2008 Beijing Olympic Games Case Study: Lesson Plan
2008 Beijing Olympic Games Case Study: lesson Plan
Teaching Background and Objectives
Learning Area: Travel and Tourism
Target Students: Form 4 and Form 5
Teaching Hours: 10 lessons (40 minutes per lesson, 400 minutes in total)
Teaching Objectives:
1. Learn about Beijing’s general information and its tourism history
2. The 2008 Beijing Olympic Games-Its benefits to the country
3. Analyze the “SWOT” of Beijing’s tourism development after the Olympic Games
4. Learn about the three concepts of the 2008 Beijing Olympic Games
5. Forms of tourism-understand sports tourism and mega events
6. Explore the positive impacts of Hong Kong co-hosting the equestrian events
7. Analyze Beijing Olympic Games and the issue of cultural heritage conservation
8. Explore the tourism resources of various Chinese provinces
Objectives
Learning Activities
Teaching Resources
Time
Preparation before lesson: Students should complete【p.2 Activity (1a)】
(Teachers should provide students with graph paper)
Part 1:
1.1 Students should complete 【p.1 Worksheet】
in class
Learn about
Beijing’s
general
information
1.2
(i)
Teacher can make use the Power Point in 【Database: An
【Database: An Overview of Beijing】 to Overview of Beijing】
check the answer with students. Teachers Power Point
may compare the performance of the
whole class and give a prize to the
student with the most correct answers.
In addition to the 10 questions on 【 p.1
Worksheet】, teachers can ask students other
questions about Beijing.
1
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2008 Beijing Olympic Games Case Study: Lesson Plan
Part 2:
Beijing’s
Tourism
History
2.1 Students shall bring back their preparation
before class homework【p.2 Activity (1a)】.
(i)
Before proceeding to【p.2 Activity (1a)】,
teacher shall ask students to read【p.2
Source 1】
(ii)
Teacher may ask: (Students may answer
freely)
 What are the differences between the
25
mins.
initial stage and the development stage of
Beijing’s tourism industry? / Why are
there such differences?
(iii)
(iv)
Teacher chooses 2-4 students and ask
them to show their homework of 【p.2
Activity (1a)】with a projector.
Teacher guides the students to
understand that each tourist destination
will experience different life cycles.
(v)
Teacher and students discuss the
question on【p.2 Activity (1b)】.
(vi)
Teacher asks students to read 【p.3
Source 2】and have them plot the number
of tourists visiting Beijing in 2008, 2009
and 2010 on the graph of “The number of
tourists Beijing received between 1980
and 2007”. Then, answer【p.3 Activity
(1c)】.
(vii)
Students shall complete【p.3 Activity (1d)】
after class.
2
“Global Tourism Towards
and Integrated
Approach” 7.2 Life Cycle
of Travel Destination
p.36-40
2008 Beijing Olympic Games Case Study: Lesson Plan
Part 3 and 4:
The 2008
Beijing
Olympic
Games-Its
benefits to
the country
3.1
(i)
With 2 students in a group, complete the
Olympic Facts【p.4-5 Worksheet】in the
mins.
lesson.
(ii)
4.1
(i)
Part 5
40
Teacher checks the answers with the
students. The group(s) with the highest
score will be given a prize.
Teacher asks students to read 【p.6-7 【Database: Relevant
Source 1 and 2】before completing 【p.8 articles about the
Activity (2)】
Olympics】
(ii)
Each group writes down the main points
on the poster and arrange one
representative to present the results.
(iii)
Teacher checks the answers of the
students and make a conclusion.
5.1
40
The SWOT of i) Teacher briefly introduces the meaning of
Beijing’s
“SWOT” :
 Strengths - internal strengths
【Database: Relevant
Tourism
 Weaknesses – internal weaknesses
Development
articles about the
 Opportunities – external opportunities
Olympics】
after the
 Threats – external threats
Olympics
 Teacher uses some examples to explain
the SWOT of the Beijing’s tourism
industry.
ii) Students shall complete【p.9-11 Activity (3)】.
Teacher puts the main points made by the
students (written on post-its) onto the
blackboard according to their categories.
iii) Teacher examines students’ arguments and
gives comments and explanations.
iv) Teacher’s conclusion: The Olympic Games
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2008 Beijing Olympic Games Case Study: Lesson Plan
brings several opportunities to the Beijing
Tourism Industry. Only can we utilize our
strengths, overcome our weaknesses, grasp
the opportunities and tackle the continuous
threats with corresponding measures, can
our country benefits from the Olympic
Games.
