China's Hygiene Education for Children during 1950s
Middle School Lesson Plan
two 45-minute class periods
China’s Hygiene Education for Children during 1950s lesson plan uses two online Chinese public health posters from 195
China's Hygiene Education for Children during 1950s
Middle School Lesson Plan
two 45-minute class periods
China’s Hygiene Education for Children during 1950s lesson plan uses two online Chinese public health posters from 1950s as primary sources. Students view the healthy daily activities depicted on the posters and acquire new vocabulary and grammar in Chinese. In Class 1, students first use the images on the poster to compare the daily activities among Chinese youth in the 1950s and their own. They learn seven action words/verbs that relate to the poster illustrations. In Class 2, students learn and practice time phrases and sentence structures in Chinese, as well as review vocabulary. In Class 3, students learn and practice the structure of phrase with two time references, location words, and the complete sentence structure that contain both time and location phrases.
- Learning Outcomes
Students will be able to:
- exchange, interpret and present information about hygiene activities on the posters
- identify the Chinese characters of the activities, time phrases and location word on the poster
- describe the person, time and location of an action taking place in Chinese
- compare the sentence structure of time, location and action between English and Chinese.
- Background Information
The two Chinese public health posters used in this lesson plan have been selected from the “Hygiene Education for Children” section of Chinese Public Health Posters (2006), an online exhibition by the History of Medicine Division of the National Library of Medicine. Teachers are encouraged to view the Chinese Public Health Posters exhibition as a whole and select other posters to meet the needs and interests of students, as well as incorporate other subject areas such as health education, communication, or social studies.CloseClose All
Handouts: [Note: Most handouts include both traditional and simplified Chinese characters. Teachers are to review and determine whether to use one or both characters based on the established practices of their respective school systems.]
- Warm-up Activity (PDF) (MSWord); Teacher's warm-up Activity (PDF)
- Class 1: Vocabulary:Action (PDF) (MSWord)
- Class 1: Teacher's reading script (PDF)
- Class 1: Vocabulary Homework (PDF) (MSWord); Teacher’s Class 1: Homework Assignment (PDF)
- Class 2: Vocabulary: Time (PDF) (MSWord)
- Class 2: Time Phrases (PDF) (MSWord)
- Class 2-Sentence Structures Summary (PDF) (MSWord)
- Class 2-Sentence Structure Homework (PDF) (MSWord) & Teacher's Class 2: Sentence Structure Homework (PDF)
- Class 2-Teacher's Circling Question Samples (PDF)
- Class 3-Vocabulary: Place (PDF) (MSWord)
- Class 3-Time and Place (PDF) (MSWord)
- Cumulative Vocabulary (PDF) (MSWord)
Other materials and set-ups:
- a class display set-up (e.g., overhead projector and screen, smart- or promethium-board, or large print-outs) for the
- Poster 1: "I wash face, bruch teeth, wash hands before meals, and rince mouth after meals" ca. 1950
- Poster 2: "I often play outside in fresh air" ca. 1950
(Source: Chinese Public Health Posters (2006) online exhibition)
- a cumulative vocabulary chart for the class
- large index cards in four different colors and markers
- Class 1 Procedures
Class 1 Procedures:
- Display and introduce to students the Chinese Public Health poster 1 and poster 2. Then Project the Warm-up Activity handout and complete the Venn diagram as a class.
- Distribute copies of Class 1-Vocabulary: Action, and read aloud each word while pointing to its illustration on one of the two posters. Have students repeat each read-aloud.
- Demonstrate Total Physical Response (TPR) activity with a volunteer student by reading aloud a word and having the student act out its meaning. For example, as you read aloud xǐ 洗 liǎn 臉 ( xǐ 洗 liǎn 脸), the student listens then pretends to wash her/his face.
- Have students work in pairs and use the Total Physical Response (TPR) to practice learning the action words on the vocabulary list.
- Refer back to the Chinese public health poster 1 and poster 2 and review (visually, auditorily, and kinesthetically) as a class the action verbs on Action Vocabulary.
- Display Teacher’s Reading Script. Tell students that, as you read aloud the short paragraph, they are to listen for and act out the action words that they recognize.
- Pass the Exit card for students to write three action verbs in pinyin they learned in this lesson.
- Collect Exit card and handout the Class 1-Vocabulary Homework.
- Class 1 Evaluation: The class participation, completed worksheet, and collected Exit card provide assessment of the progress students are making in their language acquisition.
- Class 2 Procedures:
- Have students use their completed Class 1-Vocabulary Homework and review answers as a class. Collect the homework from students for evaluation.
- Using Class 2-Time Phrases, review vocabulary and demonstrate Chinese sentence and time phrase structures through multi-sensory activities, such as read aloud, Total Physical Response (TPR), visual references to the text and/or poster illustrations, etc.
- Handout copies of Class 2- Sentence Structures Summary and Class 2-Vocabulary: Time and review the sentence structures and the new words on the vocabulary list by reading them aloud as a class.
- Conduct circling question activity--see sample questi