Language Residents

an archive of lesson plans

Author: Kaori (Page 2 of 4)

JP F10 INT Complain

November 18, 2010 /

Class theme/topics discussed:
Complain
-Game: Making sentences of complains
-Model Dialogue: listening to the model dialogue and filling in the blank
-Role Play: Customer and Server in the restaurant
-Discussion: Student’s experience in the restaurant

How did you pick this theme or topic?
I wanted to meet students’ need that they want to learn daily Japanese conversation. Since this topic generates a chance to talk with negative expressions, students could review many kinds of polite negative and excuse expressions.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout, pair work, general discussion

How did students react?
Some students already forgot some words and phrases about negative expressions, but they remembered soon through the warm up activities. They seemed to enjoy complaining.

Did they engage with each other and you?
Yes, all of them engaged in conversation so much!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
PC, TV

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Sure!

Why or why not?
It motivates students to learn Japanese and also generates lots of chances to learn negative expressions in the classroom.

JP F10 INT Feeling ill

November 11, 2010 /

Class theme/topics discussed:

Expression of feeling ill
-Charades (vocabulary for the expression of feeling ill)
-Watching a video for learning Japanese(the expression of feeling ill)
-Role Play (One students should be a doctor. The other students should be a patient.)
-Making an Origami crane. (Get-well present)

How did you pick this theme or topic?
Since this class has already done the project, I want students to improve daily conversation. This topic is the best as a introduction of daily conversation.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-general discussion
-handout
-role play

How did students react?
They seemed to enjoy the class. They tried to make a beautiful Origami crane hard. So, at the last part of the class, the class was very quiet because they really concentrated on making it. That might be not good for conversation class.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-TV (To watch the video)

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Sure!

Why or why not?

Most students really want to study in Japan. From my experience, it is important for international students to know daily life conversation in foreign countries. In addition, this topic (describing of feeling ill) is easily consisted by many kinds of activities.

JP F10 INT Shichigosan

November 9, 2010 /

Class theme/topics discussed:
-Japanese Cultural Event: Shichi Go San (a traditional rite of passage)
-Charades

How did you pick this theme or topic?
November 15 is the day of Shichi Go San in Japan. I want students to know Japanese culture and also describe their culture’s rite of passage.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-general discussion
-handout

How did students react?
This topic was a little bit difficult for some students. B

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-handout

Would you recommend this activity for a future class?
Sure!!

Why or why not?
Cultural topic absolutely leads student’s motivation. On the other hand, it always happens that students cannot speak in the target language because students do not enough to have vocabulary related to the specific culture.

int 11-09

JP F10 ADV Project, Paper Balloon

October 26, 2010 /

Class theme/topics discussed:
-Making a script for making a video
-playing outside with Kamihusen (Japanese papered balloon)

How did you pick this theme or topic?
Making a script is needed for video shooting.
Since students made a script earlier than I expected, I took students to outside and played with Japanese papered balloon.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Drama in Japanese

How did students react?
They seem to enjoy performing their roles.

Did they engage with each other and you?
Yes!!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes.

Why or why not?
The project is required in the conversation class. Students really enjoyed playing with Kamuhusen. It was their first time to play with it.

JP F10 INT Improvisational Speech

October 21, 2010 /

Class theme/topics discussed:
Improvisational (Extemporal) Speech (Topic: About the Fall Break)
-make a question and put it in the box.
-decide a speech order.
-Speaker draws a topic from the box
-Speaker thinks what he/she wants to say quickly (1-3min) and talks in front of audience
-Question and answer session

How did you pick this theme or topic?
I want students to share their experience during the fall break. Through extemporal speech, I thought students were able to improve their Japanese ability.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Speech

How did students react?
They seem to enjoy this activity.

Did they engage with each other and you?
Yes!!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes.

Why or why not
This activity generate that all students have a chance to talk a lot through speech and question and answer session.

JP F10 ADV Teleconference

October 7, 2010 /

Class theme/topics discussed:
Participating in an electronic meeting of prof. Kurita’s class
Students talked with international students who learn Japanese in Japanese university.
They were talking about their college life.
*Most students take the class and they present some speech via teleconference.

How did you pick this theme or topic?
Professors of Japanese organized this event. Students had a chance to meet and talk with Japanese.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Interview, general discussion

How did students react?
Students really enjoyed chatting with Japanese.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, but this event needs supports by professors of Japanese.

Why or why not?
It is good chance for students to practice Japanese. I think this class motivates students to study Japanese more.

