Language Residents

an archive of lesson plans

Category: Japanese (Page 4 of 9)

Japanese Conversation class

JA S17 ADV “3.11 & Reading a Short Story”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Thursday, March 9, 2017

Language and Level (intermediate or advanced class): Advanced Japanese

Class theme/topics discussed: 3.11 & Reading a Short Story

Goal of the class:

Students will understand a story of Disneyland on March 11 of 2011 and then consider true nature seen within Japanese people.

 

How did you structure the class?

Activity 1 (5 min): Attendance check & Announcement

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class.

Activity 2 (20 min): Warm-up & Introduction of 3.11

I ask some questions about natural disaster to the students. Then the students discuss them in pairs and class. We review related vocabulary together by showing the images and writing them down on the whiteboard. Then, I introduce a today’s topic in the class, and I give them some questions and they share their experiences in the class. Finally, I introduce a little bit history of earthquakes with some videos, which we had a lot in the past. Then the students freely share their ideas and comments in the class.

Activity 3 (25 min): Reading & Comprehension

I make pairs in the class and then give them a handout. The students read aloud the story sentence by sentence while switching. After reading, we review the story together in the class asking some questions to the students. Also, students learn some vocabulary from the reading. I give them several critical questions and they think about them in groups. We share the ideas and discuss each question in the class and consider the true nature of Japanese people.

 Activity 4 (10 min): Conclusion

I back to the main topic of 3.11, and then we review the key points together in the class. And I will show them a special video created by those in stricken areas and then students watch that video. After that, I lead open-conversation where students freely share their ideas and comments about 3.11 in the class.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint

 

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

The class was successful in general. Today I was able to lead the class as planned, conducting every activity in time. Today’s topic is something deep and sentimental, but students demonstrates their active interest towards the theme. I tried to give them as many chances as possible where they can share their ideas and comments in the class. As a result, we had great class today overall, and their performance in the class today was great.

 

How could this class be improved/ modified?

Well, I might be able to conduct the reading activity more effectively and efficiently. Today, I led the activity, but there would be some other ways which makes the activity work and more interactive. Since I have a small class, it is hard to apply the other teaching techniques that I know to that class. I am going to research the teaching methods for small class over the weekend and would like to use them in the class in the near future.

JA S17 ADV “Graduation Ceremony”

May 5, 2017 /

Language Resident Name: Yohichi Tagami

Day and Date: Tuesday, April 18, 2017

Language and Level (intermediate or advanced class): Advanced Japanese

Class theme/topics discussed: “Graduation Ceremony”

 

Goal of the class:

Students will understand the Japanese graduation ceremony and compare it with theirs.

Students will read an article related to that topic and understand the story.

 

How did you structure the class?

Activity 1 (15 min): Attendance check & Announcement & Warm-up

I check students’ attendance and give them announcements. Then, I casually ask the students about their updates and news, leading small conversation in the class. I will mainly ask them about their Easter and summer vacation.

Activity 2 (8 min): Introduction of Today’s Topic

I announce the today’s topic and discuss them in the class. Students talk about their experiences of graduation ceremony and share them in the class.

Activity 3 (10 min): Discussion in the Class

We discuss general information of graduation ceremony in America and Japan. And then we compare the results and talk about some points in the class.

Activity 4 (10 min): The Features of Japanese Graduation Ceremony

I introduce some of the features of Japanese graduation ceremony with the images on the powerpoint and explain them one by one while interacting with students.

Activity 5 (17 min): Reading a Story

I give them pieces of paper and briefly introduce a story. Students read them and try to put them in a right order in pairs. After that, they summarize the story and then we review the story and discuss it in the class.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint

 

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

The class was good in general. We talked about graduation ceremony in the class. One of the students had sick, so she was not active in the class at all. The other students were okay and participated in the activities. But their attitude towards the class was rude overall. Two of the students were really like a child, the other students were like a robot. If this happens in the next class on Thursday, I need to do something in order to improve the class and students’ attitude.

 

How could this class be improved/ modified?

Today I did a new style of activity related to reading in the end of the class. It went well and students liked it, but some of the students spoke English, not Japanese during the activity. Also, I found many parts needed to be revised while they were working. So I am going to modify the plan tonight for intermediate class tomorrow.

