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Class 1: Public Health Vocabulary

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In Class 1, students learn and practice action vocabulary in Chinese. Close
Class 2: Command Sentence Structures in Chinese

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In Class 2, students identify and use commands. Close
Class 3: Communication Techniques for Public Health

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In Class 3, students explore communication techniques in public health. Close

Class 1 Overview: Public Health Vocabulary

Mobilizing People: Public Health Campaigns in China is a high school lesson plan that uses several Chinese public health posters from the latter part of the 1900s and early 2000 as primary sources. Students work with these online posters, applying their existing knowledge of spoken and written Chinese as well as acquiring new vocabulary.

Vocabulary

The class vocabulary list provides both traditional and simplified Chinese characters used in this lesson plan.

Class 1—Vocabulary: Public Health Vocabulary

Materials

Handouts

[Note: Student handouts with Chinese characters are both in simplified and traditional Chinese. Teachers are to review and determine whether to use one or both characters based on the established practices of their respective school systems.]

China: Prior Knowledge (PDF) (MSWord); Teacher’s China: Prior Knowledge (PDF)
Key Events in China: 1949–1970s (PDF) (MSWord)
Class 1: Vocabulary List (PDF) (MSWord)
Class 1: Homework Assignment (PDF) (MSWord); Teacher’s Class 1: Homework Assignment (PDF)

Other materials and set-ups:

printouts of the posters listed above, or access to the computer lab for students to view those posters online during class periods
small white boards or letter-size color or white papers for students
markers, in a variety of colors
a display set-up for the class (e.g., overhead projector and screen, Smart or Promethean board, class computer) to project the following posters from the Chinese Public Health Posters and Traditional Chinese Medicine online exhibitions:

For Class 1

Procedures

Distribute copies of China: Prior Knowledge and have students work in groups of three or four to discuss and answer the questions on the worksheet.
Review students’ answers on the worksheet in order to assess their knowledge about the recent history of China as well as to introduce events and people to be discussed in this lesson plan. See discussion guides on Teacher’s China: Prior Knowledge.
Display Key Events in China: 1949–1970s for the class to read aloud the listed key events and people in China during 1949–1970.
Use the “Serving the Community” webpage and take a look at the public health posters on the page. Let students know that they will use primary sources such as these—i.e., Chinese public health posters—to expand their knowledge of both Chinese language and historical context.

Select and display one or more Chinese public health posters to introduce several words included in the Class 1: Vocabulary List. Read aloud a couple of sentences and call out their corresponding illustrations on each poster.

For example, display the four posters below one by one, and read aloud the sentences—such as zhè shì zhōng guó chéng shì de gōng gòng wèi shēng on the “Environmental sanitation of city residents” poster, and zhè shì zhōng guó de xiāng cūn gōng gòng wèi shēng on the “Community sanitation in the countryside” poster. Then ask students to guess the meaning of the vocabulary—e.g., what does gōng gòng wèi shēng mean?

The following four posters include the words and phrases listed on Class 1: Vocabulary List.
Hand out the Class 1: Vocabulary List and, as a class, read and review the meaning of each word on the list. Have students work in pairs and assign different group of words to pairs to create visual (with marker and paper) or physical representations of their words.
Read aloud each word for the class to repeat, after which the assigned student pair present their visual or physical movement representation of the word. Go through the whole list and provide multiple opportunities for students to read and say each word on the Class 1: Vocabulary List.
Distribute copies of Class 1: Homework Assignment for students to work as pairs for the remainder of the class then complete it for Class 2.
Class 1 Evaluation: The class discussions and completed worksheets provide assessment of the progress students are making in their language acquisition.