JP F10 ADV Meeting with Japanese Native Speakers

October 5, 2010 /

Class theme/topics discussed:
Participating in Japanese Tea (Meeting with native Japanese speaker, who are belonging to Claremont Colleges)

How did you pick this theme or topic?
Professors of Japanese organized the event. Students had a chance to meet and talk with Japanese.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Interview, chatting

How did students react?
Students really enjoyed chatting with Japanese.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
N/A

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, but this event needs supports by professors of Japanese.

Why or why not?
It is good chance for students to practice Japanese. In addition, this event motivate students to study Japanese more.

JP F10 INT Party

October 5, 2010 /

Class theme/topics discussed:
How to talk in a party (After this class, most students participated in Japanese Tea.)
-Listening a dialogue　(textbook from Japanese Lounge)
-Pair Working

How did you pick this theme or topic?
I wanted students to know how to talk in a party so that students would .

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-general discussion
-handout

How did students react?
-Listening was a little bit difficult for students. But they enjoy making a dialogue.

Did they engage with each other and you?
Yes.

Would you recommend this activity for a future class?
Yes.

Why or why not?
Students need preparation for meeting with Japanese to have a nice time in the party.

JP F10 INT/ADV Crossword Puzzle, Onomatopoeic Expressions, game

September 30, 2010 /

Class theme/topics discussed:
-Crossword puzzle
-Explaining some giongo and gitaigo (onomatopoetic expressions)
– Game: telephone game for practicing giongo and gitaigo

How did you pick this theme or topic?
I wanted students to know much more daily Japanese expressions. I thought that students were able to learn those expressions naturally through playing the games.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-group work
-handout
-PPT

How did students react?
They really enjoyed telephone game.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-Power Point

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes.

Why or why not?
Giongo and gitaigo are essential part of daily Japanese. Students had better to know those expressions in conversation. But, I saw some students were confused a bit. So I should include more giongo and gitaigo to have a chance of practicing them.

PPT09-30-2010

JP F10 INT/ADV Game, Project

September 28, 2010 /

Class theme/topics discussed:
-Warming up game: When, Where, Who, Do?
Procedure: four students write the above each categories and create one sentences.

-Watching a previous project (2006)
-Discussion about the project

How did you pick this theme or topic?
It is the good time to start to think about the project.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-Discussion
-group work
-handout

How did students react?
They were active in exchanging ideas.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-TV

Please attach a copy.
As follows;

Would you recommend this activity for a future class?
Yes, of course.

Why or why not?
This conversation class project is required.

JP F10 INT/ADV Food (Takoyaki, Okonomiyaki)

September 23, 2010 /

Class theme/topics discussed:
Japanese food (Okonomiyaki and Takoyaki)
-Watching You Tube: How to make okonomiyaki and Takoyaki
-Playing the game: Feel the object
-Checking how to cook Okonomiyaki through using a handout.
-Asking “What Japanese foods do you like?”

How did you pick this theme or topic?
I organized a Study Break at the same day. Before the study break, I wanted students to know much about Okonomiyaki, Takoyaki and their background information.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-Discussion
-Watching a video
-Cabbage, Flour, and Apple for the game: Feel the object
-hand out
-Advertisement of Marukai

How did students react?
They enjoyed watching You tube and

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-You TubeWould you recommend this activity for a future class?
Of course, YES!

Why or why not?
-Students love cooking!
-Students were able to learn Japanese culture through foods.

int 09-23

JP F10 INT/ADV Games

September 21, 2010 /

Class theme/topics discussed:
-Playing a daily Japanese Karuta
-Game: Fruit Basket

How did you pick this theme or topic?
Students need to know basic words and expressions. Through playing the games, I wanted them to know the vocabulary and expressions in everyday life. Karuta and Fruites Basket gave students a great chance to raise interactions among friends too.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-handout
-group work

How did students react?
They seemed to enjoy very much.

Did they engage with each other and you?
YES.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-Karuta was downloaded from “Daily Living Japanese”. (I attach its PDF.)

Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes!

Why or why not?
It is very good activities for quiet students to use Karuta and game (Fruit Basket) in order to develop their vocabulary and speaking ability.

daily living Japanese

JP F10 INT/ADV Athletic Meet

September 14, 2010 /

Class theme/topics discussed:
About Japanese athletic meet
-Quiz about the event
-Practicing Japanese radio gymnastics
-Game: fruit basket

How did you pick this theme or topic?
I wanted students to know and enjoy one of Japanese seasonal events.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-general discussion
-Power Point
-handout

How did students react?
-Quiz was very difficult for students. I should have considered their level more.

