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Chinese number 2.

One world one dream

Focus concepts:

  • Interaction
  • Culture

Effective teaching:

  • Enhancing the relevance of new learning
  • Encouraging reflective thought and action

'One world one dream' is the slogan for the Beijing 2008 Olympic Games. 

Learning intentions

Students will:

  • view the bid video/or images for the Beijing 2008 Olympic Games and consider how China uses images of culture and heritage
  • examine in pairs/groups some selected images of China and consider why these are important
  • participate in groups to design a web page that represents images of a country (New Zealand or others) and justify their choices.

Activity 1 – Looking at China's bid for the Olympic Games

View the bid video for the Beijing 2008 Olympic Games. Before you view it, ask the students to note down their responses to the questions:

  • How does Beijing promote itself to the world?
  • What images are used?
  • What do the images reflect?

Ask the students to reflect on these questions during the viewing.

After the viewing (students may need more than one viewing), construct a star diagram together showing answers students found to these questions.

As students complete these activities, look for:

  • What connections do students have to prior knowledge about China/Chinese culture?
  • What understanding of concepts such as heritage do students show?
  • What will be needed to support learning within these conceptual understandings?
  • What images are used to represent people and places?

Activity 2 – A web page for Beijing

In selecting ideas for the Olympic Games bid, China promoted many key aspects of its culture and heritage. A student from Beijing, China, was asked to develop a front web page to capture the important images of China for other students in the world.

View Appendix 6, an example from Zhou Jiacheng, a teenager who has selected six images for Beijing.

Copy and cut up Appendix 7 so that each image is separate from the information about it and give students either the image or the information part. Ask students to ‘find’ their matching image/description and form a pair. Then see if there is another matching pair – join to form a group of four.

Each groups reports back to the class on their image of China, informing the class about why it is important and why it has been selected to go on the web page.

In the same groups:

  • Your task: The Olympic Games Committee has set your class the task of preparing a web page to profile your country to host a future Olympic Games. It is an initial scoping in which you need to present your country as unique from every other one. Include the distinctive elements of culture and heritage about your country. You also need to be able to justify your choices.
  • Images are more important than words – not everyone in other countries will be able to read high-level English language. The layout is important to engage with the target audience. Working as a group, decide on the images you will use, and then develop these into one final website version. Develop your design on paper OR on a web page using photos, etc.
  • Consider:
    • What is most important about NZ culture?
    • How can you show this?
    • What images best represent this?
    • How can you present this in a way that encourages the Olympic Games Committee to find out more about New Zealand (eg colour, fun, action, interest, student-related images)?

(OPTION – all students could focus on New Zealand, OR you could select a number of countries and allocate these to groups, or groups could choose a country.)

You can only choose six images on the front web page: What would they be? Why?

Once the groups have their design and selected images, they could complete this table.

Images from NZ

What does it show us about culture/heritage?

eg silver fern

 
   
   
   
   
   

Perspectives thinking

Join together and participate in a 'bid ceremony’ in which each group presents their ‘web page’ to the others and justifies their choices.

Key questions

  • Why have the different groups selected different images?
  • Is there one view of New Zealand?
  • Where does our view come from, that is, what informs it? What are our values/beliefs?
  • Is this a balanced view? Does it show bias?
  • How did other representations affect your views?
  • How could these images change in 20 years time?

Note: Be aware that the important aspect of this activity is the students' justification. NO ONE ANSWER IS CORRECT. The link to culture and heritage is key – do these images consider the past as well as the present culture of a place?

Critical thinking

The student groups chose different images – why? Is there just one image of New Zealand / another country? What affects our choices (for example, media, culture, or education)? Consider writing or debating these points after reflecting on the learning.

The class could consider the most appropriate ‘web page’ to send to the Olympic Games Committee.

Activity 3 – Exploring connections

As a summary/reflection, explore some of the connections between China and New Zealand. On a large piece of paper draw an arrow. Choose a focus and write it above the arrow, for example, the focus might be culture.

Culture

How does culture connect New Zealand and China?

Other focuses could include:

  • technology and communication
  • colours and symbols
  • food
  • future connections.

Reflect on your learning to date and add some more bricks to the 'Great Wall' you started in lesson 1 – China – What's it to me?.

Language focus

Refer to language lesson 2 – The middle kingdom.

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