 

JP F16 ADV National Holiday

December 2, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 20, 2016

Language and Level (intermediate or advanced class): Advanced Japanese

Class theme/topics discussed: National Holiday in Japan

Goal of the class:

    Students will learn one of the national holidays in Japan called Keirounohi.

    Students will learn about the nature within Japanese people.

How did you structure the class?

Activity 1 (10 min) Attendance check and announcements

I check students’ attendance and give them four announcements.

Activity 2 (10 min): Warm-up

I ask the students about the last weekend and I let them talk about it freely in the class.

Activity 3 (8 min): Review of the Last Class

I ask some questions about Babanuki to the students and review the key points together with PowerPoint.

Activity 4 (27 min): Introduction of “Keirounohi”

I give a handout to the students and ask them to write down about their grandparents based on the questions on the paper. The students share it in a pair and then in the class. I introduce one of the Japanese national holidays called Keirounohi to the students while giving some questions to the students. After that, they discuss it in the class and talk about such a day on their own country.

Activity 5 (5 min) Consolidation

I ask the students about how it was and gather the ideas in the class. Then I give them a handout and they write down the comment and give them back to me.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint

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

The class was great; the students were able to talk about their grandparents with their partner in the class. Also, they learned one of the Japanese holidays called Keirounohi. The students talked a lot and learned the Japanese culture as well. I think it is very good giving them a certain topic of Japanese aspect and let them talk freely about it by using Japanese or asking them to compare it with their own culture. Sometimes, I also can learn something new in this type of lesson from the conversation with the students.

I could not manage the time for the class today, so I could not cover all activities. I modified it during the class not asking them to write down their ideas on the sheet. But in order to construct their ideas and explain it to the others, I would like to spare the time next time when students are able to consider the specific topic on their own, which helps them a lot to organize their thoughts.

How could this class be improved/ modified?

In order to develop the class smoothly, I need to pick up one topic (not two or three) and focus on it in the class.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

JP F16 ADV Card Game

December 2, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 15, 2016

Language and Level (intermediate or advanced class): Advanced Japanese

Class theme/topics discussed: Sport Festival at school in Japan & Japanese Card Game

Goal of the class:

Students will learn about Japanese sport festival at school called “Taiikusai”.  

Students will learn and play the card game popular in Japan.

How did you structure the class?

Activity 1 (5 min) Attendance check and an announcement

I check students’ attendance and give them an announcement.

Activity 2 (5 min): Warm-up

I ask the students about the dinner yesterday with Japanese international students and I let them talk about it freely in the class.

Activity 3 (8 min): Review of the Last Class

I ask some questions about Taiikusai to the students and review the key points together. I also introduce other events to the students with PowerPoint if possible. I also show them some related videos to the students. After that students freely talk about it in the class.

Activity 4 (35 min): Introduction of Babanuki

I ask the students about what games they have played before by using playing card in their country. Students think about it and share the ideas in the class. Then I introduce the Japanese popular game called Babanuki and some phrases used in the game to the students. I explain to the students about the rules of it and they play it in a group a couple times.

Activity 5 (7 min) Consolidation

I ask the students about how it was and gather the ideas in the class. Then I give them a handout and they write down the comment and give them back to me.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint, youtube

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

Everything was great in general. Students had fun playing the Babanuki with the new vocabularies. Also, they learned the Japanese popular card game. Just I could not manage the time to ask them to write down their comment of today’s class on their own sheet within the class.

How could this class be improved/ modified?

I should have shortened the Activity 4 so that everything would be okay as planned.

 

 

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

JP F16 ADV Sport Festival in School

December 2, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 13, 2016

Language and Level (intermediate or advanced class): Advanced Japanese

Class theme/topics discussed: Sport Festival at school in Japan

Goal of the class:

Students will learn about Japanese sport festival at school called “Taiikusai”.  

Students will talk about their experiences of sport festival in their school.  

How did you structure the class?

Activity 1 (8 min) Attendance check and an announcement

I check students’ attendance and give them two announcements.

Activity 2 (10 min): Warm-up

I ask the students about last weekend and I let them talk about it freely in the class.

I give a topic about school events in Japan to students. They brainstorm it and share the ideas in the class.

Activity 3 (22 min): Introduction of “Taiikusai”

I introduce the students about what it is like with PowerPoint and give some related vocabulary and questions to them. Students also watch some videos of it on the youtube.