Did they engage with each other and you?
Not so much. The task was too difficult to answer some questions.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-Power Point
-You Tube

Would you recommend this activity for a future class?
Yes, but it was difficult for students to discuss about the topic in detail.

Why or why not?
They need more vocabulary for open discussion. I have to care their skill of Japanese more.

Int 09-14

PPT09-14-2010

JP F10 ADV Tongue twister, Games

September 9, 2010 /

Class theme/topics discussed:
– Japanese traditional Tongue Twister (Uirouri, Jugemu)
– “Who am I?” game
Procedure:
1) Write some person/animal/job on the post-it.
2) Pass it around and put it on forehead.
3) Ask something to guess “who am I?” with yes-no question.
– Yamanote line game
Procedure:
1) Decide the topic (Our themes were “Japanese foods” and “country”)
2) Answer related words about the topic while clapping to beat. Don’t say same
words again.

How did you pick this theme or topic?
A student asked me to do games or something fun more in the class. So I did a lot of games. And I thought students should remember much more vocabulary.
These games are really good to remember or learn vocabulary.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

As for Jugemu, I gave handouts to students.

How did students react?
It was difficult for them to understand the meaning of old language twister.
They really enjoyed games. Both games help students to enhance their vocabulary.

Did they engage with each other and you?

Yes, they tried to use many Japanese words through games.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
You Tube

Please attach a copy.

Would you recommend this activity for a future class?
Yes, but I recommend just two games.

Why or why not?

As for traditional tongue twister, it is a little bit difficult for students to practice and understand the meaning. The games help students to get to know each other and enhance their vocabulary.

JP F10 INT/ADV Tongue twister, weekends, children’s song

September 7, 2010 /

Class theme/topics discussed:
-Practicing Japanese tongue twister (watch the video and practice it)
-Taking about “How was your weekend?”
(Pairwork→explaining partner’s weekends)
-Singing a song (For Intermediate students): Shiawasenara te wo tatakou (If you are happy and you know it.)
-Discussion about cell phone (After reading the English articles)

How did you pick this theme or topic?
Last week, I thought I should pick up topic of the daily life because students had limited vocabulary.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-Showing You Tube
-Power Point
-handout
-articles about Japanese cell phone

How did students react?
They seemed to enjoy talking themselves in Japanese. Some students prepared what they speak in advance. Some students loved singing a song.

Did they engage with each other and you?
Since pair work went well, all students tried to use Japanese.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-You Tube
-Power Point
-Articles about Japanese cell phone

Please attach a copy.
Please also check the “Power Point” and “Web Resources” on Sakai.
　　 　
Would you recommend this activity for a future class?
Yes, today’s activity was well organized.

Why or why not?
Students seemed to enjoy more than last class. Now, I found what I should pick up the topic in the Intermediate class. I’ll focus on the daily life topic for a while.
As for Advanced students, I should have brought Japanese articles instead of English articles because they really wanted to read Japanese.

JP F10 INT/ADV Japanese Everyday Life, Number Bingo Game

September 2, 2010 /

Class theme/topics discussed:
-Ice breaking game: Number Bingo Game (for intermediate students)
(students write down some number and do bingo game! It would be good for students to remember number in Japanese. Some of them totally forgot vocabulary during summer)
-Checking various kinds of sushi. (For Advanced class students, they could watch a funny youtube video. )
-Talking about modern Japan

How did you pick this theme or topic?
I wanted students to know the different perception of sushi and Japan between U.S. and Japan.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-handout
-Discussion

How did students react?
-Game was too boring.
-It is difficult for students to discuss the perception of Japan

Did they engage with each other and you?
No, they kept quiet…

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-handout
-A lot of post cards
Please attach a copy.
N/A

Would you recommend this activity for a future class?
Yes, it was OK activity. As for an ice breaking game, I never recommended because it was boring.

Why or why not?
It is interesting topic for student to discuss Sushi but I thought students had rare chance to talk in Japanese. I should have included more activities.

JP F10 INT/ADV Introduction

August 31, 2010 /

Class theme/topics discussed:
-Going through class requirement and signing up
-Self-introduction
-Question and Answer about self-introduction
-Asking about requests for conversation class

How did you pick this theme or topic?
I wanted students to get to know each other and to understand class requirements

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
-Student presentation
-Power Point (for my self-introduction)
-Discussion

How did students react?
Students were very nerves. It was difficult for them to understand what I said. I’ll have to speak slowly and change the way to speak.

Did they engage with each other and you?
Yes, they tried to engage…but they were really nerves.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
-Power Point

Please attach a copy.
Please check the “Power Point” file.

