Objectives:

• Identify the most popular social media platforms in the Chinese-speaking world

• Compare the social media platforms in U.S. and in the Chinese-speaking world, via activating students’ background knowledge.

• Explore cultural differences in the use of social media tools through discussion

Materials: phase1_ppt  

Activity 1: Preview

• Before class, give students the article and the core vocabulary (phase1 article1 and vocabulary).

• Students are required to do two tasks following the instruction in phase1_preview homework.

Activity 2: Check Preview Homework 1 (Vocabulary)

Have students preview the core vocabulary before this class.  This formative assessment is to check students’ knowledge of the core vocabulary.

Materials: phase1_ppt (slide 3)  

Kahoo: https://play.kahoot.it/#/k/7419d8d1-c55e-44d9-ac25-e56fc3690d1b

• Display PowerPoint slides.

• Administer the quiz using Kahoot: students read sentences in Chinese characters and fill in blanks according to the pictures provided.

Activity 3: Warm up with a Video (authentic material)

Materials: phase1_ppt (slide 4)  

Youtube video: https://www.youtube.com/watch?v=ZZx8LyCaLwQ

• Tell students they are about watching a short video and ask them to come up with one or two key words to describe the video.

• Play the video (20 seconds to 40 seconds).

• Ask students to share their key words.

Activity 2: Discuss Preview Homework 2: Interview or Searching Online

Materials: phase1_ppt (slide 5-7)

• Students share their homework answers with classmates.

• Teacher checks homework and briefly summarize.

• Share authentic images of social media in China and the U.S. and briefly introduce the popular ones.

Objectives:

• Use new words and sentence patterns in authentic materials;

• Analyze the cohesivness and coherence achieved by connection words.

• Use connection words (combined connective words) to present one’s ideas.
  
  

Materials: phase2_ppt  

Phase 2.1: Learn & Practice Vocabulary in Context

Activity 1: Vocabulary Naming Task

Materials: phase2_ppt  (Slide p.3)

• Display the core vocabulary.

• Students work in pairs; take turn naming vocabulary and time each other’s speed.

• Teacher asks students to share their speed of the naming task, and briefly explain the importance of the exercise, i.e. name (recognize) vocabulary accurately and fluently help to read a text.

Activity 2: Contextualize Character Learning

Materials: phase2_ppt (Slides p. 4-10) phase2_handout1

• Teacher shows pictures and the 10 questions in the handout to the class.

• Students work individually or in pairs to answer questions (or filling in blanks) using new vocabulary.

Activity 3: Scan Target Words in the Article

Materials: phase2_ppt ( Slides p. 11-12),  phase2_handout2

• Each student receives a section of the article (Numbered 1-6 on the back, a total of 6 sections).

• Students work individually to scan and circle the core vocabulary in the assigned section.

• Students work in groups (6 students per group based on the sections they are working on) and check if they have circled all core vocabulary (in phase2_article_社交购物的魅力无人可挡 the core vocabulary is highlighted.)

Activity 4: Create Language with the Target Words

Materials: phase2_ppt ( Slide p. 13)    www.flipgrid.com/readon

• Display the instructions (slide p.13): Tell a short story for 2 minutes by including any 3 new words learned in this unit.

• Students log into www.flipgrid.com to videotape their oral assignment and submit it online as a formative assessment.

Phase 2.2:  Learn & Practice Sentence Patterns in Context

Activity 1: Sentence Categorization

Materials: phase2_ppt (Slide p. 15-17), phase2_handout3

• Divide students in pairs and give each pair the handout which includes 7 passages.

• Students in pair categorize the sentences based on the grammatical structures and the connections between sentences.

• Students present their categories and the reasoning for categorizing the sentences.

Activity 2: Scan Target Patterns in the Passages

Materials: phase2_ppt (Slide p. 18-19)

• Show the graphic to illustrate the two type of patterns and the relationship among the 7 passages.
  1) cause-result: #1, #2, #5, #6
  2) provide a list of reasons to support one’s view: using connection words: #3, #4

• As a class, circle or highlight the target sentence pattern for Item 1-6 in Handout 3.