Activity 4 (15 min): Sharing Your thought or experience at School in Your Country

I make a group of around two or three. And then students talk about their ideas about the “Taiikusai” or experiences freely and openly in a group. Then I gather their ideas or any related experiences in the class.  Also, students discuss which game Americans people would love and dislike, and they discuss the reason of each in the class. After that, students vote their best and worst game in the class. Or they can create their original game and suggest it in the class.

Activity 5 (5) Consolidation

I ask the students to think about the reason why there is such an event “Taiikusai” in Japan. I gather the ideas from them and share them in the class.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint, youtube

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

Overall, the class was successful. Students were able to know the one of the Japanese school events called “Taiikusai” and its objectives. Also, they were able to discuss it from their own perspectives and to share the ideas and experiences in the class.

When I introduced some vocabularies of that event in the class, I sometimes had tough time to explain it to the students. I should have used the whiteboard to explain them to the students.

How could this class be improved/ modified?

I should have put more photos when introducing new vocabularies to the students, so that they would be able to imagine those words from the photos at the same time. It would be more helpful for their understanding. Or I should have used the whiteboard to explain effectively about it to the students in the class.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

JP F16 INT Traveling

December 2, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Monday, Nov 21, 2016

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: Traveling

Goal of the class:

Students will be able to know how to get to a destination by using a Japanese website and introduce about their trip.

How did you structure the class?

Activity 1 (15 min): Attendance check & Warm-up

I check students’ attendance and then ask them about their thanksgiving days. Students talk about it in pairs and then share it in the class.

Activity 2 (5 min) Opening

I show some pictures of Japanese famous spots in Tokyo, Chiba, and Kanagawa, and I introduce them a little bit with the pictures.

Activity 3 (10 min): Introduction of Yahoo! Japan & Norikae Annai

I introduce them a popular website/application which Japanese people usually use when they travel. Students use their own cellphone opening that website/application. Then I demonstrate how it works to the students and they play with it. I also explain briefly to the students about Japanese metro & JR railway lines network and currency (exchange rate between Japanese yen and US dollars).

Activity 4 (15 min): Pair-work

I make pairs in the class and give each pair a piece of paper written about the certain locations on the Japanese railway map and another handout. And then I introduce the activity which they are going to that location marked by blue from the designated place marked by red. They will use Norikae Annai in order to get there in each pair. They will work on it and make a plan for visiting that place with their partner.

Activity 5 (15 min): Main Activity

After they make a plan, each group introduce about their trip. They explain the following things at a minimum.
How do they get to the destination from their designated place??
How long does it take?

How much does it cost?

What are you going to do in your destination?

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint, handout

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

The class was great in general. All students engaged a lot and participated in the activities I prepared. They collaborated in making plans for visiting that places in their group by using Norikae Annai. Their presentations were also good. Today I forgot to cover some important parts of the website/application when explaining it to the students, so I need to make them up in the next class. Since this was the second time I did the activity, it was better than the first time, overall.  

How could this class be improved/ modified?

I think it will be great if I use the whiteboard during the class putting some points on it, which definitely should have been helpful to them in some ways. Also, I could consider extra questions for those who finished the activity early, so they are further motivated to work on it. This activity makes the students speak up and interactive because they need to talk with their partner, so I would like to conduct it again in the near future.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

JP F16 INT Paper-crane

December 2, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Oct 3, 2016

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: The Meaning of Paper-crane

Goal of the class:

Students will learn the true meaning of paper-crane folded by Origami.

Students will learn to fold their own paper-crane.

How did you structure the class?

Activity 1 (10 min) Attendance check and announcements

I check students’ attendance and give them three announcements.

Activity 2 (10 min): Warm up

I make a group of three and ask them a question about last weekend and I let them talk about it freely in a group and then in the class.

Activity 3 (5 min): Review of the Last Class

I ask the students some questions about the material we covered last class and review the key points together with PowerPoint.

Activity 4 (30 min): Let’s Fold our own Paper-crane and others

I make a group of three and give a piece of origami to the students and then we fold the paper-crane together while watching the demo-video. I introduce the students some vocabulary used in the process of folding it. I also show them others and let them fold it freely in the class.

