Side Hustles, Mandarin Chinese, Intermediate-Mid

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

• Most activities are 30 minutes in duration, unless otherwise specified.
• Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

• Google Slideshows:
  
• To begin, go to File -> Copy to create an editable version of the slideshow.
• Once finished with your changes, please complete the following steps to share:
• Click on Share
• Who Has Access
• Ensure link sharing is on and allow external access.
• Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 
  

3. Adapt for Another Language:

• See the linked English Version at the top of the activity (English Version may not be available for all activities)

Side Hustles

Description:

In this activity students will discuss the phenomena of having a “side hustle.” Students will begin by playing a game where they try to guess different jobs based on their description, then will watch a video about “side hustles” in China/Taiwan and then discuss their opinions about “side hustles.”

Proficiency Level:

Intermediate-Mid

Keywords:

Chinese, daily life, jobs, side jobs, economy, lifestyle

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1-Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Chinese
• Standard 1.2-Students understand and interpret written and spoken language on a variety of topics in Chinese
• Standard 2.1-Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the Chinese-speaking world
• Standard 4.2-Students demonstrate understanding of the concept of culture through comparisons of Chinese culture with their own

Idaho State World Language Standards:

• COMM 1.1-Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
• COMM 2.1-Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics
• CLTR 1.1-Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture

NCSSFL-ACTFL Can-Do Statements:

• I can describe the duties and responsibilities of a job
• I can express my opinion about the current job market
• I can compare “side hustle” jobs in Chinese speaking cultures to my own

Materials Needed:

Google Slideshow

Job Cards

Warm Up

1. Question Slide on slideshow

2. (10 minutes total) Separate students into two teams, give 10 job card to each team

If there is a small number of students in the lab just stay together as one team, but use the whole 10 minutes

- Teams will go one at a time

- Each team will have 5 minutes to try to describe and guess as many of the cards in their pile as they can

- The student can describe any part of the job they want, using Chinese, without saying the name of the job

- If no one can guess the card, the student describing can skip it by putting it at the bottom of their pile

- Whichever team is able to describe and guess the most jobs in their 5 minutes wins!

Main Activity

1. Watch the video linked in the google slideshow

2. After watching the video, move to the discussion questions slide

Read the question out loud to the group or ask a different student to read each question out loud to everyone

3. Each student will answer the questions on the discussion slide and share their answers/opinions with the rest of the group

4. Discussion Questions:

A. 你有认识的亲朋好友正是斜杠族吗？他们做些什么呢？ （EX：记者/画家）

Do you have any friends or family who have a side-hustle? What jobs do they do? (ex: journalist and painter)

B. 如果让你成为斜杠族，除了你的正职工作外，你想要做些什么呢？

If you were going to start a side-hustle, in addition to your regular job, what would  you like to do? 

C. 你觉得为什么斜杠族会成为流行呢？

Why do you think that starting side-hustles have become popular?

D. 你觉得成为斜杠族有什么优缺点呢？

What do you think are some advantages and disadvantages to side-hustling?

End of lab: Can-do statement check in..."Where are we?"

• Read can-do statements and have students evaluate their confidence with cards or holding up fingers 1-5
• Encourage students to be honest in their self evaluation
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can describe the duties and responsibilities of a job
• I can express my opinion about the current job market
• I can compare “side hustle” jobs in Chinese speaking cultures to my own