an archive of lesson plans

Author: Cozy Enrique NKD

JP F22 INT/ADV : Let’s talk about holiday plans!! 休日の過ごし方・予定について話そう〜!

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 14th week (28th and 30th November 2022) 

Language and Level (intermediate or advanced class):  Intermediate

Class theme/topics discussed: Conversation project

Goal of the class:  To be able to talk about holiday, resolutions

How did you structure the class?

28th November

16:15            

              Talking about how to spend your holidays (This time focused on

                      Thanksgiving, winter break)

              Introducing new words to students

              Changing pairs to talk about the topic

              Expanding this to their cultural customs, rituals

17:15      End

30th November

16:15            

              Reviewing this year (Sharing the highlight of this year),

 talking about ambition (resolution for next year)

16:55     

Evaluation start!

17:15      End

What technology, media or props did you use?  

n/a

What worked well in this class? What did not work?

Overall, looking back for this course, I should have made them hurry to finish the conversation class project at the end of October already. During the evaluation, I felt we did not go through enough classes to “evaluate”. Next semester, there are going to be only 4 students for intermediate (thank god), so I will try not spending too much time on CC project next semester. 👈という懺悔を残したりしてw

JP F22 INT/ADV 政治や外交・歴史や人権、人種差別の問題について話そう!Let’s talk about complex subjects such as Politics, Intl relations, History, racism and Human rights!

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 14th week (29th Nov and 1st Dec 2022) 

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Conversation project

Goal of the class: To be able to express on the academic interest they have

How did you structure the class?

29th November 2022

16:15

              Talking about bilingualism and economical success in California

              Talking about a documentary film about heritage language

and social exclusion in Korea

17:15

1st December 2022

16:15

              Talking about microaggression and racial justice

              Talking about minority / majority issues in Japan

17:15

What technology, media or props did you use?  

   Handout, YouTube video

What worked well in this class? What did not work?

It was great two consecutive session to talk about their themes that they’re passionate about. They learned many higher / abstract words.

マイクロアグレッションの問題を説明する動画。

人種差別の無知を笑いで切り返す、爽快な動画。考えるきっかけとして最適

日本における「外人」差別をデフォルメして描いた動画。もちろん実際ここまでの人はいないにしても、多かれ少なかれ差別はあるよね。

学生の一人が制作に携わった、韓国のドキュメンタリー。いわゆる「ハーフ」の子達が、自らのルーツと向き合うためベトナムに旅行する、そのインタビューも載っているとのこと。非常に参考になる。(全て韓国語、たまに日本語も)

ハーフ達

日本における「ハーフ」のリアルを描いたドキュメンタリー映画。本当に力強く、マジョリティの「純ジャパ」と自称する人たちこそ見て考えを改めるべきで、その参考になる作品。

JP F22 INT/ADV: 言語学習する上でのあるある〜!Momentについて語ろう!Why do you study Japanese?!的な

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 3rd week (13th and 15th September 2022) 

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Why do you study Japanese?

Goal of the class:

              To be able to talk about language learning related topics.

How did you structure the class?

13th and 15th  September 2022

16:15            

              16:15            

              Gathered at intl’ theater, small talk among students to wait

for HVM students (Playing some J-POP music)

16:20      Introduction to the topic

Q1. なんで◯◯語を勉強しているの?どうして◯◯語を勉強しているんですか。 

Q2. ◯◯語を勉強してる時、どんなことが難しい?

◯◯語を勉強している時、どのような点が難しいと思いますか。

Q3. 逆に、どんな時に「勉強してて良かった〜!」って感じる?

では、どういったタイミングで「勉強して良かった」

Q4. 勉強する時にいつもすることって何かある?例えば、コーヒーを飲む、とか。

  勉強する際、ルーティーンのようなものはありますか。例えば、コーヒーを飲む、など。

Q5. 将来、◯◯語を使ってどんなことしたい?

       将来的に◯◯語を使う予定はありますか。ある場合は、どういったことをしたいとお考えですか。

Q6. 日本語以外に別の言語を勉強するなら何を選ぶ?その理由は?

Q1. Why do you study Japanese?

Q2. What is the most difficult thing while learning Japanese?

Q3. In contrast, when do you feel “I am glad to know the language~!!”

Q4. Do you have certain routines while learning Japanese? Such as listening to J-Pop, drinking green tea, etc?

Q5. Do you have a plan to use Japanese for your job / hobby in the future?                    