Preparation before lesson:
Students shall read 【p.14 Source 2】and complete 【p. 14 Activity (4)】
Part 6:
The Three
Concepts of
6.1
(i)
the 2008
Beijing
Olympic
Games
(ii)
【Appendix 1: Summary
Teacher asks students to read 【p.12 of the three concepts of
Source 1 】 , and explains the three the 2008 Beijing Olympic
concepts of the 2008 Beijing Olympic Games】
Games before asking the students to Three Concepts of the
complete【p.13】.
2008 Beijing Olympic
Games:
Teacher’s conclusion: The impacts of the  The website of the The
three concepts of the 2008 Beijing
Beijing Organizing
Olympic Games on China’s tourism
industry.
6.2
i)
Committee for the
Games of the XXIX
Olympiad (BOCOG)
http://en.beijing2008.cn
/bocog/concepts/index.
shtml
Teacher chooses 2-4 students to make a
report as a tour guide on 【p. 14 Activity
4】.
 Teacher shall prepare a projector and
Information on Beijing’s
computer.
Olympic venues:
(ii)
Teacher’s feedback: Apart from giving
 The website of The
comments to the students’ presentation,
teachers should teach students the
communication skills of a tour guide.
(iii)
Students shall answer【p.15 Question
for discussion 1】in class
4
Beijing Organizing
Committee for the
Games of the XXIX
Olympiad (BOCOG)
http://en.beijing2008.cn/
cptvenues/venues/ytn/
Sample of tour guide
notes:
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2008 Beijing Olympic Games Case Study: Lesson Plan
(iv)
Apart from the above activities, teachers
may make use of【p.14 Activity 4】and
 Website of HKTB
http://partnernet.hktb.c
om/pnweb/jsp/comm/in
dex.jsp
other subjects to conduct cross-subject
activities:
 Chinese and English – Students
present in Putonghua or English.
“Travel and Tourism
 Science subjects - Students compile a Student Manual unit 4:
vocabulary booklet to introduce the
4.2”
relative knowledge of materials,
technologies and skills used in the
construction of the specific stadium.
6.3
(i)
(ii)
Teacher asks students to read【p.15
Source 3】
Teacher briefly explains the assignment
on【p.16 Activity (5)】and ask students to
complete the assignment after class.
 Teacher may give 2 weeks for students to
complete their assignment.
6.4
Part 7:
Forms of
tourism-Unde
rstand sports
tourism and
7.1
(i)
mega events
Beijing’s travel information:
After reading 【p.16 News Excerpts】,  Website of Beijing
teacher discusses【p.16 Extended learning
Tourism Administration
1】with students.
http://english.visitbeijin
g.com.cn/
Teacher may ask about: (Students may
answer freely)
 The Olympic events you love to watch
the most.
 The Chinese Olympic gold medalists you
know and the events in which they won.
(ii)
Students read【p.17 Source 1】
(iii)
Teachers should explain the definition and
categories of sports tourism.
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2008 Beijing Olympic Games Case Study: Lesson Plan
(iv)
Teachers may review the characteristics “Travel
and
Tourism
of cultural tourism with students, and Student Manual Unit 1:1.2”
discuss with them the differences
between these 2 forms of tourism before
asking the students to complete【p.18
Question for Discussion (1b)】in class.
7.2
(i)
Students read【p.19 Source 2】
(ii)
Teacher
explains
to
students
the
categories and definition of mega events.
(iii)
(iv)
Teacher may review the characteristics of
leisure tourism with students and discuss
their differences between the 2 forms of
tourism. Students shall complete【p.21
Question for Discussion (3a)】
Teacher briefly explains to students the Tourist attractions in Hong
requirements of after-class assignment:
Kong:
 【p.18 Question for Discussion (1a)】,  Hong Kong Tourism
【p.20 Question for Discussion (2)】,
Board
【P.21 Question for Discussion (3a,c)】
http://www.discoverhon
and 【p.19 Extended Activity (1)】
gkong.com/eng/index.js
p
 Teacher briefly explains the requirements
of Activity (6) and require the student Information on the Olympic
complete the assignment after school Equestrian Events:
【p.22-23 Activity (6)】
 Equestrian Events
(Hong Kong) of the
Games of the XXIX
Olympiad Company
Limited
http://www.equestrian2
008.org/eng/front.aspx
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2008 Beijing Olympic Games Case Study: Lesson Plan
Part 8:
The positive
impacts of
Hong Kong
co-hosting
the
equestrian
events:
 Check the answers of 【p.18 Question for
Discussion (1a) 】 , 【 p.20 Question for
Discussion (2)】【P.21
,
Question for Discussion
(3a,c)】 and 【p.19 Extended Activity (1)】in
class with students.
 Teacher asks students to complete 【p.24
Mind Map】
 Teacher makes conclusion.