Activity 5 (5 min): Consolidation (What is your idea of peace?)

I ask two questions to the students, and they think about it. Then I gather the ideas from the students and conclude it in the class.

Back up activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint, origami

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

The class was successful in general. All students engaged a lot and participated in folding the paper-crane and other works. They had fun and communicated with other classmates and taught one another how to make it in Japanese. I was so surprised that they loved to do this kind of activity folding the paper-crane in the class with the support of other classmates if needed. I have spent much time on folding the paper-crane in the class, so I could not move on to the next activity today which was supposed to be a consolidation of the class.

How could this class be improved/ modified?

I need to play back-music while they are folding the origami which will make the class better. Also, in order to be able to move on to the next activity (consolidation), I must manage the time setting a time limit for each activity in detail from now on.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

JP F16 INT Paper-crane

December 2, 2016 /

Conversation Class Lesson Summary

Language Resident Name: Yohichi Tagami

Day and Date: Sep 28, 2016

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: The Meaning of Paper-crane

Goal of the class:

Students will learn the true meaning of paper-crane folded by Origami.

Students will learn about the historical person, Sasaki Sadako and then think about a peace.

How did you structure the class?

Activity 1 (7 min) Attendance check and announcements

I check students’ attendance and give them three announcements.

Activity 2 (5 min): Review of the Last Class

I ask some questions about Keirounohi to the students and review the key points together with PowerPoint.

Activity 3 (8 min): Introduction of Hiroshima

I show some photos related to Hiroshima to the students and then introduce it to the students. I also ask some questions to the students, and they talk about it in a pair and then share it in the class.

Activity 4 (15 min): Introduction of Paper-crane

I show some related photos to the students and ask some questions about it. The students consider it and then discuss it in a group. I also introduce general information of it to the students with the photos.

Activity 5 (20 min): The Story of Sasaki Sadako

I give the students a handout and then have them read it in a group helping one another. Then we will read it together with the powerpoint. I explain some vocabulary to the students and then give them some questions based on the story they’ve just read.

Activity 6 (5 min): Consolidation (What is your idea of peace?)

I ask two questions to the students, and they think about it. Then I gather the ideas from the students and conclude it in the class.

Back-up Activity (5-10 min) Brainstorming

I ask the students about their favorite Japanese song. Students think about it and discuss it in the class. I write down them they said on the whiteboard.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Powerpoint, handout

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

The class was good in general. Some students found today’s lesson interesting, but the others found it boring due to the historical thing. But they did good in reading the handout I gave them, trying to comprehend the content of it. But Considering it from my viewpoint, it was irrelevant to the intermediate conversation class today since they were not used to this kind of task. Although it was boring to some of the students in the class, however; at least they were able to achieve one of the goals by participating in the class. They were able to learnd what Paper-crane means to us.

How could this class be improved/ modified?

I should have modified the way to explain about the topic to the students, not reading but some other ways or combined ones, which could help them motivate the activity and let them talk about it freely in the class.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

JP S16 ADV “solo” activities

May 6, 2016 /

Language Resident Name:

Tasuku Sasaoka

 Day and Date:

Tue. Apr. 26th, 2016

 Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

 Class theme/topics discussed:

Doing activities alone / the Japanese point of view of doing things alone

 Goal(s) of the class:

   Students will learn about the collectivism prevalent in Japan.

Students will discuss what they can and cannot do alone.

Students will conduct class evaluations.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T will check Ss’ attendance and talk T will check Ss’ attendance and talks about a topic related to the class theme. about a topic related to the class theme.
8(13) Pre-Activity Ss participate in an activity with a worksheet given by the T. On the worksheet there are twenty activities that are generally thought to be more fun when done by more than two people. The Ss will decided if they can do each activity on their own and place yes or no next to each activity.

After five minutes, T will collect the worksheets and put the results on the white board anonymously. The results will also be provided with a number next to each so that only the owner will know which one is his/hers.
10(23) Activity 1 Open discussion

Ss participate in an open discussion. T will facilitate the discussions by asking questions such as “Which result seems impressive to you? Why?” “Which one do you think belong to whom? Why?” “Which two or more do you think share similar point of view?” T will also highlight some outstanding features in the results providing Japanese points of views and general ideas.
5(28) Activity 2 1-on-1 convo and guessing

T will give Ss quite short time like three minutes that Ss talk with others to identify the owners of the results.