Q6. What language would you like to learn other than Japanese and why?

              Changing partners, interacting,,,

17:15

              End

What technology, media or props did you use?  

Handout

What worked well in this class? What did not work?

Students really enjoyed this topic, so they required to repeat it since they could not finish to answer at the first class. And, when it came to the Q5, everyone was passionate talking about it.

↓Advancedで使った資料。実際の僕の回答を、大阪のことばで書くことによって、実際にネイティブスピーカーがどのような回答をするのか例を提示した。

<回答例>

Q1. なんで◯◯語を勉強しているの?どうして◯◯語を勉強しているんですか。 

せやねー、もともと両親が日本語じゃない言葉話してたのを子どもの頃から見てきたから、言語とか文化にすっごく興味あってん。ほんで、大学生の頃言語学とかにも興味出てきたから、色々勉強してみた、みたいな。

そうですねー、幼い頃から両親が日本語ではない言葉を話していたのを見ていたため、言語や文化にとても興味があったんですね。それで大学で言語学にも興味が湧いて、色々な言語に触れてみたという感じです。

興味がある→

興味が湧く(わく)→

◯◯に触れる(ふれる)

せやね →そうだね

Q2. ◯◯語を勉強してる時、どんなことが難しい?

◯◯語を勉強している時、どのような点が難しいと思いますか。

スペイン語やってた時はー、やっぱ何言うても動詞の活用がホンマに難しかってんなー。発音はたいしたことなかってんけど、ただ最初はものっそい速くて、何言うてるかわからへんかったけど。

 スペイン語を勉強していた時は、やはり動詞の活用がとても難しかったですね。発音自体はそこまででしたが、始めの頃は速すぎて相手が何を言っているのか、わかりませんでした(笑)

動詞の活用(どうしのかつよう)

ものっそい →ものすごい →物凄く

Q3. 逆に、どんな時に「勉強してて良かった〜!」って感じる?

では、どういったタイミングで「勉強して良かった」

と感じますか。

 やっぱ僕の場合、少しでも言えるフレーズとかあって、言ってみると相手が喜んでくれたりとか、そういう会話のきっかけというか。それが嬉しいかな。あとは、誰か好きになった人がいてて、その人のことをもっと知りたいな思って勉強したっていうのはあるかな。なんやろ、スペ語とか。やっぱそれは動機付けとして強いよね、モチベーションの維持的な。

 そうですね、例えばですが、少しでも話せるフレーズがある場合にそれを使ってみて、相手の反応を見るのが好きですね。良い会話のきっかけになりますよね。他のタイミングと言えば、誰かのことを好きになって、その人のことを深く知りたいと感じて勉強したというのはありますね。特にスペイン語はそうです。それは語学の動機付けとして強いですよね。モチベーションの維持に繋がるというか。

例えば(たとえば)→

〜〜な場合(ばあい)→

相手(あいて)→

反応(はんのう)→

きっかけ

深く(ふかく)→

動機付け(どうきづけ)→

維持(いじ)→

繋がる(つながる)→

Q4. 勉強する時にいつもすることって何かある?例えば、コーヒーを飲む、とか。

  勉強する際、ルーティーンのようなものはありますか。例えば、コーヒーを飲む、など。

うーん・・・あれかな、勉強法はシャドイングばっかやってんねんけど、歩きながらやることが多いかな。あんまり部屋の中でちまちまするんは好きちゃうから。

  そうですね、勉強法としてはシャドイングを歩きながらしますかね。あまり部屋の中で机にむかってというのが好きじゃないので。

〜する際(さい)=〜する時

部屋(へや)→

ちまちまやる →

Q5. 将来、◯◯語を使ってどんなことしたい?

      将来的に◯◯語を使う予定はありますか。ある場合は、どういったことをしたいとお考えですか。

 せやなー、いまアラビア語勉強してんねんけど(笑)、そもそもアラブの人たちがどんなこと考えてんのか知りたい思って始めたから、色々対話してみたいなー思てるよ。

 そうですね、いまアラビア語を勉強していて(笑)、アラブの人々がどのようなことを考えているのか知りたいと思って始めたので、色々と対話してみたいと考えています。

Q6. 日本語以外に別の言語を勉強するなら何を選ぶ?その理由は?

