regarding the text.  

Cultures:

• I can identify the most popular social media platforms in the Chinese-speaking world.

• I can describe and explain the pros and cons of social commerce from different cultural perspectives and perceptions.

• I can interpret how people are culturally conditioned to adopt social media for shopping purposes.

Comparisons:

• I can compare and contrast, analyze, synthesize, interpret and predict different shopping behavioral practices on social media platforms.

Communities:

• I can use Chinese to exchange views and experience about shopping both within and beyond the classroom on different social media platforms to interact with the community and the world.

Connections:

• I can access and critically evaluate the information and diverse perspectives on social commerce.

Pre-reading: Predicting, skimming, scanning, previewing with purpose, activating cultural background and prior linguistic knowledge.

During-reading: Rauding, learning, determining text type with the use of textual organizers; identifying main ideas, classifying supporting details, categorizing contextual clues (sequence markers, transition markers, discourse markers, etc.); conjecturing word/phrase meaning from the context; making inferences with in-text cues and/or gap-filling strategies; using comprehension monitoring behaviors to enhance reading efficiency.

Post-reading: Summarizing main viewpoints and making inferences about attitudes; presenting the text with the use of textual organizers and contextual markers.

• Interpretive Reading Task: Students read, analyze, compare and contrast two product reviews of new smart phones in Weibo, one by a wanghong “Internet Celebrities” and the other by a friend in pengyou quan ‘Moments’ or ‘Friends’ Circle”.

• Interpersonal Task: Based on the readings, students evaluate critically as a group through discussion the pros and cons of these reviews.

• Presentational Writing Task: Students explain their decisions in writing, integrating what they have read and discussed throughout the unit.

1. Main Text:《"社交购物"的魅力无人可挡》
   - modified authentic material

2. Parallel Reading 1:《70后的微商达人 》
   – modified authentic material

1. A (Subject 1) + verb/adjective 了, B (Subject 2) 就 + verb/ adjective 了。
   （例子：这样产品的成本下降了，价格也就下降了。）
   This pattern indicates a causal relation: 产品的成本下降了“the state 1” results in价格也就下降了“state 2”
   
   

Tier 1: Active Vocabulary 核心词汇:

1. 社交购物 shèjiāo gòuwù: (np) social commerce

2. 时尚 shíshàng: fashion

3. 圈 quān: (n) circle

4. 网红wǎnghóng: (n) internet star, internet celebrity

5. 推广 tuīguǎng: (v)  to popularize

6. 魅力 mèilì: (n) charm

7. 成本 chéngběn: (n) cost

8. 搜索 sōusuǒ: (v) to search (online)

9. 货比N家 huò bǐ N jiā: (v) to compare prices and quality of merchandise; n. comparison shopping

10. 秀 xiù: (v) to show; (n) show

11. 性价比 xìngjià bǐ: quality-price ratio, cost-performance ratio

Tier II: Passive Vocabulary 补充词汇:

1. 微博 wēibó：(n) micro-blogging

2. 消费者 xiāofèizhě: (n) consumer

3. 环节 huánjié: (n) link; sector

4. 代理 dàilǐ: (n) agent

5. 顶多 dǐngduō: (adv) at most

6. 交流 jiāoliú: (n) communication

7. 挡不住 dǎng buzhù: (adj) unstoppable