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Class 3

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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 3 Overview: Communication Techniques for Public Health

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 3—Vocabulary Worksheet

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.]

Anticipation/Reaction Worksheet (PDF) (MSWord); Teacher's Anticipation/Reaction Worksheet (PDF)
Class 3: Vocabulary Worksheet (PDF) (MSWord)
Rhymes Used in Health Campaigns (PDF) (MSWord)
For Extension Activity: Poster Project Instruction and Grading Rubric (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 Classics of Chinese Medicine online exhibitions:

Procedures

Hand out copies of Anticipation/Reaction to students and review as a class the two–part instruction, the statements, and “Before” and “After” reading response columns on the left and right, respectively. Tell student that they can apply their previous knowledge, including the vocabulary and structure learned in previous classes, visual information, common sense, and logical thinking to figure out the general message of the poster and the Chinese text.
Conduct part 1 of the instruction by displaying the War Against SARS poster from Class 2, Step 5 for one minute for students to view, then to put their true–or–false responses to the five question on the left column under the heading, “Before Reading.”
Distribute printouts of the poster for students to examine closely then to record their answers under the “After Reading” columns on the right.
Review the “Before” and “After” reading answers as a class by having several students volunteer their before and after reading responses to the statements. Have students explain their strategies for answering the questions, and if or why they revised their answers after close examination of the poster. See Teacher's Anticipation/Reaction Worksheet.

Read aloud the poster text and have them circle the vocabulary they do not know. Read it aloud the second time and have students write down the pinyin for the words they cannot read.
Divide students into smaller groups of two to four students per group and pass out the Class 3: Vocabulary Worksheet. Have students read the poster with their partner(s), select two new vocabulary words, and complete the Class 3: Vocabulary Worksheet. Collect the completed worksheets.
Have the class choral read the poster text once, then, randomly call students to read a line or two to finish reading the poster. Ask students if they notice the rhyme of the writing and have them point out the rhymes.
Display Rhymes in Chinese Public Health Posters and read aloud to students so that they hear the rhyme. Have students choral read using the pinyin on the display. Discuss with the class the effectiveness of communication using rhyme.
Ask students to consider, in addition to rhyme, what other communication techniques were used in the several Chinese health campaign posters that they have studied in last three classes. Display and guide class discussion addressing the following points:
1. use of accessible language, such as rhyme, which resembles poems, many traditional style folk songs, and nursery rhymes to reach people of different educational levels and ages;
2. use of command language structure (Class 2) and pictures to mobilize people;
3. use of pictures with how–to written words to communicate step–by–step instructions for solving each problem—i.e., “Environmental sanitation of city residents” poster, “Community sanitation in the countryside” poster, and “To prevent black fever” poster; and
4. use of the traditional Chinese characters to communicate with the literate people in 1950s, then the simplified Chinese characters after 1960s to reach people with diverse educational backgrounds—e.g., any of the above posters and Barefoot doctor poster and Go to have smallpox vaccination poster.
Class 3 Evaluation: The discussion participation and completed worksheets help assess the progress students are making. The poster project will also provide opportunities for students to demonstrate their knowledge of Chinese vocabulary and sentence structures.

Evaluations & Extension Activities

Evaluations:

In addition to observing and assessing students during class discussions, teachers can evaluate student progress by reviewing completed worksheets collected during all three classes.

Extension Activities:

Hand out the Poster Project Instruction and Grading Rubric and review the project scope and how students’ posters will be graded. Assign students individually or in groups to design and bring their completed posters to the class by a certain date. Display students’ posters by hosting a poster session in the class where students display their posters and talk with other students about their posters in Chinese. Students may be given three criteria to rate other students’ posters.
Build on the poster project by having students work in groups to produce three public health posters targeting Chinese Americans living in the United States. Student groups research and select one major health issue among Chinese Americans; gather information or identify the preventions and treatments related to each health topic; then produce a poster as well as public service announcement.