 うーん、スラブ語系は一切やったことないから、興味はあるかな。チェコ語とかw キリル文字覚えんでええからw あとはタイ語もっかいやり直したいかも。適当に勉強してたから、もすこしちゃんと話せるようになりたいなー思てるよ。タイ語話す友達結構いてるから。

 そうですね、スラブ語族にはまだ手を出したことが無いので、興味はあります。チェコ語なんかは新たにキリル文字を覚えなくて良いので、穴場かなと思っています。あとは、タイ語をもう一度やり直したいと思っています。これまであまりしっかり勉強して来なかったので、もう少し話せるようになりたいですね。タイ語話者の友人がいるので。 

もっかい→

やり直す→

語族(ごぞく)→

穴場(あなば)→

話者(わしゃ)→ 

キリル文字→

JP F22 INT/ADV: Let’s rent a house in Japan!! 日本で家を借りよう〜!

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 4th week (20th and 22nd September 2022) 

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed:

Goal of the class:

              To learn expressions of comparison, recommendation, through activities of renting a house in Japan.

How did you structure the class?

20th September 2022

16:15            

              Showing the topic, reviewing the basic expression of comparison

              Showing the topic, reviewing the basic expression of recommend

              Reviewing useful vocabulary related to the topic

16:25

              Example question: Comparing two rooms

              Students should read the details of the room

              Students should ask landlord (Me) the lacking information

              Discuss with partner which room to rent

              Discuss with everyone, stating pros / cons

16:40

              Start using the website “Suumo” in Japanese

https://suumo.jp/

              Students should follow the direction of slide 5, find best room

17:00

              Presentation of the best room as the role of owner of the house

              Audience should ask many questions

              Landlord should give merits

17:15

              End

What technology, media or props did you use?  

Handout, ppt

What worked well in this class? What did not work?

Student liked to be both landlord and customer. They make up stories and everyone was laughing. It was one of the best class.

JP S22 INT/ADV: Hanami at Little bridge ポモナで花見!桜

Class theme/topics discussed:  :  Hanami (Appreciating the beauty of Sakura flower), Education in Japan

Goal of the class: To have an experience to spend some time under the Sakura tree talking about Japanese culture while drinking Matcha green tea

How did you structure the class?

8th  Mar 2022

16:15

            Meeting in front of Oldenborg

16:20

            Arriving at the Sakura tree, start making Matcha,

               eating Wagashi (Traditional confectionary) , Talking

17:15

            End

What technology, media or props did you use?  

Students’ mac laptop, ZOOM, Google slide

What worked well in this class? What did not work?

We enjoyed the tea ceremony under the Sakura tree. Both students were excited to use the bamboo brush to make Matcha green tea. One student shared her memories with Wagashi.

JP S22 INT/ADV: Japanese School 日本の学校のシステムについて

30th Mar 2022

(https://docs.google.com/presentation/d/1G7LjUtHKxECjJISn0-Fi89KGOmGGB-NTBHrwpT4TVhs/edit?usp=sharing )

16:15              

            School systems, different school year, tradition

            (Following the google slide)

17:15

            End

What technology, media or props did you use?  

Students’ laptop, Google maps, Photos

What worked well in this class? What did not work?

Students enjoyed playing the “Who’s the imposter?” game. Students loved talking about the memories from their high school days. They liked seeing the difference of educational culture.

JP S22 INT/ADV: Find the imposter! game裏切り者は誰だ?!

Day and Date: 11th week (27th and 30th Mar 2022) 

Language and Level (intermediate or advanced class):  Intermediate

Class theme/topics discussed: Description game, Japanese school year

Goal of the class: To be able to describe different texture, patterns, colours.

How did you structure the class?

27th Mar 2022

16:15

            Find the imposter! game using the picture cards.

(Sophia has them)

17:10

            End

JP S22 INT/ADV: Campus tour guide 生徒主導のキャンパスツアー

6th April 2022

16:15

            Meeting in front of Oldenborg front gate. Students started guiding

            Talking about different kinds of tree / plants / flowers, favorite buildings to spend time.

17:15

            End (at CMC)

What technology, media or props did you use?  

Students’ laptop, Google maps, Photos

What worked well in this class? What did not work?

The walking tour was a little bit too hot outside.

JP S22 INT/ADV: People from Kinki region, stereotype ステレオタイプ、近畿地方のおもろい人々

Day and Date: 13th week (11th April 2022) 

Language and Level (intermediate or advanced class):  Intermediate

Class theme/topics discussed: Characteristics of people from Kinki Region, Personality, Intro to Religions in Japan

Goal of the class: To be able to describe personalities, to comprehend basic ideas of modern Japanese perspectives on Religion

How did you structure the class?

