an archive of lesson plans

Author: Kaori (Page 3 of 4)

JP S10 ADV News, Game

Class theme/topics discussed:
Warm up-まじかるバナナ
Currently News Topic
You Tube Video

How did you pick this theme or topic?
Just came up this idea randomly

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Student 新聞やNewYork Times・Los Angeles Timesを準備。
学生に好きな記事を選ばせ、Summerize ・Why did you chose that topic, what is your interestなどを話させる。それが終わると、各自で個々に発表。『私に分かるように説明 してください』とくぎをさしておく。

How did students react?
They reacted well. They seemed to be having fun!
They discussed a lot about their article what they chosen.

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
New York Times, Los Angeles Times, Pomona Studnet News papers

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

Why or why not?
Topicを選ぶのと、要約をするのに少し時間がかかったようだが、It was really fun to know the article that students chose. They made a lot of jokes with the articles, and discuss a lot.

JP S10 INT/ADV Exquisite corpse

Class theme/topics discussed:
Warm up exercise- 華麗なる屍
1) 二つのグループに分ける
2) 紙を一枚づつ配布し、配り終えれば、紙の一番上にone sentence書く
3)
Keep on Talking
1) 二つのグループに分ける
2) 紙を2枚づつ配り、名詞を書いてもらう
3) 折って箱の中に入れてもらう
4) お互いのBOXを入れ帰る
5) 一人その中から紙を引き、その名詞がその学生が話すトピックになる

How did you pick this theme or topic?
Just came up this idea

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

How did students react?
They enjoyed a lot!

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

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

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

Why or why not?

JP S10 ADV Life

Class theme/topics discussed:
Life-人生ゲーム

How did you pick this theme or topic?
We just wanted to finish the game..
Board Game Life was students’ request. (あまりいい理由とは言えないが・・They told me they wanted to play the board game during the class because Lindsay brought her Japanese friend to the class)

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Most of them knew the rule of Life. So, it was pretty easy to explain and help each other.

How did students react?
They were so excited that I told them we were going to play Life during the class. ( I was considering if it was ok to play game during the class)

Did they engage with each other and you?
Yes, this time was also they engaged very well.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Life ( Board game in Japanese Lounge)

Wold you recommend this activity for a future class?
Maybe not.

Why or why not?
可能ならば、二回も人生ゲームをしなくてもよいと思う。
利点は、前回のクラスから学生が日本語の単語の意味や言い回し表現を覚えていたり、日本語で書かれた文章を少しすらすらと読めるようになっていたこと。

JP S10 INT Doll Festival

Class theme/topics discussed:
ひなまつり
単語の導入 from Youtube Video
Youtube video 僕たちのひなまつり
Group discussion (make sure students understand the contents of Youtube video)

How did you pick this theme or topic?
Because it is close to ひなまつり

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

Instructed what Hinamatsuri is.
New vocabs.

How did students react?
They enjoyed a lot watching Youtube video

Did they engage with each other and you?
YES!

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

僕たちのひなまつり
http://www.youtube.com/watch?v=CcIU5M33j40

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

Why or why not?
They talked a lot about Youtube video which I showed today!

JP S10 ADV Game, Blind Date

Class theme/topics discussed:
Warm-upマジカルバナナ
Matching game-1)Make your personal profile 2)Find your partner! 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
男女が同じ数になるように分ける(男か女か書かれたカードをひく)
自分の新しいプロフィールを作る
全員とインタヴューする
誰がよかったか選ぶ
誰を気に入ったか全員の前で発表。カップルが成立すればめでたしめでたし

How did students react?
Matching game was so much fun! They enjoyed a lot!

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

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
新聞・雑誌(プロフィール写真のため)

Wold you recommend this activity for a future class?
Of course YES!

Why or why not?
マッチングゲームは今日本でも流行っている婚活お見合いのようだった。
男女に分かれてお互いのプロフィールを聞き合う。全員とインタヴューできるように時間を配分して行うのだが、十分な時間を与えたつもりでも盛り上がり時間がオーバーしてしまった。They just kept on talking a lot!