After certain time Ss write down their guess on the board and then they will learn the answers.
12(40) Activity 3 Open discussion II

After all the Ss learned which results are whose, they participate in an open discussion again.

In this discussion, T will lead Ss to focus on how Japanese people feel about doing activities by themselves, introducing online news articles and his own experience.

Ss will try to identify what is unique to Japanese culture, at the same time what is common between Japanese and American (or other) culture.
5(45) Consolidation T reviews the class and gives some feedback to students. Ss write down their comments on their comment sheets.
15(60) Class Evaluation Ss will conduct class evaluation.

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation

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

   What worked:

I think it was fun for students’ to learn about the different preferences or personalities among them. Getting the result on the white board was also good because it has a lot to talk about.

  What did not work:

The topics of the class were little bit too much. Especially under the limited time, I could not cover all of them.

How could this class be improved/ modified?

I think limiting topics to fewer numbers would help students to concentrate and learn something in the class time.

 

JP S16 ADV News Writing

May 6, 2016 /

 

Language Resident Name:

Tasuku Sasaoka

 Day and Date:

Thu. Mar. 24th, 2016

 Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

 Class theme/topics discussed:

Making news / Japanese online jounalism

Goal(s) of the class:

   Students will practice interview and conversation

Students will make a news article out of it their interview

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss class attendance and talks about a hot topic in contemporary Japan. Then T will explain that they are going to make news article out of the interview.
10(15) Practice Ss will practice making an interview into a topic of a news article. T shows several written interview of a person and then asks Ss what kind of article they can make out of it. Ss get in pairs and talk with each other.
15(30) Activity Ss get into two groups of three. One student from each group will be an interviewee and other two students ask questions to the interviewee of the other group. While they are talking, they use speech recognizer to keep the record of their conversations.
15(45) Activity All Ss in each group will talk with each other and decide what kind of article they are going to make. After they reached consensus, they speak out the news article and let recognizer dictate.
10(55) Production Ss read aloud their news article to the other group. Ss take turn so that all of them can read some part of news. After they heard both news article, they give feedback to each other’s news.
5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their comments on the feedback sheet.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation, background music, speech recognizer

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

   What worked:

It was a good idea to make a news article in groups because the process involves interviews, discussions, and editing.

   What did not work:

Speech recognizer was not accurate as I expected. Although it worked as a mean to stimulate students to speak more, it wasn’t successful enough so that the students do not have to write.

How could this class be improved/ modified?

I think I need to find a better way to use the speech recognizer. One possible way is to let each student use one laptop with a microphone.

JP S16 ADV Lateral Thinking Puzzles

May 6, 2016 /

 Language Resident Name:

Tasuku Sasaoka

Day and Date:

Thu. Feb. 25th 

Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

Class theme/topics discussed:

Hypothesize and inference/ Lateral Thinking Puzzles

Goal(s) of the class:

   Students will use Japanese to solve questions.

Students will use Japanese to acquire necessary information.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss’ attendance and talk about a hot topic in contemporary Japan.
10(15) Project T will briefly review what they decided about the project last week and describe the plan, schedule, process, etc. Ss can also talk about the project if they want to revise or add something to the plan.
40(55) Activity Students will participate in lateral thinking puzzles. In this game, students can ask questions that the game master can answer with “yes”, ”no” or “doesn’t matter” to solve the given problems. Students are encouraged ask lots of questions to gain information, test their hypotheses, and learn about the answers. T will help students by asking questions that stimulate students speculations, giving hints, and/or showing clues.
5(60) Consolidation T reviews the class and gives some feedback to students.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

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

   What worked:

There seems to have been fair amount of speech from each student. I could also encourage some shy students to talk by letting them do the game master part. I also successfully introduced some new vocab words by sending the answer to the last questions via email.

   What did not work:

I think balancing each student’s amount of speech is the next step or task.

How could this class be improved/ modified?

I think letting students ask questions one by one would help all the students to ensure more fair balance of the speech amount.