11th April 2022

( https://docs.google.com/presentation/d/1_1TIHo2LZP8psU_URT3YqyMmSdzoqlnGNXBjPK2kiGs/edit?usp=sharing )

16:15

            Talk about Kinki region in Japan. (West center Japan)

            Proverbs, various expressions

            Characteristics of Kinki region

            Personality, stereotypes of people from different prefectures in Kinki region

            Talk about ones’ personality, character

            Introduce one favourite character from Anime, manga, sitcom, etc.

17:15

            End

JP S22 INT/ADV: Religions in Japan 日本の宗教

How did you structure the class?

12th April 2022

https://docs.google.com/presentation/d/1fbIf_AQ7nXsrNaBqKoMs9jRgKhB-GRosg2C83VhCPuI/edit?usp=sharing

16:15

            Religious Praxis in daily lives in Japan (Postwar era)

            Presence of religious cult (オウム真理教)

            Novel about the incident by Haruki Murakami

            Talking about images of “Religion” in the US

17:15

            End

14th April 2022

Same link as 12th April

16:15              

            Christianity in Japan, its history and modernity

            Islam in Japan

            Okinawan Shamanism, personal experience

            Influence of Japanese colonization in Okinawa, ban of traditions

17:15

            End

What technology, media or props did you use?  

Students’ laptop, Google maps, Photos, google slide

What worked well in this class? What did not work?

At the very end of 14th ‘s class, students looked a little bit tired and bored on this topic. I will change it next week.

JP F21 ADV: 大きな数、否定疑問文、ジェスチャー(Big numbers, negative question such as “Do you mind if ~~”, Gestures)

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 12th week (15th to 19th Nov 2021)  

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed:  ちょっと文法コーナー(ややこしいこと、大きな数や単位の計算について)、ジェスチャー・寸劇

Answering to questions with negation (Complicated issues such as big numbers, calculating units.), Gesture; Making a short skit

Goal of the class:

Students can learn the linguistic / cultural differences of responding to questions, different gestures, different meanings.

How did you structure the class?

16th Nov 2021

16:30

Check in with students (to wait a little bit for some students from different campus.)

16:40

Explain the grammatical difference on 否定疑問文, let students make 3 example sentences to practice the grammatical pattern.

17:00

Students learn big numbers, look for some statistic data

17:20

Students calculate temperature of different places

17:30

End

18th Nov 2021

16:30

Wait until students fully come to the class by checking in

16:40

Show video about misunderstanding with air quote: https://youtu.be/4DqoQq1zME8

The funny aspect of gesture, reflection from students

16:45

Explain each Japanese gesture

17:00

Students start discuss with partner to make a short skit

17:18

Starts presentations (everyone)

17:30

End

What technology, media or props did you use?   

Students’ mac laptop, handouts

What worked well in this class? What did not work?