JP S10 INT Create a Sentence

Class theme/topics discussed:
Personal lists
Ask learner to brain storm a list of then words and write then on the paper.
You can use any word at all つくえ・箱・時計・昼ごはん・いぬ・ねこ・うれしい・疲れた・宿題・音楽. Then, create sentence with using these vocabs.
例)つくえの上に箱があったので、その中に時計を入れた。ちょうどその時、時計を見ると、昼ごはんの時間だったので昼ごはんを食べた。それから犬と猫にえさをあげたら、とってもうれしそうだった。そのあとで、音楽を聞きながら宿題をしたけど、疲れた。
(無理やり文章を作る)
もし分からない単語があれば、学生同士説明しあう。Of course I helped them to explain the vocabs.

How did you pick this theme or topic?
Just came up this idea

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

How did students react?
First time I explained how to play Personal lists, they seemed like confused. But eventually, they talked a lot and enjoyed to make sentences. Most of them, their stories are so funny!

Did they engage with each other and you?

YES!

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

Would you recommend this activity for a future class?
Yes, I would like to use this activity.

Why or why not?
First time, I explained Personal list game to students, they seemed so confused. (Probably my way of explanation was not so good), but gradually they were having fun to create own sentences. I think this is good exercise to pull out their vocabs that they already knew, and also good for them to learn new word from other students.

JP S10 INT Game

Class theme/topics discussed:
マジカルバナナ
職業あてゲーム(日本語コミュニケーションゲーム80p.129)
単語の導入(仕事の名前)

How did you pick this theme or topic?

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

How did students react?
They looked tired to join the game.

Did they engage with each other and you?
Yes, they did. But not really.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
日本語コミュニケーションゲーム80, Picture card

Would you recommend this activity for a future class?
Actually not.

Why or why not?
I thought this game is fun to guess the occupations, but I figured out this game was for small group like 3~4, not for 9 students.

JP S10 INT Bingo Game

Class theme/topics discussed:
How was your Valentines’ day and weekend?
ビンゴゲーム
クイズグランプリ-日本語コミュニケーションゲームP.134

How did you pick this theme or topic?

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?
Yes, they engaged a lot.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
日本語コミュニケーションゲームP.134

Wold you recommend this activity for a future class?
Yes!
Why or why not?
チームに分かれて得点を競い合うゲームだったので、学生は必至で問題をといていた。日本の風習や文化、地理などを知るいい機会になったと思う

JP S10 ADV Olympic Games

Class theme/topics discussed:
Discussion Topic- Olympics, Japan

How did you pick this theme or topic?
The Vancouver Olympic Games takes place right now. I thought the topic for Olympics were good choice.
Also, one student are going to have interview of Jet program. That is why I chose the topic for Japan

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

How did students react?
After class, students told me the lecture was pretty interesting.

Did they engage with each other and you?

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
オリンピック‐http://www.esldiscussions.com/o/olympics.html
日本‐http://www.esldiscussions.com/j/japan.html

Wold you recommend this activity for a future class?
Yes
Why or why not?
マイケルさんのために、学生は一生懸命日本のことについてアイディアをだして話し合っていました。日本に留学経験のあるAdvancedのクラスですが、お互いの意見を聞き合い、話し合うことで新しい発見もあったようです。

JP S10 ADV Valentine’s Day

Class theme/topics discussed:
Valentines’ day 『日本のバレンタイン』
Dating and Relationships discussion
Watch YouTube Video –News about Valentain’s day 2010 『手作り&巣ごもり』

How did you pick this theme or topic?
Because Valentines’day is getting closer!

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
日本のバレンタインについて説明『義理チョコ・友チョコ・本命チョコ・逆チョコ・マイチョコ』

How did students react?
They reacted very well! I think Dating or Relationship topic always works.