Activity 3: Analyze Sentence Cohesiveness [Individual Work]

Materials: phase2_ppt (Slide p. 20)

• Display both the graphics and Passage #7.

• Ask students to circle different patterns in Item 7 in Handout 3.

• Discuss how the two patterns are combined in the passage, and how the cohesiveness between the sentences is achieved in Passage 7 .    

Activity 4: Use the Target Pattern [Pair Work]

Materials: phase2_ppt (Slide p. 21-23)

• Display pictures and ask students to come up with sentences, preferably with the target pattern: State1 results in State 2
  A (Subject 1) + verb/adjective 了, B (Subject 2) 就 + verb/ adjective 了。

• Ask students to share their descriptions with each other.

Activity 5: Review and practice combined connection words

Materials: phase2_ppt (Slide p. 24-25)

Steps:

• Display the graphic and the sentences.

• Lead students to discover how the two patterns are combined.

• Students come up with their own sentences.

• Students share sentences with classmates and Teacher summarizes.

Activity 6:  Use and combine connection Words

Materials: phase2_ppt (Slide p. 26), Phase2_handout4

• Students practice in combining the connections words (Part 1 in phase2_handout4).

• Discuss the combinations with the class.

• Students review the information they wrote in Table 2 in the preview homework assigned in Phase 1 (repeated in the Part 2 in phase2_handout4).

• Based on their answers, each student writes a cohesive and coherent paragraph using a combination of connection words from Part 1, Handout 4.

• Students share their paragraph with classmates.

Homework: phase2_ppt (Slide p. 27), phase2_homework

Exercise 1: Write a paragraph by using any 6 new words form the vocabulary list and two pieces of information from the info-graphic in the main article. Ask students to underline the 6 new words and the two pieces of information in their writing to help the teacher track students’ work is completed as required.

Exercise 2: Provide your answers to the following questions and bring them back to class for in-class discussion.

你认为网购的好处是什么？

你认为网购的坏处是什么？

你认为网购为什么这么受欢迎？

社交媒体对网购的影响是什么？

Phase 3

Explain

Objectives:

• Comprehend a text through analyzing text structure, identifying key ideas of each paragraph and making inferences;

• Use the target vocabulary to express opinions about social commerce;

• Compare the pros and cons of social commerce with evidence;

• Identify cultural phenomenon on social commerce platforms from China, Taiwan and U.S.;

• Brainstorm, compose, discuss, finalize and share viewpoints through engaging in purpose-driven reading with guided activities.

Materials:  phase3_ppt

Activity 1: Quick Review

Materials:  phase3_ppt (Slide p. 3)    

• Check students’ homework.

• Use this opportunity to review important concepts and vocabulary.

Activity 2: Pre-reading: Predicting content based on the title

Materials:  phase3_ppt (Slide p. 5)  phase3_main article  

• Guide students to analyze the title of the article “社交购物的魅力无人可挡” based on the author’s choices of wording.  See the questions in Slide 5.

• Divide students in pairs to brainstorm to predict what the article may be about.

• Whole class: Each pair shares their ideas.

Activity 3: During reading: comprehending the text

Materials:  phase3_ppt (Slide p. 6-21), Phrase3_handout1

• Paragraph One: (Slide p.6-10)

- Ask students to scan and skim for key words and ideas in the article.

- Help students to understand the concept of  two vocabulary derived from the social commerce trend: 朋友圈 and 网红
(slide p.8).

- Students read the paragraph one for details and complete first part of the graphic organizer in Handout 1.

• Paragraph Two: (slide p.11-15)

- Students use the last sentence from paragraph one to predict the content of paragraph two.

- Student scan for connective words “首先、其次、此外、最后” in order to find the structure within paragraph two.

- The connective words separate paragraph two into 4 parts.  Have students skim for the main idea in each of the 4 in paragraph two and match them to the four topics provided (省时、省钱、信息多、方便). Enter the topic for each sub-section in paragraph two in the graphic organizer.

- Students work in pairs to read the paragraph two and complete second part of the graphic organizer (Handout 1).