Almost everyone seem to enjoy. But compared to intermediate class, they are not fully satisfied with the lecture. ( I do not know the needs of students,,, ) (Or it is just because they are too tired to do things due to mid term examination.)

~~~~~~~~~~~~~ handout ~~~~~~~~~~~~~~

2021年11月16日(火)

ちょっと文法コーナー!〜()(てい)()(もん)(ぶん)(こた)(かた)

日本語(にほんご)日常(にちじょう)会話(かいわ)でもよく使(つか)われる()(てい)()(もん)(ぶん)返事(へんじ)仕方(しかた)練習(れんしゅう)しましょう。

今日(きょう)ってテストじゃないよね?We don’t have exam today, right?

       ⇨ うん、テストじゃないよ〜。No, we don’t have one.

  ⇨ いや、テストだよ! Yes, we have!

ごめん、(せん)(げつ)()りた30ドル、まだ(かえ)してなかったよね?

Oh, I didn’t give you 30 dollars back yet which I borrowed from you last month, did I?

  ⇨うん、まだ(かえ)してもらってない〜><

  ⇨いや、もうもらったよ。(せん)(しゅう)(すい)(よう)()にスタバで()った(とき)にくれたじゃん。

ポイント:日本語(にほんご)では、相手(あいて)質問(しつもん)正誤(せいご)最初(さいしょ)判断(はんだん)してから、自分(じぶん)意見(いけん)言います(い   )

  • パートナーと一緒に、否定疑問文の例を作ってお互いに質問しましょう。

♪メモ用紙♬

ややこしいもの・こと

いち One
じゅう Ten
十万
百万
千万
一億
十億
百億
千億
一兆

アメリカの総人口

           人

日本の総人口

           人

ハワイ州の人口

           人

沖縄県の人口

           人

〜年時点で

As of (year ~~)

♪お互いに大きな数字を使うクイズを出そう!

気温について語ろう!

華氏から摂氏への変換方法

(F°− 30)÷2≒C°

例)Los Angeles 73°

(73―30)÷2=21.5

JP F21 ADV: 継承語について Heritage languages

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 3rd week (12th Sept to 17th Sept 2021)

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed:  

Goal of the class:

Lesson 5.1 (On 14th)

Students learned the concept of 継承語(Heritage Language by listening to lecturer’s family history and feelings to his languages. Also they gained new vocabularies by the handouts.

Students talked with partner about what they feel about their heritage languages. If they do not have one, they can talk about family history and differences of parents’ languages. (Including regional differences within US)

Lesson 5.2 (On 16th)

Students gave presentations on their heritage language, family history, current feelings to their heritage languages.

How did you structure the class?

14th Sept 2021

16:30

Introduction of the concept 継承語

16:40

Listening to lecturer’s family history

            With handouts

16:50

 Talk with partner(s)

17:00

 Start preparing for presentation next week

(21st September)

17:25

 Reflections, writing phrases you want to know

17:30 end

16th Sept 2021

16:30

 Check in, adding a little bit more information

Watching a youtube video related to heritage languages

16:40

Presentation time

17:27

Reflection

17:30

End

What technology, media or props did you use? (online ressources, handouts, etc.)

Handouts (Attached below) , Google maps, website

What worked well in this class? What did not work?

Lesson 5.1

Worked well

I got several positive feedbacks.

“I again liked how much freedom and individuality we were able to have in class today. ”

“Learning more vocabulary terms about heritage language. “

“いい会話だった…この難しいことの話しをできて嬉しい It was great conversation class. I’m glad to be able to talk this difficult topic.”

“It was fun listening to my partner talk about her family!”

Did not work

Nothing special

Lesson 5.2

Worked well

I got several positive feedbacks.

“I really enjoyed listening to everyone’s presentations and learning new vocabulary/phrases associated with the topics. ”

“I really enjoyed listening to everyone’s presentations.”

“I loved thinking about my roots and look forward to hearing other people’s.”

Did not work

“中級会話の方が私に当てるかなと思いますが I might be fit in intermediate class.”

How could this class be improved/ modified?

There was a student, expressing she was kind of overwhelmed by other students’ fluency in Japanese. Most of the students really love giving presentations, but maybe I have to choose easier topics for this student so that she can feel safe.

On the 16th, students were very excited and passionate on giving presentation about their heritage languages, so there were several students still not be able to finish their presentations.

They will give one on next Tuesday. (21st Sept 2021)

JP F21 INT : 芸術の秋 Art related activities

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 11th week (8th to 12th Nov 2021)  

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed:  芸術の秋1・2(Artistic Autumn part 1, 2)

Goal of the class:

Art 1

Students can express how to describe shape, texture, size, and impression in Japanese.

Art 2

Students can introduce their favorite films, books in Japanese.

How did you structure the class?

9th Nov 2021

16:30

Wait until everyone comes, by showing Intermediate class’ video.

16:40

Explaining the procedure of competitive drawing game. Reviewing all the expressions.

16:45

Game start! (for 3 different drawing, so that everyone have opportunity to draw at least once.)

17:25

Students put phrases which they want to know, on google sheet.

17:30

End

11th Nov 2021

16:30

Wait until everyone comes, by checking in with students who came on time.

16:40

Explaining how to describe feelings, thoughts, introduce film / book to others. Demonstrate teacher’s example.

16:45

Preparing short paper to talk with partner.

17:00

Start talking with partner

17:15

Presentation of favourite films by 3 students (2 assigned, 1 volunteer)

17:30

End

What technology, media or props did you use?   

Students’ mac laptop, handouts

What worked well in this class? What did not work?

Handouts always help both students and me. For the advanced class, they seemed to enjoy the activities.