8.1
(i)
Teacher asks: Which cities will co-host
Beijing 2008 Olympic Games? What
events will they be hosting?
Answers:
 The football competitions of the Olympic
Games (except final) will be held in
Tianjin, Qinhuangdao, Shanghai and
Shenyang
 Part of the water sports events will be
held in Qingdao
 The equestrian events will be held in
Hong Kong
(ii)
Teacher invites 8 students to give their
opinions of people from all walks of life.
(iii)
Teacher discusses with students the
social, economic and environmental
(iv)
development impacts of different opinions.
Teacher ask students read 【p.25
worksheet】and then complete 【p.25 -26
Question for Discussion (1a, b)】in class.
And ask them to complete【p.27 Extended
activity (1)】 after class.
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2008 Beijing Olympic Games Case Study: Lesson Plan
Part 9:
9.1
Beijing
Olympics and
the
conservation
of cultural
heritage
(i)
(ii)
80
Teacher divides the class into 2 groups.
Each group shall arrange a representative
to draw lots to decide whether their group
belongs to the “Affirmative Side” and
“Negative Side”.
Teacher asks students to read【p.28-29
Source (1-6)】and complete【p.30-31
Worksheet】.
mins
(iii)
 Each group shall choose 3 debaters from
their group (The Captain, First Speaker
and Second Speaker).
 Teacher distributes 2 memo cards to
each debater and for jotting down their
arguments.
 Debaters have 20 minutes to prepare for
their speeches.
(iv)
 The remaining 10 students from each
group will be responsible for asking 5 【Database: Relevant
questions to the other group in the Q&A
Articles about the
Olympics】
section. (2 students will be responsible
for 1 question)
 Apart from 【p.28-29 Source (1-6)】 ,
teacher may distribute other relevant 【Database: Website of
articles for students’ reference.
 Teacher distributes 5 pieces of paper to
students so that they can write down their
questions.
Beijing case study
reference materials】
 Students will have 20minutes to prepare
their questions.
(v)
 Each group shall nominate 1 student as
the host of the competition. (The host and
【Appendix 2: Rules for
the time-keeper)
Debate Competition】
 Teacher explains to the host the rules
and rundown of the debate competition.
8
2008 Beijing Olympic Games Case Study: Lesson Plan
 Teacher distributes the rundown plan and
timer to the host.
(vi)
Recommended seat arrangement:
Debater
Host
Students raising questions
There should be a name card for each debater on
the desk.
(vii) Teacher compares the performance of the
2 group. The group with a better
performance will be given a prize.
Part 10 and
Part 11:
Tourism
10.1
(i)
Resources of
various
Chinese
provinces
40
mins.
Teacher asks:
 Do you know any symbols for the
Olympic Games?
 What does the Olympic Rings emblem
means?
(ii)
Teachers may draw the Olympic Rings
emblem on the blackboard and ask
student what colors the Olympic Rings
are. Then teachers may ask students to
color each ring. 【p.32 worksheet】
11.1
(i)
Torch Relay Route:
Web Site of The Beijing
Teacher may make use of web pages to Organizing Committee for
introduce the meaning of the Olympic the Games of the XXIX
Flame and the route of torch relay.
Olympiad
http://torchrelay.beijing200
8.cn/en/journey/
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2008 Beijing Olympic Games Case Study: Lesson Plan
(ii)
Teachers may again make use of【p.36
Planned Route of Beijing Olympic Torch
Relay】to show students that apart from
(iii)
(iv)
11.2
(i)
Overview of various
provinces and travel
the 5 continents, the torch will also pass
information:
through 31 provinces , autonomous
 Internet Press Centre
regions, municipalities and special
of China
administrative regions in China.
http://www.china.com.c
n/chinese/zhuanti/1666
Briefly explain the different resources and
00.htm
geographical features of various
(Chinese only)
provinces in China, and hence the
different tourism resources available.
 Hong Kong
Backpacker’s
Teacher briefly explain the assignment
Association
after class:【p.33-34 worksheet】
http://www.hkba-travel.
org/travel_tools/tools_
map.htm
Students bring back assignment【p.34
(Chinese only)
worksheet】.
 Ministry of Commerce
(ii)
Teacher ask students to divide into groups
of 4-5 and discuss worksheet 【p.34】
according to the information
collected information on【p.35】.
they
(iii)
Each group arranges one representative
to present their result.
(iv)
Teachers’ conclusion: Different tourists
will be attracted by tourism resources in
different regions.
10
of the PRC
http://big5.mofcom.gov.
cn/gate/big5/provinced
ata.mofcom.gov.cn/sur
vey/disp.asp?pid=6
(Chinese only)