Would you recommend this activity for a future class?
Yes, but more activities should be included.

Why or why not?
I recommend that you should do some ice-breaking activity to get to know each other because friendly mood promotes conversations.

JP S10 INT/ADV Cooking

May 4, 2010 /

Class theme/topics discussed:
The last day of the class! Making Yakisoba!

How did you pick this theme or topic?
It was the last day of the class, so we decided to make Yakisoba together.
Yakisoba is pretty easy to make..I asked students to help a little bit.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

How did students react?

Did they engage with each other and you?

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Would you recommend this activity for a future class?
YES!

Why or why not?
I think it was nice treat for them to have food and snacks at the end of the semester. Because they tried to work hard during this semester, motivated themselves to learn Japanese.

JP S10 INT/ADV Who is telling the truth?

April 29, 2010 /

Class theme/topics discussed:
うそみたいな本当の話（Group Work）
Evaluation for Conversation Class ( I finished 15 mins earlier than usual to fill out the evaluations)

How did you pick this theme or topic?
うそみたいな本当の話-We did similar things before early in this semester. This time, I divided into 2 groups, and they have to tell their unreliable stories to peer in their group. Then, students need to pick up one person who was going to tell the truth. The rest of others needed to tell a lie. After that students had to tell their stories to other group(they were audience in this time) Another team have to guess who was telling the truth.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

How did students react?
They looked tired, but they reacted very well. Some students were out of focus today…

Did they engage with each other and you?
I think so.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
n/a

Would you recommend this activity for a future class?
YES

Why or why not?
This time, they looked so tired to take a class. ( I think it was because of final exams or writing paper…) But, they engaged with each other, and they asked me a lot of questions.

JP S10 INT/ADV Calligraphy

April 27, 2010 /

絵描き歌
Calligraphy

How did you pick this theme or topic?
In 絵描き歌 , there are many vocabs and phrase. I sang 絵描き歌 for students. And they have to listen and need to understand what I said. We made sure the phrase, we drew the picture together.
In Calligraphy part, I explained what 永字八法was, how to use the brushes, and how to use papers. 永字八法 is the 8 elements for practicing and writing Calligraphy at the beginning.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

How did students react?
They enjoyed doing Calligraphy and 絵描き歌. They were surprised when the picture was completed at the end.

Did they engage with each other and you?
Yes, they did!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
『絵描き歌』http://www.geocities.jp/ekakisong/
『永字八法』　　http://ja.wikipedia.org/wiki/%E6%B0%B8%E5%AD%97%E5%85%AB%E6%B3%95　

Would you recommend this activity for a future class?
YES!

Why or why not?
Intermediate Students suggested me to have Calligraphy at the lesson. I just decided to do same thing as Intermediate class for today. Advanced students also seemed to have fun doing Calligraphy☺ I was glad that they loved it.

JP S10 ADV Make a decision about your life

April 22, 2010 /

Class theme/topics discussed:
Video-ライフカード『マドンナ編』-冒険・友情・封印
あなたならどうしますか？

How did you pick this theme or topic?
I thought it was good practice for new vocabs, for explaining their opinion for video, for listening practice.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
・ライフカード『マドンナ編』のYoutubeを見せる。
・三枚のカードのVocabの導入(ask the students how to read and meaning, if they don’t know, guess the meaning from the video, then I introduce how to read and meanings)
・意味と読み方が分かったところで、ビデオと同様にカードを選ばせる。『もし、自分がこの状況だったらどうしますか？』
・どうしてそのカードを選んだのか理由を述べあう
・『冒険・友情・封印』のビデオを見せる（まず一通りビデオを見せ、わかったかどうか確認。もう一度内容を確認しながらビデオを見せる）

How did students react?
They reacted well. ストーリー性のある内容のビデオなので、学生はビデオに見入っていた。内容は少し難しかったようだが、お互いにDiscussすることで内容を見出していったようだ。

Did they engage with each other and you?
Yes, they engaged very well.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
ライフカード―http://www.youtube.com/watch?v=dlTmW1kIQco&feature=related

冒険―http://www.youtube.com/watch?v=LBMZ574zOTw&feature=related
封印―http://www.youtube.com/watch?v=L9WYVPCH3pk&feature=related
友情―http://www.youtube.com/watch?v=O5k9BBP412g&feature=related

Would you recommend this activity for a future class?
Yes.