~~~~~~~~~~~~~~~ handouts ~~~~~~~~~~~~~~~~~

2021年11月8日(月)

(げい)(じゅつ)(あき) 〜アートに()れよう その1

☆あみだくじをひきます。

☆当たった人は絵を描きます。

☆クラスの後ろの方に座り、壁の方を向きます。

☆ジェスチャーを使うのはOKです。

☆できるだけ英語は使わないで相手に説明してください。

〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜

丸い

三角の

四角い

ふわふわした

ギザギザの

やわらかい

かたい

ゆるやかな

急な

右側

左側

中心

とがった口

眉毛が 太い 細い

鼻毛が出ている

おでこ・ひたいにしわがある

ほっぺたが赤い

~~~~~~~~~~~~~ 2nd handout ~~~~~~~~~~~~~~~~

2021年11月10日(水)

芸術(げいじゅつ)(あき) パート(ツー)  好き(す )(ほん)映画(えいが)について話そう(はな  )!(口語(こうご)

表現(ひょうげん)したい内容(ないよう)簡単(かんたん)にメモしてから、知りたい(し   )単語(たんご)をSheetに書く

Q1. その((ほん)(えい)())の(ひょう)()(ひと)(こと)()うと?

楽しかった(たの      ) 悲しかった(かなし     ) 切なかった(せつ      ) 爆笑(ばくしょう)だった 怖かった(こわ    ) 叫びまくってた(さけ       ) )

Q2. 簡単(かんたん)なあらすじを紹介(しょうかい)

 主人公(しゅじんこう)は( 貧乏(びんぼう) 金持ち(かねも) 女性(じょせい) 男性(だんせい) 高校生(こうこうせい) )で、( 1960の東京(とうきょう)・1992年のロス )を()(たい)に、( ()(かい)(すく)う・(せい)()のために(たたか)う ) という(はなし)

Q3.  一番(いちばん)(こころ)動かされた(うご)のはどんな(内容(ないよう)・シーン)ですか?

Q4.  この作品(さくひん)(だれ)勧めたい(すす)ですか?

Q5. それはなぜですか?

例)

♪わたしがオススメしたい映画(えいが)は 「コニー アンド カーラ(Connie and Carla)」です。主人公(しゅじんこう)売れない(う   )女性(じょせい)歌手(かしゅ)二人(ふたり)で、殺人(さつじん)現場(げんば)見た(み )せいでアメリカ中(    じゅう)を逃げないといけなくなり、ドラッグクィーンの世界(せかい)大活躍(だいかつやく)するというドタバタコメディーです。逃げる(に  )(なか)主人公(しゅじんこう)自信(じしん)取り戻して(と もど  )行く(い )様子(ようす)がとても好き(す )です。いまとにかく、(なに)考えず(かんが  )笑いたい(わら   )!そういう(ひと)におすすめの(えい)()です。

JP F21 INT : The difference of medical system between US and Japan : 日米の医療制度の違いについて

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 13th week (22nd to 26th Nov 2021)  

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed:  

Goal of the class:

How did you structure the class?

23rd Nov 2021

16:30

Check in with students (to wait a little bit for some students from different campus.)

16:40

Explain the difference of medical system, health insurance. Expose my own experience at Urgent care and Emergency room in Pomona.

17:05

Students start explaining to their partners

17:20

Students start presenting their ideas to entire class

17:30

End

What technology, media or props did you use?   

Students’ mac laptop, handouts

What worked well in this class? What did not work?

Everyone loved speaking ill of medicare system in US. The story of my own experience was somewhat relatable to students.

~~~~~~~~~~~~ handout below ~~~~~~~~~~~~

2021年12月1日(月)

ちょっと文化紹介コーナー〜日米の医療制度の違いについて〜

・日本とアメリカ、そして各国で医療制度・社会保障制度は異なります。共通しているところ・違うところを見てみましょう。

毎月の保険代

日:                        米:                その他:

病院のかかり方

日:                        米:                その他:

  1. 直接病院へ
  • 基礎情報の確認
  • 整理券を受け取り、

番号で呼び出し

4.診察

5.会計

実際の医療費(自己負担分)

日:                        米:                その他:

使えるフレーズ

Q1:あなたの出身地で、毎月の保険代はいくらぐらいですか?

Q2: あなたの出身地の病院のかかり方はどのようなものですか?

Q3:実際に支払う医療費はいくらぐらいですか?

Q4:今までに救急車に乗ったことはありますか?

〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜

新出単語一覧

医療制度

社会保障制度

保険代

基礎

情報

確認

整理券

呼び出し

診察

会計

自己負担

病院にかかる

=医者にかかる

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