P4-P6 Chinese Language: my story, many voices (interview and record)

• StageP4-P6
• SubjectChinese Language
• Learning strandhuman-AI communication and collaboration
• Official documentsAI Literacy Learning Framework for Primary and Secondary Schools · AI Literacy Learning Framework for Primary and Secondary Schools (Examples of Application Scenarios)
• Session time1 lesson (60 min)

A one-lesson Chinese writing unit: pupils interview a family or community member, note down a spoken story, then write it in the first person in their own words; AI does only three named jobs and never adds a detail the person did not say. Includes an interview question bank, an AI-use boundary checklist and a marking guide.

• AudienceTeachers Students
• ThemeFirst & inclusive lessons

• EquipmentPrinting; a way to play back a recording if a pupil records one (optional)
• Version1.8
• Last updated2026-10-17

What this solves

Every pupil already owns a story worth writing — a grandparent’s move to Hong Kong, a family trade, a neighbourhood that changed. But the gap between the spoken account and a written paragraph is exactly where P4-P6 writers stall: the words came out of a real person’s mouth, and the page is supposed to be the pupil’s own.

This unit turns that gap into a staged writing task and gives AI a deliberately narrow, honest role:

1. Prepare — each pupil chooses one family or community story and writes their own interview questions (the sheet carries a question bank plus a rule: ask about a time, a place and a change, not facts you can look up).
2. Record — pupils take notes or record a short clip WITH the family member’s spoken permission. The recording stays with the family or pupil; it is never uploaded to any AI tool.
3. Draft — pupils write the story in the first person, in their own words. AI may be used for three named jobs only: suggesting an opening line, rephrasing a sentence that sounds like a transcript, and checking that a paragraph keeps a consistent tense. AI may not add an event, place, name or detail the family member did not say — the class writes that rule together.
4. Compare voices — pupils compare how the same event sounds in the family member’s spoken words and in their own written version, and note in one sentence what changed and why. This is the heart of the resource: writing is translation, not transcription.

The unit can sit inside a school’s digital education planning and run in a Chinese Language lesson, with a school-based agreement on what AI may and may not do: the AI helps with three named jobs only, working from the prompt the pupil writes, and the pupil reflects on which parts of the story are their own voice.

Learning objectives

By the end, pupils can:

1. Write their own interview questions using the rule “ask about a time, a place and a change”, not facts they could look up.
2. Record a spoken story (notes or a short clip) with the person’s spoken permission, and explain why the recording must not be uploaded to any AI tool.
3. Write the story in the first person in their own words, marking which sentences came from the person and which are their own.
4. Tell the three jobs AI may do apart from the things it must never do (adding a detail the person did not say).
5. Compare the same event in the person’s spoken words and in their own written version, and say in one sentence what changed and why.

Written for the upper-primary learning stage, it covers the reflection on the application of AI strand of AI literacy, building empathy, responsibility and critical thinking.

How to use it

One 60-minute lesson, in four segments.

1. Choosing a story (10 min) — Open with “everyone is carrying a story worth writing.” Pupils pick an interview subject from a family member, a neighbour, a school staff member, an object with a story, or a place in the neighbourhood; it does not have to be a relative.
2. Set the boundary and write the questions (20 min) — The class writes three rules together: the recording and the person’s details are never uploaded to any AI tool; AI does only the three named jobs; AI may not add a detail the person did not say. Using the question bank and the “time, place, change” rule, each pupil writes three to five questions and gets the person’s spoken permission.
3. Share, record and draft (20 min) — Pupils share what they gathered (notes or a short clip; the clip stays with the family or pupil and is not uploaded). The teacher reminds them: the recording is for writing, not for uploading. Pupils write the story in the first person in their own words; they may use AI for one of the three named jobs, and mark each sentence “from the person” or “mine”.
4. Compare voices and wrap up (10 min) — Pupils write one sentence on how the person’s spoken words differ from their own written version, and why; then they give one response using the peer-response frame.

Answer key and marking notes

Most items are open-ended, but good answers share checkable features. All examples below are fictional.

Interview questions

A good question asks for a story, not a fact you can look up.

The AI-use boundary checklist (correct answers)

“AI may do” holds exactly three items:

1. Suggest an opening line.
2. Suggest how to rephrase a sentence that sounds like a transcript.
3. Check that a paragraph keeps a consistent tense.

“AI may not do”:

• Add an event, place, name or detail the person did not say.
• Have the person’s recording or personal details uploaded.
• Write the whole story for the pupil.
• Change the meaning of what the person said.

Drafting marks

A good draft labels each sentence: which are “from the person” (facts and details) and which are “mine” (the retelling and the links between them). If a “mine” sentence was rephrased by AI, that should be marked honestly too.

Comparing voices

A good one-sentence answer says what changed (spoken register to written register, first person to reported speech, links added), why (writing is translation, not transcription), and what was kept (the person’s details and meaning).

Fictional example: the person says “back then we lived on the rooftop, and in summer it was so hot we could not sleep”; the pupil writes “Grandmother remembers that the place she lived in as a child was so hot in summer that she often could not sleep.” What changed is the register (spoken to written) and the person (the “Grandmother remembers” frame was added); what did not change is that the facts (the rooftop, the summer heat) still come from the person. Note: neither way of speaking is “wrong” — spoken and written language are two registers, and writing translates the spoken into the written.

Marking guide

Files

The worksheet (with the interview question bank, the AI-use boundary checklist, the drafting sheet, the peer-response frame and the marking guide) is in the download file:

Worksheet (Word document, editable)

All examples are fictional and do not involve any real pupils, families or schools.

Official documents

Every resource in this library is written to the AI Literacy Learning Framework for Primary and Secondary Schools and falls within the policy scope of the Blueprint for Digital Education Development in Primary and Secondary Schools.

This resource maps to:

• Supplement I: AI Literacy Learning Framework for Primary and Secondary Schools (p.1-8): sets out pupils’ AI literacy — knowing, applying, and using AI ethically and responsibly — which this resource turns into a checklist pupils can tick themselves.
• AI Literacy Learning Framework for Primary and Secondary Schools (Examples of Application Scenarios) (p.5): an upper-primary Chinese Language scenario in which pupils review and revise AI-generated content and then practise with it; this resource narrows the AI’s role to three named writing jobs.

Learning strand: human-AI communication and collaboration

Official documents page: https://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/debp.html

This page is an independent Beets teaching resource, not an official EDB document.

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