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
バレンタイン2010http://www.youtube.com/watch?v=hdqayDknOC0&feature=fvsr
Discussion- http://iteslj.org/questions/dating.html  http://www.esldiscussions.com/d/dating.html

Wold you recommend this activity for a future class?
Yes!
Why or why not?
逆チョコ・マイチョコは知らない学生がいて、会話が盛り上がった
また、Dating and Relationship discussionでは男と女で意見が分かれたり、学生の恋愛感を聞けて面白かった。今年のバレンタインデーについてのYoutube Video(ニュースより)にも大変興味を持ったようで、メモをとる学生もいた。

JP S10 INT Valentine’s Day

Class theme/topics discussed:
Valentines’ day 『日本のバレンタイン』
Picture card for Chocoalte
バレンタインデーカードを書く
Watch YouTube Video –ドキンチャンのバレンタイン

How did you pick this theme or topic?
Because Valentines’day is getting closer!

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
日本のバレンタインについて説明『義理チョコ・友チョコ・本命チョコ・逆チョコ・マイチョコ』

How did students react?
They reacted very well!

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
ドキンチャンのバレンタインデー
http://www.youtube.com/watch?v=irtEWp4st5U

Wold you recommend this activity for a future class?
Yes!
Why or why not?
逆チョコ・マイチョコは知らない学生がいて、会話が盛り上がった。特にYoutubeVideoはおもしろかったようだ。

JP S10 INT/ADV Game “I spy”

Class theme/topics discussed:
I SPY『○から始まるものなあんだ?』
Pictionary

How did you pick this theme or topic?

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Pictionary uses drawings to elicit vocabulary from students.

How to play: This game is really easy to set up and play. One student will draw an object on the board and ask a question to the rest of the class to elicit a response based on the drawing. The first student to guess correctly draws the next picture and gets a point for their team.

Variations:
1. Add a time limit.
2. Limit the amount of guesses the students can have.
3. Draw the picture s-l-o-w-l-y.

How did students react?
They really enjoyed I spy game! Pictionary was also fun!

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Pictionary- http://www.simplyesl.com/articles/29/1/Pictionary/Page1.html
I spy-Games for Language Learning p.p.100

Wold you recommend this activity for a future class?
Yes
Why or why not?
Intermediateと同じ内容のクラスでしたが、Advancedのクラスというだけあって、Vocabの幅が広かった。また、クラスの物を対象にして“I SPY”している時、細かい所までよく見ているなあと感心させられた。クラスに(なぜか)松葉づえがずっとおいてあって、前に『松葉づえ』という単語を教えたら、忘れずに覚えていたようでI SPYゲームで使っていた。ヒントを聞く際にもみんなを困らせるようなヒントをだし、とても楽しんでいた。対象物をクラス以外のもの、たとえばスーパーだったり、駅だったり、映画館だったり。テーマを自ら決めてI SPYするのは本当に盛り上がった。

JP S10 INT/ADV Setsubun

Class theme/topics discussed:
Japanese Cultural Study
Introduced new vocabs for Youtube video (まんが日本昔話『節分の鬼』)

How did you pick this theme or topic?
February 3 and 4 is special day for Japanese. This class topic related from last class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First I told students that we were going to watch Youtube Video about Setsubun.
Group Work/ 1)I asked them about the contents of this story. They discussed the summery and they helped each other to understand. 2) What is the favorite part and dislike part from the video.

How did students react?
They were so excited when I told them that we were going to watch the video. They tried to memories the new vocabs.

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

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

『節分の鬼』http://www.youtube.com/watch?v=Q4BPD9nQnO4

Would you recommend this activity for a future class?
Yes

Why or why not?
Intermediate Class, This video was difficult for them to understand and catch every conversation phrase. I think this video is good opportunity to know Japanese culture and Japanese fairy story. But they seemed to like watching this video. I could see they were trying to catch vocabs that they learned today, and when they heard some onomatopoetic word, they laughed and started asking the meaning of the sounds.