JP S16 INT Exaggerations

May 6, 2016 /

 

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Feb. 3rd

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Exaggerations

Goal(s) of the class:

   Students will learn vocabularies used to exaggerate adjectives

Students will learn appropriate use of exaggeration words

Students will practice exaggerating adjectives

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss’ attendance. Teacher also talks about a topic that is hot in today’s Japan.
5(10) Introduction T continue today’s Japanese topic and asks Ss’ favorite menu restaurants. The S will be asked to describe how much he/she likes that menu using words that describes the amount. T asks several Ss and announce them that today’s theme is exaggeration.
15(25) Pre-Activity Ss will brainstorm and activate their vocabularies used in exaggeration. After they gave all the vocabularies, T shows the list of the words. Then the Ss will replace the words in a two dimensional graph according to the degree and formality of each word.

Then the Ss will participate in a discussion. T leads the discussion and talk about collocations, use, and degree of each word.
10(35) Presentation and Practice T will explain some rules of using the words and exaggerating adjectives.

Ss make a sentence that includes exaggerating word that fits given adjectives. T will tell if the sentence is correct or not. After several times, Ss will discuss and try to identify the rules behind the correct sentences and incorrect sentences.
15(50) Production Mozzarella Chees Game – exaggeration version

Ss watch a video and learn the rule. In this activity, Ss practice using exaggerating words.

T will first give a sentence that uses an adjective. The first S will make a sentence with the same subject and adjective. The sentence made by each student needs to be more exaggerating each time. Ss repeat this and Ss will judge if the degree of the sentence is more exaggerated than the last Ss.
5(55) Consolidation T reviews the class and gives some feedback to students.
5(60) Announcement A LF visits the class and gives a short presentation about LF programs.

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

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

   What worked:

Comparing to the advanced class, I told the rules less and it seemed to work well. Even in the intermediate class, students could tell if a sentence is correct or not based on their own knowledge and tell the reasons why they think so.

Also, this time I had time to discuss accents and emphasis and how they work in exaggeration and the students also enjoyed this part.

   What did not work:

Since, the Ss were hopefully quite active in the pre-activity discussion, not much time was left for the last production.

How could this class be improved/ modified?

Some kind of more productive activities would be nice as a consolidation.

JP S16 INT Showing ways over phone

May 6, 2016 /

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Mon. Feb. 1st

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Showing ways over phone

Goal(s) of the class:

   Students will learn expressions useful in direction guidance over phone.

Students will learn how to show a way when guidees are not present.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student, C: class)
5(5) Attendance check & Announcement T checks Ss’ attendance and talk about a hot topic in today’s Japan.
15(20) Introductory Activity Manipulator game

Students get divided into two groups. The purpose of the game is to get as many points on cones as possible. One student from each group puts a blindfold on their eyes and the other members of the teams become manipulator and control the manipulatee. Only manipulatees can touch the pieces so the other participants can only participate in the game by manipulating.

This activity could be repeated and made more difficult by adding rules that prohibits the use of some vocabularies so that students will have to use different words.

T controls the pace, time, and difficulty by supervising them.
5(25) Pre-Activity C discusses the activity. T leads the discussion by asking questions such as “what words did you say and what words did you hear?” “Who was good manipulator and why?”

The purpose of this discussion is to review the words used in directing and the C should move to next part when they reviewed basic vocabularies.
10(35) Introduction T shows a situation in that Ss cannot direct or show the way properly only with basic vocabularies, which is directing over phone. T shows a map on a screen and become a visitor to a company. A S will be a navigator on a phone. After an improvisation role-play between T and the S, S will think of possible strategies and expressions they can use to successfully complete navigation over phone.
5(40) Presentation T summarizes C discussion and presents some expressions and strategies that could be used in over-phone navigation.
10(50) Practice Ss will practice listening through this activity. Again with the map, T speaks a long sentence. After the listening, Ss will say the destinations they arrived at the same time.
5(55) Production T randomly points a spot in a map on the screen and each students will say an appropriate expression that will leads a person on the spot to the destination.

After several times, students get into pairs and practice in them.
5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their comments and evaluation on their attendance sheets.

 

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

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

   What worked:

The topic was quite practical and useful in real life. Students also had to think referring to their background knowledge and experience.

   What did not work:

I think it was good lesson with good balance of inputs, practice, and outputs with a useful topic.

How could this class be improved/ modified?