Why or why not?
Because they talked and laughed a lot. しかし、Videoの内容が少し学生にとってややこしいストーリーだったのか（特に『友情編』）途中でだまりこくってしまった。

JP S10 INT/ADV Fuck My Life

April 20, 2010 /

Class theme/topics discussed:
Fuck My Life

How did you pick this theme or topic?
Anastasia gave me this idea for advanced class. She told me FML was so much fun to discuss.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
1) Asked students meaning of “Fuck My Life” in Japanese
2) I gave them the translation for it. 『死ぬかと思った』
3) Let students explain the meaning of “I agree, your life sucks” “you totally deserved it”
4) Students picked up a slight of paper
5) Students need to summarize the sentence what they said on it.
6) We discussed why you agreed or not.

How did students react?
They enjoyed doing FML and they discussed a lot the topics which they chose. Actually, I really enjoyed doing FML!

Did they engage with each other and you?
Yes, they engaged very well. We laughed a lot with the topics that we shered.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
『Fuck My Life』 http://www.fmylife.com/tops/flop

Would you recommend this activity for a future class?
YES！

Why or why not?

Everybody already knew this website! Once I said the word “Fuck My Life”, they started laughing at what I said in English. They tried to translate to English to Japanese, and also their own summaries and translations for “fuck my life” story were very hilarious. We laughed a lot and discuss a lot about the topics. It was good excises to explain the material and discuss our opinion. Time flew very fast today! Also, that was good vocabs and phrase lesson!

JP S10 INT/ADV Interview planning

April 1, 2010 /

Class theme/topics discussed:
We discuss what kind of Topics do we want to interview to Japanese Students

How did you pick this theme or topic?
We need to prepare well for interview. Now it is time to decide what kind of topic we need to ask to Japanese Studnets.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Students gave some Modern Japanese words(kind of slang), for example, 就活・婚活・ナンパ・合コン・飲み会・草食男子・肉食女子・・・

How did students react?
So many topics came up! It was great! Everybody has been to Japan for study abroad before, and most of them already knew modern Japanese such as就活・婚活・ナンパ・合コン・飲み会・草食男子・肉食女子. It was quite easy to decide the Topics.

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
n/a

Would you recommend this activity for a future class?

Why or why not?

JP S10 INT/ADV Project, Spring Break

March 23, 2010 /

Class theme/topics discussed:
How was Spring Break
Conversation Project

How did you pick this theme or topic?
Today was just right after Spring Break, students might be still in vacation on their mind, so I just let them talk what they did during spring vacation.
Class Project- We have to work on Class project for the end of semester. I gave them some options what they want to do for it.
Creating Anime with Xtranormal.com, Video-shooting-1)Onomatopoeia, ２）Introduce something(例えば、各学校について。どんな活動が行われているとか、このビルではどんな科目が勉強できるとか・・お題は後から学生と話しあうつもりで) ３)Interview 4)Cooking 5)Music

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I told them we need to decide what we are going to do for class project.　次の時間までに何をしたいか考えてくるように指示。もし他にいいアイディアがあればクラスにもってくるように。

How did students react?
They were so tired today…I knew it because today was right after Spring Break.

Did they engage with each other and you?
Yes, I think so. They tried to focus on the class.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
n/a

Wold you recommend this activity for a future class?
Yes

Why or why not?
Sometimes, just talking is good. Especially, after long Break, it works.
Because class project is required.

JP S10 INT/ADV Immigration

March 11, 2010 /

Class theme/topics discussed:
At the airport-単語の導入『パスポート』『税関』『滞在の目的』『入国審査』『観光者』
Creat passport
Write Post Card

How did you pick this theme or topic?
I chose this topic because today is right before spring break. I thought it must be fun to role play to be a tourist and custom officer at the airport

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
１）Picture cardを配布－どこの国か当てる。それから一枚好きな国の絵を選ぶ
２）I gave them world famous people’s picture （名前やプロフィールが記載されてある）
３）Create own passport
４）Role Play/ Ask your partner’s propose of visit, or made up any kind of questions and ask! If a custom officer think it is ok to let them enter the country, a custom officer should sign their autograph to visitor’s passport.

How did students react?
They reacted well. They seemed to be having fun!

Did they engage with each other and you?
Yes, I think so.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

有名人－http://genkienglish.net/birthdaycards.pdf
パスポート-http://genkienglish.net/passportj.htm
Picture of country-フランス・ドイツ・イギリス・エジプト・韓国・中国・スイス・・・

Would you recommend this activity for a future class?
YES!

Why or why not?
Intermと同じことをしたが、This activity also worked for Advanced students,少し幼いようなゲームだったが、パスポートを作ったり、日本の昔の有名人について話したり、なかなか盛り上がった。They enjoyed a lot and created unique questions. I am glad they kept on talking a lot.

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