JP S10 INT/ADV Association Game, Setsubun

Class theme/topics discussed:
What did you do on the weekend? (Talk with your friends)
Association game; Majikaru banana (A reminds me of B まじかるばなな、バナナと言ったら黄色、黄色といったら信号、信号と言ったら車…)
Japanese Culture; 節分(Explain what Setsubun is)

How did you pick this theme or topic?
February 3 and 4 is special day for Japanese. These days are called “節分/Setsubun” and “立春/Risshun” These seasonal event came from China, and related to Chinese culture, too. On Feb. 3, we are eating Roll sushi which is called Ehoumaki, and we eat Ehoumaki face to good-luck direction of this year. Also, we throw beans out to outside with saying “Oni ha soto/ which means Go away evil!” and at the same time, we throw beans into inside of house with saying “Fuku ha uchi/ which means Please come happiness into our home”

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Majikaru Banana, I explained “A reminds me of B” in Japanese. This activity is association game, so it was quite easy for them to understand this games rule. I explained about what Association is, and I involved students to play this game as a practice. It was really fun and they enjoyed a lot. Also, students had to adjust with the rhythm.

How did students react?
They really enjoyed when they played Majikaru banana!

Did they engage with each other and you?
Yes, they engaged with each other! They are getting more talkative compared with last month! They made a lot of joke during conversations.

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?
Majikaru banana was so much fun and they reacted very well!

JP S10 ADV How do you kill the time?

Class theme/topics discussed:
Noun (Explain what it is in Japanese)
How do you kill the time (Discussion)

How did you pick this theme or topic?
Practice how to explain the word by own their words.
Discuss and tell their opinions

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

Explaining the word:
They picked up the one card from the box and had to explain.
I let them to write down 6~7 NOUNS, and put them into the box. I divided to 2 pairs. This time, students had to explain the meaning by their own words.
This is the practice for them to explain the words more specificly as possible they can.

How do you kill the time:
I listed up some occasions when those blank times possibly happened. Also, I listed up something to do when you want to kill the time.

How did students react?
They really enjoyed it!! And, It was good practice for them to remember their memories and tried to explain very hard! That was really good exercise. And that was really good discussion time for them and me to tell their opinions. They engaged very well.

Did they engage with each other and you?
Yes, they engaged with each other very well, and they asked me a lot of questions, which was really good time!

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

Handout « How do you kill the time » See the attachment.

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

Why or why not?
It worked very well. Students were having fun with explaining and guessing the word. This exercise is also good for them to explain the words by their own word, which they picked up from the box. Another good point is they tried to think first how she/he is going to explain that word to their friends. Also, it has to be clear for them to understand. Also, Discussing “How do you kill the time when you are…” was so much fun! Students and I recognized how we are addicted to cell phone in daily life. We discuss using cell phone is OK for them in other occasions, too. We could talk the advantages and disadvantages about it. It was really nice discussion time.

JP S10 INT Grammar, game

Class theme/topics discussed:
Verb(Gesture game)
Adjective, Noun (Explain what it is in Japanese)

How did you pick this theme or topic?

I thought most of them need review vocabs from last year, so I chose many verbs with Kanji for gesture games. That part was kind of warm-up exercise.

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

In advance, I prepared the verb vocabs paper from the GENKI textbook that they used in Mason. They picked up the one card from the box and had to do charades.
Then, next two exercise, I let them students to write down 2 ADJ and 2 NOUNS, and put them into the box. I divided to 2 groups. This time, students had to explain the meaning by their own words.

How did students react?
They really enjoyed it!! And It was good practice for them to remember their memories and tried to explain very hard! That was really good exercise.

Did they engage with each other and you?
Yes, they engaged with each other very well, and they asked me a lot of questions, which was really good time!

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

n/a only blank paper.

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

Why or why not?
It worked very well. The reason I chose this topic was many students forgot their vocabs from last year, and those vocabs were very basic and really useful for daily life. Students were having fun NOUN and ADJ. This exercise is also good for them to explain the words by their own word, which they picked up from the box. Another good point is they tried to think first how she/he is going to explain that word to their friends. Also, it has to be clear for them to understand. Students asked me a lot of questions, too!

