Category: Chinese

A second-year Australian university student has received a scholarship to study at a university in China. She has studied Chinese at the Australian University for one year and she knows about 400 Chinese characters and some basic phrases in Chinese such as self-introduction, time (day, week, month, year), ordering simple food, and basic shopping. She is very worried that she couldn’t communicate with Chinese locals, her Chinese teachers, and her classmates. She has asked you if you could teach her Chinese for two hours per weekday for four weeks before she travels to China. You are required to design a 10-minute trial lesson and a complete four-week teaching plan for her.
You need to use PPT for the 10-minute presentation (no more than 15 slides in total).
On the teaching plan, please explain in English (you can add the Chinese content you are teaching):
the materials you are using (you can also create your own teaching materials)（你上课所用的材料，什么主题，要达到什么目的等等）
the Chinese proficiency level of your audience (beginners, intermediate level learners, or advanced learners? ) (你模拟的学生的汉语水平)
your complete lesson plan for the 10-minute oral presentation (你的10分钟的教学计划和步骤）
*Note: If space permits, you can outline your complete teaching plan separately for the client in the case you choose. However, you may integrate your complete plan for the case in the above three points such as the materials you are using and the 10-minute oral presentation plan.
I need help writing a teaching plan and making ppts needed for the trial lectures.

Instructions：
After viewing the CBS 60 minutes clip (scroll down to the end of the page) and reviewing the background information provided in CBS60Minutes.pdf, with the gracious permission of Professor Zheng-sheng Zhang, students have the option to collaborate in pairs (preferred) or work individually. Their task is to create a dialogue or monologue centered around the topic of ‘走线’ (walk the line).
Please read the op-ed on this issue that Professor Zheng-sheng Zhang penned to learn more about this issue. Develop a script first and then create a video recording of your dialogue or speech.
Upload the video to the Google drive folder, and the clean copy of your script in word or PDF to Canvas. Each student is required to submit the script individually on Canvas on or before March 4th.
Keep your audience in mind: after watching your presentations, the audience is expected to have a good understanding of the issue, specifically, What is “走线”？Who are they? How old are they? How did they arrive at the border? What did they do in China? Why did they decide to leave China? Who and what did they leave behind? What do they plan to do in the U.S.? Why did they choose “走线” to enter the U.S. illegally? Can they return to China if they cannot stay in the U.S.? Do they all speak English?
You can engage with international students from China, including your tutor or friends, and gain insights into their perspectives on individuals who have chosen to “走线”. This part is optional.
Requirements:
Length: MONOLOGUE, about 12-15 sentences, 100-120 characters (not words), DIALOGUE, about 25-30 sentences, 200-250 characters (not words).
You are expected to use the new words we have learned in L14 and L15The following patterns must be included and highlighted in your script. At least four must be usedAttributives similar to “送花儿的人” or “他买的花儿”
Duration of Action （我学了一年中文了）
Frequency of Action（上星期我给妈妈打了两次电话）
。。。的时候，。。。
是。。。的 sentence
把 construction
越来越
要不然
再说
You are encouraged to use AI to brainstorm ideas, search for vocabulary (such as visa, snake head, freedom, middle class, seeking political asylum, etc.), experiment with sentence structures, and obtain feedback on your first draft. I will be available to provide feedback on your draft too, but this step is not mandatory.
Grading (100%)
Script: 50%
30%: the topic is clearly explained and discussed.
20%: the required patterns and grammar points are included. See Requirementsabove. （just only need to do the writing part, i will do the reading part by my self ）