JP S16 INT Making Descriptions

May 6, 2016 /

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Jan. 27th, 2016 

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Description

Goal(s) of the class:

Students will practice aru and iru (Japanese verbs that equal “there is” for living and nonliving things).

Students will practice describing a picture only using words.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T takes attendance and will have a short conversation with students about what is going on in today’s Japan. T also talks about the cultural activity occurring this week.
5(10) Introduction T puts a blindfold on himself and asks Ss to describe the classroom they are in. After the description T gives feedback to those descriptions and introduces today’s topics.

この教室がどんな風か教えてください。

誰がいますか？何がありますか？
10(20) Pre-Activity T asks questions about the rules of using aru and iru. After students remembered the general rules, teacher asks about the exceptional cases (e.g. robots, taxi, lovers, family, zombie, corpus of insects, grandfather’s bones). Through the discussion S tries to refine the rules they already know and make it into more specific one.

ある、といるは何が違いますか？

ある、はどういうとき使いますか？

いる、はどういうとき使いますか？
5(20) Presentation T presents the rules using the slides, summarizing Ss’ disucussions.

いる、は話している人が、「自分で動く」と思っているものに使います。

ある、は話している人が「自分で動く」とは思わないものに使います。

また、ある、はconceptとしていうときにも使います。でも、これは伝統的な日本語なので今の時代はあまり使わないかもしれません。
15(35) Practice aru iru practice

Ss practice the use of iru and aru with power point slides.   First, each S says aru or iru based on the picture shown in the screen. After that, S makes a sentence that describes the picture with a proper word use. Finally, Ss practice by saying an inappropriate one that does not match to the picture.

 

Where practice

T also introduces several vocabs that will be helpful in the following activity such as “奥(back)” ,”手前(in front)”.
20(55) Production Blind Pictionary

T draws the frames of the different parts of the picture on the board and asks one S to come up to the board. The S will be in charge of drawing picture while the other classmates describe the picture to the S. They should be as precise as possible in a given amount of time. The S at the board is encouraged not to look back and rely on what he/she hears as much as possible.

When one part is finished, the S changes the role with another student.

When all the parts of the picture have been drawn on the board, the entire picture is revealed to the Ss who can admire their blind reproduction and compare it to the original.

During the activity, T gives corrective feedbacks and hints to help the Ss.
5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their evaluation on and comments to the today’s class.

 

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

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

   What worked: Pre-activity discussion was quite good because it deals with a topic that is slightly more detailed and complex than the student’s present knowledge, resulting in giving a better understanding of the Japanese grammar.

   What did not work: The discussion took longer time than expected.

How could this class be improved/ modified?

The class was good and appropriate for the students. In order to make it applicable for intermediate class students, I think I need to use easier vocabularies, set a different focus (e.g. more focus on practice), and different pictures for the Production part.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 

JP F15 INT haiku poems

December 8, 2015 /

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Oct. 7th, 2015

Language and Level (intermediate or advanced class): 

Intermediate Japanese

Class theme/topics discussed:

Japanese poems/Haiku

Goal(s) of the class:

Students will be able to explain the rhythms in Japanese poems.

Students will understand the concept of the Haiku meeting and be able to participate in it.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and tells them about the coming study break.
8(13) Introduction Ss watch the video that explains how to compose Japanese haiku.
8(21) Discussion Ss talk about what they watched in the video and share their knowledge of haiku. T introduces some new words related to haiku.
12(33) Activity 1 Yomi-bito shirazu

Every student gets a piece of paper that has 17 boxes. Student write one letter on any box and mix the pieces of paper with other students’ ones. They continue this until all the boxes are filled. Finally, students compose the randomly-made haikus one by one, and give feedbacks of comments to each others’.
14(47) Activity 2 Barabara 575

Students get three small pieces of paper. On them students write two sentences or words consist of 5 moras and one consist of 7 moras. When finished, students mix their pieces and randomly pick three from them. Each student takes turn and composes their works of combination of the pieces. After one student composes, other students give feedbacks.
10(57) Activity 3 Haiku poets

Students make their original haikus and compose them. Other students give feedbacks.
3(60) Consolidation T review what they have learned, emphasizing the basic rhythms of the Japanese haiku poems.

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?

   What worked:

Students enjoyed composing haikus they made. The activity was easy to do and students worked with little stress.