JP S10 INT/ADV Weekend, 2 thruths, 1 lie

Class theme/topics discussed:
Announcement for the Session with Japanese students from Japan
How was your weekend? Try to keep on talking when I said stop. (Warm-up)
What’s the Truth?
Find your BEST FRIEND( I couldn’t finish this for today)

How did you pick this theme or topic?
Intermediate students need the skill of keep on talking, telling their opinions and their stories by their own words.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, I gave them 6 sentences. 3 of them are truth and the others are false. Students needs to guess which ones are truth. I divided them with a pair, and they discuss why do they think so. Students can ask me some indivisual questions about the sentences what I said. Next was students’ turn to create 3 sentences with one is turth and the other are false. (this time was group work) . Share their answers.

How did students react?
They really enjoyed this game, and it took longer than I expected!

Did they engage with each other and you?
Yes, they engaged with each other and me! I think they did a good job with telling their opinions and their stories.

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

Only papar for taking a note.

Would you recommend this activity for a future class?

Yes!
Intermediate students need the skill of keep on telling, telling their opinions and stories as possible they can. This What’s the truth is good exercise for them to do that. The most important part was they had good time to tell their opinion and story with having fun! They seemed enjoyed this game. They talked a lot, they laughed a lot!

JP S10 ADV Stereotype

Class theme/topics discussed:
Short questions to friends
Adjective for describe person
Stereotype (5Cs and the nationalities)

How did you pick this theme or topic?
They reacted very well. Everybody in this class has been to Japan for study abroad, and some of them has just came back. So, their speaking skill is very good actually. They can develop their own conversation. I decided them to practice Adjective to describe personality.

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

Vocabs list for describe person

How did students react?
They reacted very well when I passed handout about pictures of food.

Did they engage with each other and you?
I think they engaged very well! They discussed and talked a lot!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Vocabs list for describing person

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

Why or why not?
It was very fun to have discussion about Stereotype. Especially, discuss 5Cs stereotype was really engaged. We have Pomona students, HMC student, and Scripps student, so we can make sure those Stereotype are true or not.

stereotypejan21
stereotype2jan21

JP S10 INT Winter break, Taste

Class theme/topics discussed:
Short questions to friends (例:冬休みはどうだった?今週末何をしますか?新しいクラスはどうですか?)
Warm up exercise YES NO questions and WH questions to teacher
Food, how to say kind of tastes 甘い・すっぱい・塩辛い・辛い
Phrase ~のようなAdj が好きです/嫌いです

How did you pick this theme or topic?
Intermediate students are a little bit shy. So, I decided to choose the Topic for Food that people can talk easily. Also, I explained the taste『あまからい』because this taste is very special for Japanese people and people love that taste like YAKISOBA, OKONOMIYAKI, TERIYAKI

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

Handouts for pictures of food, pair work, general discussion about food.

How did students react?
They reacted very well when I passed handout about pictures of food.

Did they engage with each other and you?
I think they engaged very well! Especially, when they created YES NO and WH questions to me. Also, they looked happy when they are talking about food. They tried to keep on talking in Japanese and helped each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
日本語おしゃべりのたねP.48 and P.51 See attached paper.
Games for Language Learning pp.15

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

Why or why not?
Their level are mostly low intermediate and mid intermediate. My opinion is they need to learn new vocabularies and new phrases. (Of course we should use old vocabs and phrases that they learned last semester)
YES NO questions and WH questions, I want to use this activity before class starts again. Because, students have to say one YES NO question sentens in collect way, and if students made mistakes, that student had to say that again in collect way, and need to create new questions. Also, other friends needs to help him/her. They often made a mistake は、が、を、に、で(格助詞)I am impressed other students tried to listen carefully and made their sentences .

JP S10 ADV Introduction

Class theme/topics discussed:
・Introduce ourselves
・About their name and nickname
・Course Requirements

How did you pick this theme or topic?
Some of them already know each other, but we did self-introduce so that today is our first class. Also, I explained Course Requirements according to the paper.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
1)First of all, I asked them what kind of information they need when they want to introduce yourself, and I let them give phrase.
2)Self introduction/ Students needs to think at least 5 questions which is included YES, NO questions but tried to use WH questions.

How did students react?
They react very well! Actually, I didn’t explain these things what I wrote above. Because their conversation is really fluent than I expected and very natural. They often used WH questions and created more than 5 questions. I asked them about their Nickname. (私がアメリカに来て不思議に思ったことは、アメリカ人は日本人のように頻繁にニックネームを使っていないような気がします。ニックネームはありますか?/どうしてそのニックネームになりましたか?/日本ではなんと呼ばれていましたか?)