• Paragraph Two: Making Inferences (slide p. 16-17)

- Guide students to make inferences on two questions based on the information provided in paragraph two:

网购的成本为什么下降？少了那些费用？
为什么通过社交媒体购物你更容易买到性价比超高的产品？

- Inferential meanings are not explicitly stated in the text, but readers can derive inferences from the information provided.

- For example, in paragraph two, it does not state why the cost is decreased when shopping online.  Based on the information highlighted in yellow in Slide 17, the inference is that since no fee paying for the middle persons, the cost is lower.    

• Paragraph Three: (slide p.18-21)

-   Students explore the relationship (cause and effect) between paragraph one and two, and make prediction on the content of paragraph three. Enter the information in the graphic organizer.

-   Students then work in pairs to read paragraph three and complete the last part of the graphic organizer.

Activity 4: Post-reading: comparing and contrasting ideas

Materials:  Phase3_PPT (Slide p.22-23), Phrase3_handout2

• Input: Discussion (interpersonal speaking)

• Divide students in pairs and discuss/exchange their views regarding social commerce and online shopping.

• Students should have prepared for this discussion in the homework 2 assigned at the end of Phase 2.

• Output: Summarizing (presentational writing)

-   Students complete the graphic organizer to compare different perspectives from the authors and the person s/he interviewed (phase3_handout2).

-   Based on the information from the discussion and filled in the graphic organizer, students are assigned to write a summary to state the compare/contrast the opinions from the text and their classmates.  (See part two of the homework Phase3_homework).

Activity 5: Post-reading: applying interpretation skills to comprehend a news clip

Materials:  Phase3_PPT (Slide p.25-27), phase3_handout3

YouTube link: https://www.youtube.com/watch?v=5NlgVDrpnZw

• Pre-viewing activity:

• Use screenshots from the video news clip and the title to guide students make prediction on the content of the video.

• Students skim the graphic organizer in phase3_handout3 to get a better idea of the video content before viewing the clip.  

• Video activity:

• Students watch the video clip and complete the graphic organizer in small groups of 3 students. The graphic organizer also provides structure and main ideas of the content.

• Teacher checks their works as a whole class.

• Post-video activity:

• Based on the completed graphic organizer, students write a summary of the news clip and also include their thoughts about this news as homework (see phase3_homework),  

Activity 6: Homework

Materials:  Phase3_PPT (Slide p.28), phrase3_homework

Presentational Writing Tasks

Summarize what you have learned and complete three tasks.

Objectives

• Apply reading skills to become independent readers.

• Self-assess their reading strategies to become a better autonomous reader.

• Develop productive reading habits, via following the Flowchart of Comprehension-Monitoring Behaviors.

Material: phase4_PPT  

Activity 1: Discussion  

Materials: phase4_PPT (Slide p. 2)

• Post the question: 你会以“社交购物” 或者 “网上购物”的方式来买东西吗？为什么？  

• Divide students in small groups of three.  Discuss the above question. Use the information students have written for the Phase3 homework.

• Whole class: each group shares their views.    

Activity 2: Warm-up

Materials:  phase4_PPT (Slide p. 3), phase4_video  “微商创业”

• Before showing the video, display the questions to facilitate students’ comprehension:

1. 她从事什么工作？

2. 做这份工作有什么职责？

3. 她对这份工作的态度是什么？

4. 你想不想从事她的工作呢？为什么

• Divide students in small groups of three and discuss the above questions.

• Whole class:  each group presents their views.
  
  

Activity 3: Jigsaw reading activity: decode, share and integrate information

Materials: phase4_PPT  (Slide p. 4-8)
                 

• Before class, teacher labels each paragraph with a shape (Ω, ,∆, $, ◊) in the article “70后的微商达人” (phase4_text).  See the text.

• Suppose you have 10 students in class, divide students into 5 groups, each group 2 students.

• Each group only receives one paragraph.

• Tell students that each group only receives a paragraph of an article.  The students in each pair should comprehend the main ideas of that paragraph.  Later, they have to inform other students the main ideas in their paragraphs.