What did not work:

The purpose of the first activity is to enjoy the rhythm of the Japanese haiku poems but the students tried too seriously to make good haikus. I should have clarified the purpose first.

How could this class be improved/ modified?

Since it was obviously clear that students cannot make good poems for their first trials, I should have told them to take it easy and the purpose is just to enjoy the rhythm.

JP F15 INT Onomatopeia

December 8, 2015 /

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Mon. Nov. 23rd, 2015

Language and Level (intermediate or advanced class): 

Intermediate Japanese

Class theme/topics discussed:

Onomatopeia/ Mimetic words

Goal(s) of the class:

   Students will learn some onomatopoeia and mimetic words.

Students will be able to use the onomatopoeia and mimetic words.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and talk about some upcoming cultural activities.
5(10) Introduction T gives some quiz as an introduction to today’s topic. In the quiz game Ss choose what they think fit to the situation given.
10(20) Pre-Activity Ss participate in an open discussion. They share the onomatopoeias and mimetic words and T writes them down on the board. Then T asks how they sound to get Ss think of the underlying rules.
10(30) Presentation T gives some onomatopoeia, mimetic words, and the foundation rules to use them.
18(48) Practice Ss participate in a comic making activity. They get into pairs and take a page of comic without lines and onomatopoeia. Activity proceeds as follow: First, they guess the story consulting with each other. Second, they write down the lines in the blanks of callout. Third, they write down onomatopoeia that they think to fit based on the stories they decided. After that, Ss read aloud the comic they made. T gives Ss some feedbacks and reminds them of the expressions and rules regarding to onomatopoeia.
10(58) Production Ss work individually in an activity. They find a partner and talk about their own comics using the onomatopoeia and mimetic words.
2(60) Consolidation T reviews the class and gives some feedback to students.

 

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation, comic

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

   What worked: It seemed the lesson was planed in a good way so that each student can learn from each other through sharing vocabulary they had, thinking upon each words, answering questions to the words given.

   What did not work: The class was not quite conversational although it was communicative in a sense that it dealt with some writing communication.

How could this class be improved/ modified?

A more conversational activity could have been added as a consolidation part at the end of the class.

Appendix

Powerpoint slides used in the class: JAPAN11 Nov. 23rd

JP F15 ADV Humor

December 8, 2015 /

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Tue. Sep. 15th, 2015

Language and Level (intermediate or advanced class):

Advanced Japanese

 

Class theme/topics discussed:

Japanese humor

 

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.
5(10) Warm-up Brainstorming

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?

   What worked:

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?

 

JP F15 ADV Presentation

December 8, 2015 /

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Thu. Nov. 19th, 2015

Language and Level (intermediate or advanced class):                 

Advanced Japanese 

Class theme/topics discussed:

Presentation

 Goal(s) of the class:

   Students will learn some presentation languages and strategies in Japanese.

Students will be able to use the language and strategies in presentation activities.

How did you structure the class?

Time

(Total)

 Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and talk about some upcoming cultural activities.
8(13) Introduction T first tells Ss that today’s topic is language and strategies used in a Japanese presentation, and asks them to do improv presentation with some slides provided. Ss participate in the presentation activity and find out what they can and cannot do in a Japanese presentation.
10(23) Pre-Activity Ss talk about and share their opinion about the activity they just did. T leads the discussion so that students can share what they can illustrate some features, languages in Japanese presentation.
10(33) Practice T gives some expressions that could be used in introduction, transition, explanation parts of a presentation in a question and answer style. Later, students in pairs practice using them with the same presentation slides. T changes the slides and gives some advice when necessary.
12(45) Production Ss participate in presentation activity. Each student becomes a presenter taking turns and talk for approximately one minute per each turn. While others speak, students listen to the speech and pretend to be an audience. Later, each student gives feedback to each other and the T gives some positive feedback.
10(55) Production 2 (optional) If there were enough time, students work on the same activity with different slide one more time.
5(60) Consolidation T reviews the class and gives some feedback to students.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation

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

   What worked: Even for the advanced students, presentation skills were new to majority of them, and therefore a helpful topic to learn.

   What did not work:

Though the lesson was student-centered, total amount of the students’ speech was relatively small due to the fact presentation can be done only one student at time.

How could this class be improved/ modified?

Introduction could be changed to provide more opportunities for students to talk.

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