Did they engage with each other and you?
YES! Even some of them already know each other!

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

Course Requirement paper

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

Why or why not?
Because it is the beginning of the class in this semester, and they need to know their friends names (of course!). Also, According to ask WH questions to each other let them have more conversation, and this exercise is good Ice Breaker to get to know each other at the first class. Asking about their Nickname was really interesting to know. Because that is my question since I came here in fact. I feel American people doesn’t use or have Nickname(unique nickname) compare with Japanese people. I got many opinions than I expected, which was really interesting!

JP S10 INT Introduction

Class theme/topics discussed:
・Introduce ourselves
・Course Requirements

How did you pick this theme or topic?
Some of them already know each other, but we did self-introduce so that today is our first class. Also, I explained Course Requirements according to the paper.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
1)First of all, I asked them what kind of information they need when they want to introduce yourself, and I let them give phrase.
2)Self introduction/ Students needs to think at least 5 questions which is included YES, NO questions but tried to use WH questions. I introduce example questions(好きな食べ物はなんですか?/どうして日本語を勉強していますか?あなたのゴールは何ですか?)

How did students react?
They tried to memorize much information what their friends said. They spoke Japanese but I could hear English at some point. I understand it’s the beginning of semester and they seemed like forgot some Japanese Phrases. In total, I think they react very well, and seemed to have fun.

Did they engage with each other and you?

Yes, I think so. But as I wrote above, I heard they talked in English…

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

Course Requirement paper

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

Why or why not?
Because it is the beginning of the class in this semester, and they need to know their friends names (of course!). Also, According to ask WH questions to each other let them have more conversation, and this exercise is good Ice Breaker to get to know each other at the first class.

JP F09 INT Cooking

Class theme/topics discussed:

Onigiri making

How did you pick this theme or topic?
Because of the last day of the class, I thought making Onigiri(Rice Ball) was good treat for student.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I just prepared Rice before the class, and I explained to how to make Onigiri.
Actually, the student brought SPAM and she suggested make SPAM omusubi. She tried to instruct how to season SPAM with sugar, soy souse, and salt in Japanese.

How did students react?
She enjoyed making onigiri a lot!

Did they engage with each other and you?
Yes.

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?

JP F09 INT Card Games

Class theme/topics discussed:
At Motley Café,
Just chatting, and playing Japanese card game

How did you pick this theme or topic?
I thought it was good opportunity to change the atmosphere for lesson instead of being in class room.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I explained her how to play Japanese card game.
しちならべ・ばばぬき・ぶたのしっぽ

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?

Why or why not?

JP F09 INT J-pop song

Class theme/topics discussed:
How was your Thanksgiving Day?, What did you do?
歌『マイガール』by 嵐 

How did you pick this theme or topic?
The student told me before that she liked J-Pop group 嵐, and she tried to learn Japanese from their songs. One day, she asked me the meaning of the lyrics, and expression of the lyrics.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts- 『マイガール』の歌詞の( )抜きをしたものを作成し、配布。

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.)
You Tube Video for listening 『マイガール』

Would you recommend this activity for a future class?

Why or why not?

JP F09 ADV Food

Class theme/topics discussed:
Cultural Activity
Watching Youtube video
True or Fault from this video
Discuss Japanese Culture

How did you pick this theme or topic?
I just came up this idea.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Show the “sushi” Youtube video.

How did students react? /Did they engage with each other and you?
They engaged very well.
Some students already know this video, but still they seems to be enjoying the Youtube video.Other students hadn’t seen this video before, they laughed a lot, and they watched carefully.

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

Youtube video

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

Why or why not?
Sometimes, Watching video is good for students because they can relaxed and having fun to video. Just watching the video without paying attention what video said is not good, but when they seemed to try to listen carefully, and I could see students tried to pick up vocabularies, and tried to understand. After watching video, I asked them which one was collect or not from the video.

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