Language Resident Name:
Day and Date:
Tue. Sep. 15th, 2015
Language and Level (intermediate or advanced class):
Class theme/topics discussed:
Goal(s) of the class:
Students will be able to do basic tsukkomi, or Japanese comedy retort
Students will be able to make simple Japanese boke, or gags
How did you structure the class?
|Time||Title||Notes (T: teacher, S: student)|
|5(5)||Attendance check and announcement||T checks the attendance of the students. At the same time, teacher talks about the coming events and cultural activities.|
Ss participate in a brainstorming to activate their background knowledge related to Japanese humor, or gag culture.
|4(14)||Presentation and practice 1: Tsukkomi||T gives basic tsukkomi expressions to students using powerpoint presentation. Ss familiarize themselves through practice and repetition. After the practice, T tells a simple joke to Ss and they do tsukkomi to the T.|
|10(24)||Presentation and practice 2: Boke||T explains some basic strategies to make gags in Japanese using a powerpoint presentation. Ss do tsukkomi to the examples that comes with each explanation.|
|12(36)||Practice: Boke and tsukkomi integrated||T gives students a handout on which expressions shown on the screen are. Ss get into pairs and practice boke and tsukkomi taking turns. T walks around them and gives advices on Ss’s tone, pronunciation, speed, and so on. When they finished their practice, teacher asks some pairs to present their boke and tsukkomi in front of the class and gives feedback to their performance.|
|14(50)||Activity: Role play||Ss in pairs create their own boke and tsukkomi and present it in front of the class. They work with their partners to make sentences, practice speech, and decide the roles. T gives advice to the students who find difficulty. After the presentation Ss give feedback to others’ performance.|
|10(60)||Consolidation||Ss watch a comedy video and teacher briefly explain what they learned today, using the expressions in the video as materials.|
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
powerpoint presentation, background music, and handouts
What worked well in this class? What did not work?
Students enjoyed talking and making gags. They successfully made their original ones and in the process students activated their own vocabularies and sense of humor through Japanese.
What did not work:
How could this class be improved/ modified?