• The students in each group read and comprehend the main ideas in their paragraph.  Fill in the main ideas of their paragraphs in the form in phase4_handout1.

• After the students complete the task above, divide the 10 students to two groups, each group 5 students, one student with ∆ paragraph, one with  $ paragraph, one with , one with ◊, and one with Ω.

• The students in each group present the main ideas of their paragraphs.  Ask students not to show their paragraph to their group. Students should listen to other students’ presentation and jot down the main ideas of all paragraphs.

• After everyone in the group shares their information, discuss within each group as how to organize these five paragraphs into one article.

• Have each group shares their outcome with the rest of the class and explain why.

• Teacher confirms the order of the paragraph.  

Activity 4: Visualize a reading with pictures  

Materials:  phase4_PPT (Slide p. 8-10)    

• Divide students in groups of 4.  Provide each student the reading “70后的微商达人”  in phase4_text.

• When students are reading, their mind will generate a picture of what they read.  To confirm their understanding of the article “70后的微商达人”,  ask each group find a set of pictures which can best represent their comprehension of the text (Slide 9).

• The four pictures on Slide 10 is an example.

• Each group presents their pictures, and have one student from the group to summarize orally the article information by showing the pictures.

• The whole class votes for the best set of pictures.

Activity 5: In-depth Understanding via independent reading

Materials:  phase4_PPT  (Slide p. 11-14)

• Students skim through the Comprehension Flowchart in phase4_handout2.

• Go over the questions in phase4_handout3 briefly with the students so they know what to expect and what to focus on.

• Tell students to use the Flowchart Step 1-5 in phase4_handout2 when reading. When encountering with any difficulties answering the questions or comprehending the content, ask them to follow Step 6 to identify the issues or reasons on their own.

• If the problems cannot be solved, turn to their peers in their group for help.

• If the problems are still not solved, please make a list. Students may ask other groups for help.

• If students cannot address these problems individually, group-wise or within the whole class, teacher will guide them to find the answer and identify evidence to support their answers.

Homework: Writing task based on group discussion in class
Materials:  phase4_PPT (Slide p. 15)       

• Answer the discussion questions in Slide P.15 in writing: the inferential and evaluative questions will guide students to apply their critical thinking skills to analyze whether the story is trustworthy and support their opinion with sound reasons. Question 4 in Slide P.15 prepares students for the summative assessment in Phase 5.

Summative Assessment

Scenario: Set the stage for the summative assessment with the unit overview (see phase5_hanout).

Buy a cell phone online through reading product information from various sources.   

Materials:  phase5_PPT

Task 1 (Interpretive Reading) phase5_PPT p.2-12

• Students read, analyze, compare and contrast two product reviews in Weibo: one by a 网红 “Internet Celebrities” and one by a friend in 朋友圈 “Moments” or “Friends’ Circle” (phase5_handout p.1).

• Students individually read the two Weibo postings, compare the Cost-performance Ratio (性价比) of the two mobile phones: 1) fill out the form; 2) complete the two multiple choices (phase5_handout p.2).  Submit the filled form and answers to the multiple choices to the teachers.   

Task 2: (Interpersonal discussion) phase5_PPT p.13

• Based on the readings, students use critical thinking skills to discuss and evaluate in groups the pros and cons of these reviews.

• Divide students in groups of 3 and discuss the questions (phase5_handout p.3)

• After the group discussion and post your oral summary on FlipGrid.
  
  

Task 3: (Interpretive Reading) phase5_PPT p.14-17

• Read the comments regarding the two types of cell phones (phase5_handout p.4).

• Infer the commenter’s attitudes: whether they will buy the cell phones or not.  Complete the form in (1) (phase5_handout p. 5).

• Select the correct implication in (2).

• Submit the form and answer to the teacher.

Task 4: (Presentational Writing) phase5_handout p.6; phase5_PPT p.18-19

• Students explain their decisions in writing regarding whether they will buy the cellphones and which one, integrating what they have read and discussed throughout the unit.

• Use the writing rubric as a guide.